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Behaviour and discipline in schools, 1

Author: Peter Galvin; Andy Miller; Jayne Nash
Publisher: London : David Fulton, 1999.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Galvin, Peter.
Behaviour and discipline in schools, 1
(OCoLC)44524514
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Peter Galvin; Andy Miller; Jayne Nash
ISBN: 9781134107056 1134107056 9781134106981 113410698X
OCLC Number: 864551095
Notes: Subtitle on cover: Devising and revising a whole-school policy.
Description: 1 online resource (vii, 131 pages) : illustrations
Contents: Cover; Title; Copyright; Contents; Acknowledgements; Using this handbook; 1. Introduction; 1.1 The school effectiveness literature and pupil behaviour; 1.2 The impact of legislation; 1.3 Having a coherent philosophy and a set of values to guide actions; 1.4 The developmental process; 1.5 The basic structure for supporting work in the area of behaviour and discipline; 1.6 The people within the process; 1.7 Monitoring and evaluation --
experimentation and projects; 1.8 Summary; 2. Getting started: tasks for senior management; 2.1 Testing the water. 2.2 Developing a sense of direction, or a vision of the future2.3 Getting a sense of the culture of the school; 2.4 An overview of the development process; 2.5 Summary; 3. Moving the process on: the coordinating group; 3.1 Appointing a group coordinator; 3.2 Putting together the coordinating group; 3.3 Developing an overview of getting good behaviour; 3.4 Soft side tasks for the coordination group; 3.5 The role of outside support agencies; 3.6 Summary; 4. Conducting a behaviour review; 4.1 Reasons for conducting a review; 4.2 Ways of conducting a review. 4.3 A buyer's guide to behaviour review methods4.4 A framework for collating the review data; 4.5 Example questionnaire/structured interview responses; 4.6 Collating example responses and their link to staff development day activities; 4.7 Behaviour review and the three tier model; 4.8 Feeding back data to the staff; 4.9 Summary; 5. Involving others in the developmental process; 5.1 The advantages and disadvantages of involving others; 5.2 Involving pupils; 5.3 Involving parents; 5.4 Involving non-teaching staff; 5.5 Involving governors; 5.6 Summary. 6. Using a staff development day to progress the process6.1 Background to the day; 6.2 Organising the groups; 6.3 Organisation of the day; 6.4 Summary; 7. Beginning to put a policy together; 7.1 Components of the policy; 7.2 Key considerations for writing the policy; 7.3 Circulating the draft policy; 7.4 Getting the views of others; 7.5 Summary; 8. Putting the behaviour policy into practice; 8.1 Encourage a degree of experimentation; 8.2 Making the policy come alive; 8.3 Differentiating the policy; 8.4 Possible units of differentiation; 8.5 Roles and responsibilities. 8.6 Improving behaviour is a team game8.7 The role of middle managers in keeping the policy alive; 8.8 Applying the policy at departmental level; 8.9 Differentiating the policy at the individual level; 8.10 Promoting good behaviour through the curriculum; 8.11 The PSE curriculum; 8.12 Taking behaviour issues into all curriculum areas; 8.13 The curriculum and its effects on behaviour; 8.14 Summary; 9. Staff support; 9.1 The challenge of offering peer support; 9.2 The advantages of peer support; 9.3 Factors which affect the success of peer support.
Responsibility: Peter Galvin, Andy Miller and Jayne Nash.

Abstract:

A practical guide to developing and maintaining high standards of behaviour in schools. The authors emphasize planning policies which take account of the individual needs of the staff and pupils and  Read more...

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