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Behaviour management with young children : crucial first steps with children 3-7 years

Author: Bill Rogers; Elizabeth McPherson, (Teacher)
Publisher: Los Angeles : SAGE, 2014. ©2014
Edition/Format:   Print book : English : Second editionView all editions and formats
Summary:

Bestselling author Bill Rogers introduces his tried and tested approach to managing behaviour with children in the early years.

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Document Type: Book
All Authors / Contributors: Bill Rogers; Elizabeth McPherson, (Teacher)
ISBN: 9781446282878 1446282872 9781446282885 1446282880
OCLC Number: 881317770
Notes: Previous edition: 2008.
Description: xv, 217 pages : illustrations ; 24 cm
Contents: Introduction. The crucial nature of the establishment phase of the year with early years children --
The building of trust, security, confidence and belonging --
Discipline: the language of guidance and support --
The bad-day syndrome --
1. The critical first days and first week. Negotiating the social place, space and purpose of classroom and school life with children --
Calming, settling and focusing students as a group (core routines) --
Explaining and modelling the 'why' of behaviour in 'our class'/'our school' --
2. Transition: children moving from whole-class teaching to on-task learning time. Transition clarity for learning and behaviour: teaching essential learning/co-operative behaviours --
Addressing behaviour in on-task learning time (core routines): noise levels, teacher-assistance routines, classroom mentors --
3. Developing a whole-class behaviour agreement. How we can develop, with the class, a positive whole-grade behaviour 'plan' that expresses the 'why' and how of rules, routines and responsibilities regarding learning and behaviour --
Core rights/responsibilities: rules, consequences and repairing and rebuilding --
Classroom meetings/nurture groups --
4. Developing a teacher behaviour management and discipline plan. The key principles of positive discipline --
Our behaviour management style with early years children --
The language of correction: key skills --
The language of encouragement --
Disrespect in children's behaviour --
5. Helping children manage their behaviour. Common behaviour scenarios --
Following-up with children in one-to-one settings (beyond the audience of peers) --
Uses of behaviour consequences: linking behaviour to responsibility and accountability --
Appropriate use of 'time-out' within a whole-school approach --
6. Children with social, emotional and behavioural difficulties. Teaching behaviour one-to-one with children with SEBD (social, emotional and behavioural difficulties) --
Academic/'social survival' behaviours --
Case study, supporting children with diagnosed autism spectrum disorder --
Whole-team (whole-school) individual behaviour support plans for children with social, emotional and behavioural difficulties --
Frustration tolerance, temper and anger management (case study) --
Children's expression/communication of feeling --
7. Working with parents/carers. Communication with parents/carers --
Improving communication, assurance and support between, parent/carers and school --
Parent/carer-teacher interviews --
8. Epilogue. Appendixes : A. Covering parent letter for classroom behaviour agreement --
B. Example of a typical classroom behaviour agreement ; C. Example of a restitutional consequence (civic duty) ; D. Behaviour understandings as preferred practices ; E. Example of a student buddy contract ; F. Example of an individual behaviour support plan for anger management ; G. "I've got no-one to play with ... ": the friendship seat.
Responsibility: Bill Rogers, Elizabeth McPherson.

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We often think of behaviour management in terms of dealing with challenging behaviour, but Dr Rogers begins by looking at classroom organisation and whole-class strategies. Alongside the theory, he Read more...

 
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