ABSTRACT
This chapter looks at particular strategies – variants of the whole-class approaches discussed so far – which have proved helpful for individual children with emotional and behavioural difficulties during the different phases of the Literacy Hour. As Mark's story shows, the Literacy Hour poses particular challenges for some children because it makes demands on them to manage their own behaviour, in ways they may not be used to, and use a range of skills which may not be in their repertoire. In managing behaviour during the hour, the teacher needs to think first how he or she is working with the whole class to develop these skills. The teacher can set a kitchen timer for the end of 15 minutes guided reading, and give the whole class a point or a star if everyone is 'on task' when the timer goes off.
