ABSTRACT
Behaviour for Learning offers teachers a clear conceptual framework for making sense of the many behaviour management strategies on offer, allowing them to make a critical assessment about their appropriateness and effectiveness in the classroom.
Teachers need to be asking themselves the question "How can I improve a child’s learning?" rather than "How can I get them to behave?" The authors present a unique focus on the relationships which underpin learning, placing an emphasis on the development of ‘learning behaviours’, and endorses OFSTED’s view that it is essential to evaluate the efficacy of behaviour management against progress in learning.
Essentially, this book will help teachers:
- decide what strategy is best for individuals in their classroom
- be aware of the evidence / theoretical base that underpins that strategy use
- be able to evaluate the effectiveness of that strategy.
Located within emerging agendas for improved individual holistic outcomes and increased partnership working, this book seeks to synthesise the practical with the theoretical.
Authoritative and timely, Behaviour for Learning is compelling reading for all trainees and practicing teachers, CPD coordinators and other professionals working with challenging pupils.
