ABSTRACT

Developed in conjunction with practitioners and teachers, The Primary Behaviour Cookbook provides highly effective, practical strategies for responding to and resolving behavioural issues in primary classrooms.

Consisting of over forty ‘recipes’, the book’s unique format enables practitioners to quickly and easily access information and advice on dealing with specific behaviours. Each ‘recipe’ details strategies and interventions for immediate application in the classroom setting, considers possible causes of the given behaviour and offers helpful approaches for responding to the child’s needs in the longer term. From disengagement to impulsivity, attention-seeking, defiance, bullying, anxiety and aggression, the book’s five sections cover a broad spectrum of behaviours falling within five broader categories:

  • Getting things done: supporting positive student engagement and achievement
  • Dealing with disruption: increasing motivation and skills to facilitate learning
  • Social interactions: resolving problematic situations that occur between pupils.
  • Emotional distress: understanding distress and developing coping strategies
  • Behaviours of special concern: recognising behaviours associated with autism, trauma, or abuse.

Underpinned by positive psychology, and emphasizing the importance of constructive relationships, communication, inclusion and child wellbeing, this is an indispensable resource for primary school teachers and assistants, behaviour support consultants, SENDCOs and educational psychologists.

 

 

chapter |2 pages

Introduction

chapter |7 pages

The oven

The emotional climate of the classroom

chapter |11 pages

Ingredients

chapter |2 pages

Content

section 1|25 pages

getting things done

chapter |2 pages

The problem: inattention

The recipe: listening and following instructions

chapter |2 pages

The problem: avoidance strategies

The recipe: focusing on directed tasks

chapter |2 pages

The problem: disorganization

The recipe: having the right things for a task and getting down to it

chapter |2 pages

The problem: helplessness

The recipe: increasing independence

chapter |2 pages

The problem: refusal to cooperate

The recipe: positive responses to teacher requests and directions

chapter |2 pages

The problem: not settling but flitting between activities

The recipe: focusing on set task to completion

chapter |2 pages

The problem: distracted by others

The recipe: focus on set task

chapter |2 pages

The problem: starting but not finishing set work

The recipe: finishing assignments

chapter |2 pages

The problem: quiet disengagement

The recipe: building confidence

section 2|19 pages

dealing with disruption

chapter |2 pages

The problem: pushing or poking other children

The recipe: safe use of hands and feet

chapter |2 pages

The problem: fidgeting, humming and other noises

The recipe: self-awareness and control

chapter |2 pages

The problem: attention-seeking silliness

The recipe: attention gained by positive behaviours

chapter |2 pages

The problem: over-the-top behaviour

The recipe: measured responses

chapter |2 pages

The problem: frequent interruptions

The recipe: waiting in turn

chapter |2 pages

The problem: outright defiance

The recipe: co-operation

chapter |2 pages

The problem: rudeness

The recipe: courtesy/appropriate language

section 3|23 pages

social interactions

chapter |2 pages

The problem: not taking turns or sharing

The recipe: being fair

chapter |3 pages

The problem: bossiness – pushing in – wanting to be first

The recipe: appropriate assertiveness

chapter |3 pages

The problem: bullying and intimidation

The recipe: a safe and supportive classroom

chapter |2 pages

The problem: fighting

The recipe: conflict management

chapter |2 pages

The problem: stealing

The recipe: being trustworthy

chapter |2 pages

The problem: lying and blaming others

The recipe: accepting responsibility

chapter |2 pages

The problem: cheating

The recipe: self-reliance

chapter |2 pages

The problem: trying to buy friendship

The recipe: positive approaches to friendship

chapter |2 pages

The problem: everyone is against me

The recipe: acknowledging the positive

section 4|26 pages

emotional distress

chapter |3 pages

The problem: unprovoked aggression

The recipes

chapter |2 pages

The problem: tantrums

The recipe: coping with frustration

chapter |2 pages

The problem: distress/tantrums/clinging when a parent leaves their child in class

The recipe: both child and parent are calm and comfortable

chapter |2 pages

The problem: frequent or prolonged crying

The recipe: talking about difficulties/feelings

chapter |2 pages

The problem: destructive behaviour (own work)

The recipe: valuing personal efforts and achievements

chapter |2 pages

The problem: destructive behaviour (other people’s work and possessions)

The recipe: treating belongings with respect

chapter |2 pages

The problem: selective mutism

The recipe: confidence in speaking

chapter |2 pages

The problem: disengagement

The recipe: participation/resilience

chapter |2 pages

The problem: negativity

The recipe: positive re-framing

chapter |3 pages

The problem: high levels of anxiety

The recipe: increased confidence

section 5|19 pages

behaviours of special concern

chapter |2 pages

The problem: obsessive or ritualistic behaviour

The recipe: reduced anxiety and sense of control

chapter |2 pages

The problem: sexually explicit behaviour

The recipe: awareness of what is acceptable and safe

chapter |2 pages

The problem: soiling (encopresis) and smearing (scatolia)

The recipe: age appropriate self-care

chapter |2 pages

The problem: unsafe risk taking

The recipe: taking care of self and others

chapter |2 pages

The problem: running away

The recipe: staying safe

chapter |2 pages

The problem: self-harm

The recipe: positive coping strategies

chapter |2 pages

The problem: confusing reality and fantasy

The recipe: awareness of what is real and what is not