ABSTRACT

Based on latest research in the field, this book links theory and practice with key agendas and policies on behaviour, children’s mental health and well-being. It considers how policy and research influence each other and provides a range of whole-school and individual-teacher actions to support all children, but particularly for those whose behaviour is seen as challenging.

Emma Clarke provides guidance on how practitioners can most effectively support children and manage pupils’ behaviour and tracks how theory and policy has had a meaningful impact on what we do in the classroom. The book is divided into three distinct parts, each with its own set of reflective activities and thinking points as well as suggestions for further reading. Chapters in Part I include a focus on what informs the actions taken to support and manage behaviour in the classroom. In Part II, the chapters move on to consider specific approaches and delve into the theories and research which underpin them. Part III shares ethos-focused approaches to supporting behaviour, including the use of philosophical inquiry by Dr Aimee Quickfall, a timely and highly important review of the ‘eternal verities’ by Professor John Visser, and an overview of Finnish perspectives on behaviour in schools, as Finland is often, and rightly, held up as a beacon on good practice.

The book presents a range of research, policy and practice and, as such, aims to be of use to a range of readers. It can support and develop practitioners in the classroom, from early career teachers to those with a wealth of experience, as well as senior leaders and those working in wider contexts with children. It will also be useful for students and researchers due to the balance of theory and practice presented.

chapter |13 pages

Introduction

New perspectives on classroom behaviour?
ByEmma Clarke

part Part I|58 pages

Framing the actions we take

chapter 1|18 pages

Behaviour, well-being and mental health

ByEmma Clarke

chapter 2|17 pages

Acronyms and attitudes

ByEmma Clarke

chapter 3|19 pages

School policies

Possibilities and problems
ByEmma Clarke

chapter |2 pages

Framing the actions we take

Conclusion
ByEmma Clarke

part Part II|72 pages

Introduction

chapter 4|30 pages

Theory and the classroom

ByEmma Clarke

chapter 5|19 pages

Restorative practice

Reconciliation and restitution
ByEmma Clarke

chapter 6|18 pages

Solution focused working

Celebrating success
ByEmma Clarke

chapter |3 pages

Attitudes, beliefs and perspectives

Conclusion
ByEmma Clarke

part Part III|67 pages

Beyond strategies to embedded ethos

chapter 7|14 pages

Philosophical inquiry as a tool for well-being

ByAimee Quickfall

chapter 8|15 pages

Verities revisited

Keeping behaviour in perspective
ByJohn Visser

chapter 9|26 pages

International perspectives

Behaviour management in Finland
ByErkko Sointu, Katariina Waltzer, Juuso Pursiainen, Aino Äikäs, Kristiina Lappalainen

chapter |7 pages

Beyond strategies to embedded ethos

Conclusion
ByEmma Clarke

chapter |3 pages

Final thoughts

ByEmma Clarke