ISBN 9781846841217,101 Essential Lists On Managing Behaviour In The Early Years

101 Essential Lists On Managing Behaviour In The Early Years



Continnum Special Priced Titles

Publication Year 2008

ISBN 9781846841217

ISBN-10 1846841216


Number of Pages 116 Pages
Language (English)


Lists range from the practical and thoughtful to the wacky and innovative and cover a wide range of topics, such as:

Exploring management approaches and thinking
Understanding the reasons behind children¯s behaviours
Developing, adopting and adapting effective practical strategies.
This is an essential buy for all early years practitioners and those working in Key Stage One.

About the Author
Simon Brownhill is a Senior Lecturer in Primary Education at the University of Derby, Fiona Shelton is the Programme Leader for the B.Ed., at the University of Derby and Clare Gratton is an Advanced Skills Teacher working in Nottinghamshire.

Table of Contents
Introducing Behaviour Management
¯Jack, let me introduce you to Behaviour Management. Behaviour Management, this is Jack.¯
Every Child Matters: the philosophy of behaviour management
The definitive dos of managing behaviour
The definitive don¯ts of managing behaviour
Clarifying the causes
Approaching behaviour management
¯Behave Bro!¯ Behaviour management phrases
Words and terms
Children¯s questions
Behaviour and the Child
Child development
The ¯Good¯: appropriate forms of behaviour
The ¯Bad and the Ugly¯: inappropriate behaviour in the classroom
Influencing behaviour
How do you feel inside? Behaviour and self-esteem
How do children learn? Learning styles in the classroom
Checklist for the child
Expecting the unexpected
Behaviour and the Teacher
¯Prepared, patient and positive!¯ Personal teacher qualities
What do you really think about behaviour? Teachers¯ attitudes towards behaviour management
Team spirit
Building relationships
What sort of teacher are you? Teaching styles
Me? A ¯role model¯?
Reactions and responses
Stresses and strains: managing personal emotions
Is there anyone out there to help me? Using outside agencies
Checklist for the teacher
¯Going back to the beginning¯: teaching children ¯the facts¯
Behaviour and the School
Making behaviour work in the workplace
Policy into practice
Rules and routines
The ¯cool¯ curriculum
Tinkering with the timetable
Experimenting with the environment
Should I laugh or cry?
Behaviour and Resources
Range of resources
Respecting and valuing resources
The rules of resources
Organizing resources
Storing resources
Accessing resources
Setting out resources
Tidying away resources
Using human resources
Behaviour, the Body and the Voice
¯I don¯t want to be here!¯ Reading and responding to body language
Physical contact: the facts
Flexible faces
Various voices
Eye, eye!
Helpful hands and arms
Perfect posture
Body and positioning
Clothing considerations
Passing comments: children and their thoughts
Behaviour-Management Systems
Making ¯em feel good: motivational strategies and incentives
Suitable sanctions
Targeting behaviour: target statements
Using circle time
Charting behaviour
Valuing displays
Written evidence
Celebrating success
Involving parents and carers
Parents and their behaviour
Involving the community
Behaviour Through the Day
Making an entrance
Calm in the cloakroom
The ¯magic carpet¯: carpet time
Moving up and down and all around
Go for it! Free play
Choices: independent activities
Being fabulous during PE
Being happy in the hall
Being splendid during snack time
Snacks and slurps
Being super during story time
Making a quick exit
Behaviour-Management Strategies
Using visual aids
Using praise to motivate
Using rewards
Using criticism
Using intervention
Using peer and self intervention
Using stories and role-play
Using questions and answers
Using sounds
Using music
Using quick-fire strategies
Using ¯time out¯
Using strategies for the twenty-first century
Behaviour and the ¯Little Rascals¯
The aggressive child
The lazy child
The crying child
The friendless child
The chatterbox child
The clinging child
The ¯bullied¯ and the ¯bully¯
The invisible child
The listening child ... or are they
The fiddling child
Sixty-second summary of behaviour management