Coverart for item
The Resource Behaviour management with young children : crucial first steps with children 3-7 years, Bill Rogers, Elizabeth McPherson

Behaviour management with young children : crucial first steps with children 3-7 years, Bill Rogers, Elizabeth McPherson

Label
Behaviour management with young children : crucial first steps with children 3-7 years
Title
Behaviour management with young children
Title remainder
crucial first steps with children 3-7 years
Statement of responsibility
Bill Rogers, Elizabeth McPherson
Title variation
Behavior management with young children
Creator
Contributor
Author
Subject
Language
eng
Cataloging source
AU@
http://library.link/vocab/creatorDate
1947-
http://library.link/vocab/creatorName
Rogers, Bill
Dewey number
  • 372.11024
  • 370.15/28
Illustrations
illustrations
Index
index present
LC call number
LB3013
LC item number
.R569 2014
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorName
McPherson, Elizabeth
http://library.link/vocab/subjectName
  • Classroom management
  • Behavior modification
  • Elementary school teaching
Label
Behaviour management with young children : crucial first steps with children 3-7 years, Bill Rogers, Elizabeth McPherson
Instantiates
Publication
Note
Previous edition: 2008
Bar code
31223113478433
Bibliography note
Includes bibliographical references (pages 203-207) and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction. The crucial nature of the establishment phase of the year with early years children -- The building of trust, security, confidence and belonging -- Discipline: the language of guidance and support -- The bad-day syndrome -- 1. The critical first days and first week. Negotiating the social place, space and purpose of classroom and school life with children -- Calming, settling and focusing students as a group (core routines) -- Explaining and modelling the 'why' of behaviour in 'our class'/'our school' -- 2. Transition: children moving from whole-class teaching to on-task learning time. Transition clarity for learning and behaviour: teaching essential learning/co-operative behaviours -- Addressing behaviour in on-task learning time (core routines): noise levels, teacher-assistance routines, classroom mentors -- 3. Developing a whole-class behaviour agreement. How we can develop, with the class, a positive whole-grade behaviour 'plan' that expresses the 'why' and how of rules, routines and responsibilities regarding learning and behaviour -- Core rights/responsibilities: rules, consequences and repairing and rebuilding -- Classroom meetings/nurture groups -- 4. Developing a teacher behaviour management and discipline plan. The key principles of positive discipline -- Our behaviour management style with early years children -- The language of correction: key skills -- The language of encouragement -- Disrespect in children's behaviour -- 5. Helping children manage their behaviour. Common behaviour scenarios -- Following-up with children in one-to-one settings (beyond the audience of peers) -- Uses of behaviour consequences: linking behaviour to responsibility and accountability -- Appropriate use of 'time-out' within a whole-school approach -- 6. Children with social, emotional and behavioural difficulties. Teaching behaviour one-to-one with children with SEBD (social, emotional and behavioural difficulties) -- Academic/'social survival' behaviours -- Case study, supporting children with diagnosed autism spectrum disorder -- Whole-team (whole-school) individual behaviour support plans for children with social, emotional and behavioural difficulties -- Frustration tolerance, temper and anger management (case study) -- Children's expression/communication of feeling -- 7. Working with parents/carers. Communication with parents/carers -- Improving communication, assurance and support between, parent/carers and school -- Parent/carer-teacher interviews -- 8. Epilogue. Appendixes : A. Covering parent letter for classroom behaviour agreement -- B. Example of a typical classroom behaviour agreement ; C. Example of a restitutional consequence (civic duty) ; D. Behaviour understandings as preferred practices ; E. Example of a student buddy contract ; F. Example of an individual behaviour support plan for anger management ; G. "I've got no-one to play with ...": the friendship seat
Dimensions
24 cm
Edition
Second edition.
Extent
xv, 217 pages
Isbn
9781446282885
Isbn Type
(pbk)
Lccn
2013948099
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other control number
60001914765
Other physical details
illustrations
System control number
(OCoLC)881317770
Label
Behaviour management with young children : crucial first steps with children 3-7 years, Bill Rogers, Elizabeth McPherson
Publication
Note
Previous edition: 2008
Bar code
31223113478433
Bibliography note
Includes bibliographical references (pages 203-207) and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction. The crucial nature of the establishment phase of the year with early years children -- The building of trust, security, confidence and belonging -- Discipline: the language of guidance and support -- The bad-day syndrome -- 1. The critical first days and first week. Negotiating the social place, space and purpose of classroom and school life with children -- Calming, settling and focusing students as a group (core routines) -- Explaining and modelling the 'why' of behaviour in 'our class'/'our school' -- 2. Transition: children moving from whole-class teaching to on-task learning time. Transition clarity for learning and behaviour: teaching essential learning/co-operative behaviours -- Addressing behaviour in on-task learning time (core routines): noise levels, teacher-assistance routines, classroom mentors -- 3. Developing a whole-class behaviour agreement. How we can develop, with the class, a positive whole-grade behaviour 'plan' that expresses the 'why' and how of rules, routines and responsibilities regarding learning and behaviour -- Core rights/responsibilities: rules, consequences and repairing and rebuilding -- Classroom meetings/nurture groups -- 4. Developing a teacher behaviour management and discipline plan. The key principles of positive discipline -- Our behaviour management style with early years children -- The language of correction: key skills -- The language of encouragement -- Disrespect in children's behaviour -- 5. Helping children manage their behaviour. Common behaviour scenarios -- Following-up with children in one-to-one settings (beyond the audience of peers) -- Uses of behaviour consequences: linking behaviour to responsibility and accountability -- Appropriate use of 'time-out' within a whole-school approach -- 6. Children with social, emotional and behavioural difficulties. Teaching behaviour one-to-one with children with SEBD (social, emotional and behavioural difficulties) -- Academic/'social survival' behaviours -- Case study, supporting children with diagnosed autism spectrum disorder -- Whole-team (whole-school) individual behaviour support plans for children with social, emotional and behavioural difficulties -- Frustration tolerance, temper and anger management (case study) -- Children's expression/communication of feeling -- 7. Working with parents/carers. Communication with parents/carers -- Improving communication, assurance and support between, parent/carers and school -- Parent/carer-teacher interviews -- 8. Epilogue. Appendixes : A. Covering parent letter for classroom behaviour agreement -- B. Example of a typical classroom behaviour agreement ; C. Example of a restitutional consequence (civic duty) ; D. Behaviour understandings as preferred practices ; E. Example of a student buddy contract ; F. Example of an individual behaviour support plan for anger management ; G. "I've got no-one to play with ...": the friendship seat
Dimensions
24 cm
Edition
Second edition.
Extent
xv, 217 pages
Isbn
9781446282885
Isbn Type
(pbk)
Lccn
2013948099
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other control number
60001914765
Other physical details
illustrations
System control number
(OCoLC)881317770

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