Creating a Positive Learning Environment
The Savvy Teacher
Published on 7. November 2019
Book
Paperback/Softback
200 pages
978-0-19-031890-1 (ISBN)
Description
Pre-service and graduate teachers need a book which is simple in construct, is memorable for practice, and which is easily accessible for when they face a challenging behaviour or situation in their teaching.
There is no single answer nor one right way to manage student behaviour or a class situation. Instead, there are a range of effective and skilful ways of enabling students to respond cooperatively, take responsibility and learn to manage their own behaviour.
This book is made up of two parts. Part A clearly outlines the practical strategies, skills and techniques that every graduate teacher needs to know, understand and be able to apply, in order to skilfully manage their students, their classes and collegial relationships within the school community. The ultimate goal for teachers is not only to learn to manage the behaviour they meet on a daily basis, but also to enable their students to learn to manage themselves, their own behaviour, relationships and their learning.
Part B presents common questions that graduate teachers ask throughout their first year of teaching. This section allows readers to dip in and read a suggested solution to a problem that they are facing, with cross references to Part A, which will expand on the theory, relevant strategies, skills, and techniques.
There is no single answer nor one right way to manage student behaviour or a class situation. Instead, there are a range of effective and skilful ways of enabling students to respond cooperatively, take responsibility and learn to manage their own behaviour.
This book is made up of two parts. Part A clearly outlines the practical strategies, skills and techniques that every graduate teacher needs to know, understand and be able to apply, in order to skilfully manage their students, their classes and collegial relationships within the school community. The ultimate goal for teachers is not only to learn to manage the behaviour they meet on a daily basis, but also to enable their students to learn to manage themselves, their own behaviour, relationships and their learning.
Part B presents common questions that graduate teachers ask throughout their first year of teaching. This section allows readers to dip in and read a suggested solution to a problem that they are facing, with cross references to Part A, which will expand on the theory, relevant strategies, skills, and techniques.
More details
Language
English
Place of publication
Melbourne
Australia
Publishing group
Oxford University Press Australia
Target group
College/higher education
Dimensions
Height: 241 mm
Width: 188 mm
Thickness: 12 mm
Weight
448 gr
ISBN-13
978-0-19-031890-1 (9780190318901)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Person
Jenny Mackay is an author and internationally recognised specialist in behaviour management and student-teacher interactions. Following extensive research analysis into classroom dynamics she has originated a methodology that conveys comprehensive, practical student management skills and guides teachers in their classroom practice. She is based in Melbourne where she has also taught in the department of education at Deakin University.
Content
TABLE OF CONTENTS PART A: BECOMING A SAVVY TEACHER The First Day: Creating a positive learning environment 1 Being prepared : Proactive management Organising the learning space Planning for behaviour Understanding behaviour Establishing positive relationships A quick reminder 2 Developing strategies: Interactive management How do I respond to behaviour? Settling in Steps toward interactive management Step 1: Preventing strategically Step 2: Correcting assertively Step 3: Supporting empathically Step 4: Affirming strategically 'Be firm, be fair, be kind' A quick reminder 3 Knowing what to do when things go wrong: Restorative management How do I restore situations, relationships and facilitate behaviour change? Discipline-an overview Step 5: How can I follow through when students need to learn to behave differently and make reparation? Strategies for students to self-manage Self-reflection Reflective exercise with problem solving A quick reminder 4 Enable yourself, enable others: Supportive management What do I need to know to manage myself in a school - what is expected of me? Be prepared-enable yourself Building support and relationships with colleagues Building support and relationships with parents Building a positive relationship with parents Resources for teachers A quick reminder PART B: BEING A SAVVY TEACHER Teachers' Stories Term 1: Proactive 1. My first day and my first class-yay, I'm good to go! 2. How can I teach my students to behave? 3. How do I get my students to pay attention? 4. What can I do about daily misbehaviour? 5. How do I settle a class so we can start learning? 6. What can I do when my students are restless and off task? 7. How do I manage when younger students are emotionally upset? 8. How do I get respect from students? 9. How can I ensure the correct use of technology in class? Term 2: Interactive 10. How do I deal with low-level, irritating misbehaviours? 11. What can I do about a noisy class? 12. How do I manage unkind behaviours in younger students? 13. What can I do when students ignore my instructions? 14. How do I manage young students who don't follow my instructions? 15. Why do some students take so long to move between activities and lessons? 16. What can I do about students who repeatedly seek attention? 17. What can I do when students challenge me? 18. How do I manage when students are anxious or emotionally upset? 19. How can I ensure I don't neglect my 'good' students? Term 3: Restorative 20. It's a new term-why have my students forgotten to behave? 21. Why don't students listen and do as I ask? 22. How can my students learn to be better organised? 23. What can I do when I feel my class is getting out of control? 24. What do I do when students blame others? 25. Why can I do when students say 'No!' and won't cooperate? 26. What can I do when older students won't cooperate? 27. What works best when applying consequences? 28. How do I manage hurtful behaviours in older students? 29. How can I build a cohesive and caring class? 30. What can I do when students are disengaged and negative? 31. How can I build students' self-esteem? Term 4: Supportive 32. How can I support CRTs to manage my class? 33. Teaching in a multi-cultural situation-what do I need to remember? 34. What do I do when students are really mean and hurtful to others? 35. How do I manage extremely challenging behaviours? 36. What do I do when students say they 'don't care? 37. How can I best manage students with special needs in my class? 38. How can I build resilience in my students? 39. How do I know when to call on the school's behaviour management practices? 40. What can I do to maintain positive relationships with my colleagues? 41. How can I build positive relationships with parents?