Additional Information
Book Details
Abstract
The behaviour of students is a common concern and challenge for those working in schools. In addition there is continued government emphasis on behaviour as an important educational issue. This new and fully revised edition of Understanding and Supporting Behaviour through Emotional Intelligence is suitable for all trainees and teachers. It takes a fresh approach to the issues around behaviour with an emphasis on building learners’ resilience and developing emotional intelligence.
In particular, the new edition:
- has been updated with the latest legislation, including Ofsted and SEND guidelines
- includes new research on the brain and social competence development
- addresses the continuing decline in social and emotional intelligence of learners
- emphasises strategies to build resilience
- includes a new section on the stages of adolescence
- considers a whole school approach to the issues
- provides new or revised case studies throughout
- is relevant for both primary and secondary teachers
Victor Allen works as a freelance consultant in the educational, charitable and business sectors, providing training for behaviour and leadership issues and advising on implementing school improvement plans for emotional and social intelligence. He has developed whole school mental security programmes for primary, secondary, independent and special schools, and for two years worked with the Queen’s Trust in supporting the CEOs and staff of some of the major youth charities in the UK. He is a regular key note speaker at conferences and training events.
he book is useful as it is written in quite a readable style and presents cases for consideration, so it isn't completely theory based. Also it asks my students to consider something they may not have thought about previously as they have largely been successful within the education system to be on the course.
Linda Carswell, University of Birmingham
I liked the way the book was written in a focused manner and the way it challenged the reader to take time to think and answer questions as they read - It has the potential to impact teacher thinking and actions.
Clare Morrish, Bath Spa University
Thank you for sending me a copy of this most excellent text which I have recommended to Secondary PGCE students at BGU. I consider the text to be a useful guide to developing a sound understaninf of behaviour for learning. I have also added the book to reading lists for MA and postgraduate students working within our school of Professional Development. We have a range of modules related to professional practice and this text applies theoretical nuance to practical recognition. In addition to this, the focus on emotional intelligence is a timely balance to policy directives on 'discipline' and enables students to develop a more critical position in their analysis. Anecdotally, my daughter, who is Head of Drama at an outstanding school in London has also read the book with great interest and passed it to colleagues within the school. In short, this book has received excellent endorsements from classroom and university practitioners and I have no hesitation in highly recommending the work in a variety of educational context.
Yvonne Hill, Bishop Grossteste University
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
Cover | Cover 1 | ||
Half-title | i | ||
Title page | iii | ||
Copyright information | iv | ||
Table of contents | v | ||
Dedication | vi | ||
Endorsement | vii | ||
Meet the author | viii | ||
Introduction | 1 | ||
1 Where are we now and how have we got here? | 3 | ||
Understanding the culture | 4 | ||
Challenging behaviour | 4 | ||
Setting the scene | 5 | ||
Ongoing perceptions | 7 | ||
Justifying an opposition to learning | 7 | ||
More recent recognition | 8 | ||
Firmer discipline? | 8 | ||
Begin at the beginning | 9 | ||
Childhood play | 9 | ||
Learning through play | 9 | ||
Changes in childhood play | 10 | ||
Play in the twenty-first century | 11 | ||
Further effects of new technologies on the developing brain | 12 | ||
The focus on academic development | 12 | ||
Emotional intelligence | 13 | ||
What is emotional intelligence? | 13 | ||
Government awareness | 13 | ||
One size doesn’t fit all | 14 | ||
Current focus | 14 | ||
Reality check | 16 | ||
Young people, adolescence and independence | 17 | ||
Your students’ development in relation to the competencies | 17 | ||
Adult assistance | 18 | ||
Your advice to students | 18 | ||
Wider issues | 18 | ||
Critical reflection | 19 | ||
What is reflection? | 20 | ||
The impact of your own experiences | 21 | ||
Taking it further | 23 | ||
References | 23 | ||
2 Young people and behaviour | 25 | ||
Introduction | 26 | ||
The contextual environment | 26 | ||
Brain development | 27 | ||
Evolution | 27 | ||
Fight or flight | 27 | ||
Flock or freeze | 28 | ||
Examining the basic instincts within the classroom | 28 | ||
Fight | 28 | ||
Flight | 29 | ||
Freeze | 29 | ||
Flock | 29 | ||
Brain development of young people | 30 | ||
In the classroom | 32 | ||
How should we respond? | 33 | ||
The additional challenge | 34 | ||
There will always be a minority | 34 | ||
Back to your five questions | 34 | ||
Next steps | 37 | ||
Taking it further | 38 | ||
References | 38 | ||
3 Understanding self | 39 | ||
Introduction | 40 | ||
Reflection | 40 | ||
What is your own personal vision or philosophy of life? | 41 | ||
The importance of a good foundation | 42 | ||
Are you inspiring? | 43 | ||
Understanding reactions | 44 | ||
Psychometric profiling | 44 | ||
MBTI® | 45 | ||
How do you think and process information? | 46 | ||
Different personalities in the classroom | 48 | ||
Extroversion (E) | 48 | ||
Attitude | 49 | ||
Introversion (I) | 50 | ||
Highlighting the differences in the classroom | 52 | ||
Highlighting the differences in working life | 52 | ||
Next steps | 53 | ||
Taking it further | 53 | ||
References | 54 | ||
4 The emotionally intelligent classroom | 55 | ||
Introduction | 56 | ||
Cognitive and environmental psychology | 56 | ||
Behaviour | 57 | ||
Needs | 57 | ||
Information | 57 | ||
Model (comprehensibility) | 58 | ||
What are we going to do today? | 58 | ||
Posters | 59 | ||
Colours | 60 | ||
Music | 60 | ||
Welcome and getting the lesson started | 61 | ||
Manageability | 62 | ||
Your confidence | 63 | ||
They are teachable | 64 | ||
Continue to monitor their belief | 64 | ||
Their brain, not yours | 65 | ||
Meaningfulness | 65 | ||
Is this relevant to me? | 65 | ||
Responsibility | 67 | ||
Mental gymnasium using mathematics | 67 | ||
Developing the mental muscle | 67 | ||
Brain development in teenagers | 68 | ||
Unlocking potential | 68 | ||
Taking it further | 73 | ||
References | 73 | ||
5 The right BASE | 74 | ||
Introduction | 75 | ||
Belonging (relatedness) | 76 | ||
Autonomy | 79 | ||
Classroom climate | 79 | ||
Method | 81 | ||
Self-esteem (social and emotional competence) | 81 | ||
Building a community | 81 | ||
Building self-worth | 82 | ||
Taking it further | 86 | ||
References | 86 | ||
6 Emotionally intelligent relationships | 88 | ||
Introduction | 89 | ||
Detentions | 89 | ||
Building a relationship: a sense of belonging | 90 | ||
Body language and tone of voice | 90 | ||
Consistency of approach | 91 | ||
Positioning | 91 | ||
Those who find it hard to settle | 91 | ||
Behaviour indicators | 92 | ||
The body of the lesson | 92 | ||
Maintaining your authority and leadership | 93 | ||
Talking to the class | 93 | ||
Use of body language | 93 | ||
Smiling | 93 | ||
Your presence in the room | 95 | ||
Maintaining the correct emotional environment | 96 | ||
Spotting things early | 96 | ||
Humour | 97 | ||
De-escalation techniques | 98 | ||
60-second interview | 99 | ||
What outcome are you hoping to achieve? | 99 | ||
Opening | 99 | ||
25 seconds | 100 | ||
Dealing with the incident | 100 | ||
Back into the classroom | 100 | ||
Taking it further | 101 | ||
References | 101 | ||
7 Changing behaviour | 102 | ||
Introduction | 103 | ||
Developing your skills | 103 | ||
Every comment counts | 104 | ||
Put-downs or bullying | 105 | ||
Typical methods of correction | 105 | ||
Introducing the topic | 105 | ||
Typical understanding of respect | 106 | ||
Methods of dealing with put-downs | 107 | ||
Set the scene | 107 | ||
Understand motives | 107 | ||
Good comments | 107 | ||
Lack of motivation | 109 | ||
The seasons, the soil and the sunshine of every lesson | 109 | ||
Most typical reason for demotivation | 109 | ||
Methods of encouragement | 109 | ||
Know what you are dealing with | 110 | ||
Low self-esteem | 110 | ||
Change talk | 112 | ||
Find inconsistencies | 113 | ||
Typical methods for encouraging change | 113 | ||
So what can we do? | 113 | ||
Start with finding out about them | 114 | ||
Focusing | 115 | ||
Building a foundation | 115 | ||
The future | 116 | ||
Next steps | 117 | ||
References | 118 | ||
8 Support staff and special educational needs | 119 | ||
Introduction | 120 | ||
Students with Special Educational Needs and Disabilities (SEND) | 120 | ||
ADD and ADHD | 120 | ||
Autism spectrum condition (ASC) | 121 | ||
Dyslexia | 122 | ||
Changes in provision for SEND students | 122 | ||
Reading age/comprehension | 123 | ||
Wider mental health issues | 124 | ||
Support staff | 125 | ||
The deployment of TAs | 125 | ||
The role of the TA | 126 | ||
Using your TA effectively | 126 | ||
Partnership within the classroom | 127 | ||
TA toolkit | 128 | ||
Next steps | 129 | ||
Taking it further | 130 | ||
References | 130 | ||
9 Developing your own leadership style | 131 | ||
Introduction | 132 | ||
Developing your skills | 132 | ||
The classroom model | 133 | ||
Questions to ask when confronting a tricky situation | 133 | ||
Similarities between adult and student behaviour | 134 | ||
Personal development | 134 | ||
Self-awareness | 134 | ||
Self-regulation | 135 | ||
Motivation | 135 | ||
Empathy | 135 | ||
Social skills | 136 | ||
Different leadership styles | 138 | ||
Autocratic leadership | 139 | ||
Democratic leadership | 140 | ||
Planning lessons – task, team, time | 140 | ||
When difficulties arise | 141 | ||
Difficult conversations | 141 | ||
Parents and carers | 142 | ||
Building a working relationship | 142 | ||
The future | 142 | ||
Taking it further | 144 | ||
Reference | 144 | ||
Index | 145 |