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Supporting Behaviour by Building Resilience and Emotional Intelligence

Supporting Behaviour by Building Resilience and Emotional Intelligence

Victor Allen

(2018)

Additional Information

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