Developing Positive Classroom Environments

<p>The middle years of learning are increasingly recognised as one of the most challenging yet opportune periods for growth and development. Based on the Positive Behaviour Support (PBS) framework, this book will equip educators with the appropriate knowledge, skills and strategies to support learners in maximising their educational success, managing emotional issues and making a successful transition to adulthood. <br><br>Part A outlines the principles of the PBS framework, defines key characteristics of middle-years learners and provides insight from neuroscience into the nature of the adolescent brain. This section also looks at the importance of listening to the student voice, highlights issues that can arise during the transition into the middle years of schooling, and discusses the use of evidence-based PBS practices to encourage engagement and establish clear behavioural expectations with learners. Part B focuses on the practical aspects of implementing universal PBS strategies in the classroom, including developing strong and effective relationships with students, promoting school connectedness and supporting self-regulation. Part C examines more focused and intensive interventions, and provides strategies for working with students experiencing stress, anxiety and bullying. Finally, Part D discusses ways to support a range of perspectives and experiences in the middle-years, including trauma-affected students, ethnic and cultural diversity and students on the autism spectrum, as well as ways to use ICT to re-engage vulnerable students. <br><br>This is an essential reference for both primary and secondary educators, revealing how PBS strategies can play a profound role in positively transforming classroom behaviour.</p> <p><i>List of tables and figures <br><br>Contributors <br><br>Preface </i><br><br>Part A: The Positive Behaviour Support framework and middle-years learners<br><br>1. Positive Behaviour Support: An overview of the three-tiered framework <br><br>2. Middle-years learners: Supporting the development of lifelong learners <br><br>3. Brain development in adolescence <br><br>4. The authentic inclusion of child and adolescent voices in educational provision <br><br>5. Evidence-based PBS practices: Encouraging engagement and establishing clear behavioural expectations <br><br>6. Coping with transition: Supporting the change from primary to secondary school <br><br>Part B: Tier 1-Universal interventions: Key elements of PBS and classroom practice<br><br>7. Tier 1: Universal interventions that support PBS and classroom practice <br><br>8. Developing and supporting teacher resilience: A foundation of PBS <br><br>9. Building relationships: Strategies to increase collaboration, cooperation and participation <br><br>10. Accessing language in the classroom: Critical considerations for implementing positive behaviour strategies in the classroom <br><br>11. Promoting school connectedness, promoting a sense of belonging <br><br>12. Self-regulation: Supporting social and emotional wellbeing and academic learning <br><br>13. PBS in practice: A teacher's perspective <br><br>Part C: Tiers 2 and 3-Targeted group interventions and intensive individual interventions<br><br>14. Tiers 2 and 3: Strategies to support more challenging behaviours in middle-years learners <br><br>15. Promoting good mental health and supporting social and emotional wellbeing: Managing stress and anxiety, and supporting autonomy and resilience in middle-years learners <br><br>16. What to do about bullying in middle-years learners <br><br>Part D: Catering for diversity as part of a PBS approach<br><br>17. A Tier 3 approach to complex childhood trauma <br><br>18. Inclusion in the middle years: Supporting ethnic and cultural diversity <br><br>19. Students on the autism spectrum: Influences on the middle-years learner <br><br>20. ICT in adolescence: Using technology to re-engage vulnerable students <br><i>Acknowledgements <br><br>Index</i></p>