Primary Behaviour Cookbook

<p>Developed in conjunction with practitioners and teachers, <i>The Primary Behaviour Cookbook</i> provides highly effective, practical strategies for responding to and resolving behavioural issues in primary classrooms.</p><p>Consisting of over forty ‘recipes’, the book’s unique format enables practitioners to quickly and easily access information and advice on dealing with specific behaviours. Each ‘recipe’ details strategies and interventions for immediate application in the classroom setting, considers possible causes of the given behaviour and offers helpful approaches for responding to the child’s needs in the longer term. From disengagement to impulsivity, attention-seeking, defiance, bullying, anxiety and aggression, the book’s five sections cover a broad spectrum of behaviours falling within five broader categories:</p><ul> <p> </p> <li>Getting things done: supporting positive student engagement and achievement</li> <p> </p> <li>Dealing with disruption: increasing motivation and skills to facilitate learning</li> <p> </p> <li>Social interactions: resolving problematic situations that occur between pupils. </li> <p> </p> <li>Emotional distress: understanding distress and developing coping strategies</li> <p> </p> <li>Behaviours of special concern: recognising behaviours associated with autism, trauma, or abuse. </li> </ul><p>Underpinned by positive psychology, and emphasizing the importance of constructive relationships, communication, inclusion and child wellbeing, this is an indispensable resource for primary school teachers and assistants, behaviour support consultants, SENDCOs and educational psychologists.</p> <p>TABLE OF CONTENTS</p><p>INTRODUCTION </p><p>THE OVEN: THE EMOTIONAL CLIMATE OF THE CLASSROOM </p><p>INGREDIENTS </p><p>ESSENTIAL MAIN INGREDIENT: POSITIVE TEACHER-PUPIL RELATIONSHIPS </p><p>SPECIAL INGREDIENTS - STARRED STRATEGIES </p><p>CONTENT </p><p>REFERENCES </p><p>Section 1: GETTING THINGS DONE </p><p>INATTENTION </p><p>AVOIDANCE STRATEGIES </p><p>DISORGANISATION </p><p>HELPLESSNESS </p><p>REFUSAL TO COOPERATE </p><p>NOT SETTLING BUT FLITTING BETWEEN ACTIVITIES </p><p>DISTRACTED BY OTHERS </p><p>STARTING BUT NOT FINISHING SET WORK </p><p>QUIET DISENGAGEMENT</p><p>Section 2: DEALING WITH DISRUPTION </p><p>POSITIVE ATTENTION and SELF-CONTROL </p><p>IMPULSE CONTROL </p><p>PUSHING OR POKING OTHER CHILDREN </p><p>FIDGETING, HUMMING AND OTHER NOISES </p><p>ATTENTION-SEEKING SILLINESS </p><p>FREQUENT INTERRUPTIONS </p><p>OVER-THE-TOP BEHAVIOUR </p><p>OUTRIGHT DEFIANCE </p><p>RUDENESS </p><p>Section 3: SOCIAL INTERACTIONS </p><p>NOT TAKING TURNS OR SHARING </p><p>BOSSINESS – PUSHING IN – WANTING TO BE FIRST </p><p>FIGHTING </p><p>BULLYING AND INTIMIDATION </p><p>STEALING </p><p>LYING AND BLAMING OTHERS </p><p>CHEATING </p><p>TRYING TO BUY FRIENDSHIP </p><p>EVERYONE IS AGAINST ME </p><p>Section 4: EMOTIONAL DISTRESS </p><p>UNPROVOKED AGGRESSION </p><p>TANTRUMS </p><p>DISTRESS/TANTRUMS/CLINGING WHEN A PARENT LEAVES THEIR CHILD IN CLASS DESTRUCTIVE BEHAVIOUR (OWN WORK) </p><p>DESTRUCTIVE BEHAVIOUR (OTHER PEOPLE’S WORK AND POSSESSIONS) </p><p>HIGH LEVELS OF ANXIETY </p><p>SELECTIVE MUTISM </p><p>DISENGAGEMENT </p><p>NEGATIVITY </p><p>Section 5: BEHAVIOURS OF SPECIAL CONCERN </p><p>MONITORING </p><p>TEACHER WELLBEING </p><p>OBSESSIVE or RITUALISTIC BEHAVIOUR </p><p>SEXUALLY EXPLICIT BEHAVIOUR </p><p>SOILING (encopresis) AND SMEARING (scatolia) </p><p>UNSAFE RISK TAKING </p><p>RUNNING AWAY </p><p>SELF-HARM </p><p>CONFUSING REALITY AND FANTASY </p><p>RESOURCES </p><p>General </p><p>Getting Things Done </p><p>General Disruption </p><p>Social Interactions </p><p>Emotional Distress </p><p>Special Concerns </p>