By Dr Loraine Corrie, Visit Amazon's Loraine Corrie Page, search results, Learn about Author Central, Loraine Corrie,
ISBN-10: 020324446X
ISBN-13: 9780203244463
ISBN-10: 0203469291
ISBN-13: 9780203469293
ISBN-10: 0415237092
ISBN-13: 9780415237093
ISBN-10: 0415237106
ISBN-13: 9780415237109
'Get on along with your work!', 'Stop talking!', 'Pay attention!'Does it sound familiar?Research proof around the globe exhibits that coping with lecture room behaviour keeps to reason problems for academics. it's not the acts of violence or defiance that grind down lecturers' strength and exuberance for his or her paintings, yet facing consistent repetitions of sweet sixteen misbehaviours.The typical cause of disruptive behaviour is 'individual deficit' - blaming and shaming the kids for his or her irrelevant behaviour and lecturers for his or her loss of administration talents. This e-book indicates that this angle ignores fresh learn and is prohibiting the future.This ebook is helping lecturers examine kid's problematical lecture room behaviour via motion learn, delivering them with ideas that may bring about lasting switch. an unlimited diversity of subject matters are dicussed from sensible examples of fine instructing and the position of the study room, to engaging in your individual examine and picking out and development on a teacher's strengths.
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Extra resources for Investigating Troublesome Classroom Behaviours: Practical Tools for Teachers
Example text
Teachers need to develop supportive relationships with individual children but it is more helpful to see behaviour as belonging to the learning context rather than the individual. Competing demands: learning and behaving When teachers try to implement active learning strategies without thinking through issues for children’s behaviour, then there may be increases in troublesome behaviour. One problem is that children may experience two competing sets of demands for learning and behaving. Encouraging children to be active learners may not fit well with requiring children to be compliant students.
Children who have experienced nurturing and consistent parenting will approach the teacher as the source of warmth and support, which is likely to evoke a similar response in the teacher. Focus on learning relationships 43 Similarly, children who have experienced harshness and inconsistency in their relationship will expect the same from the teacher. The relationship dynamics are subtle and often not within the participants’ conscious awareness. Does it surprise you that teachers are most sensitive to and most involved with children who are securely attached?
Teachers may assume that children will acquire certain skills by observing the role model of their peers. Some children might learn the skills in this way, but others will not. If children cannot learn the necessary skills by observing others, then it is likely that they will cover up their difficulties and distract the teacher by behaving inappropriately. These children need direct intervention to help them acquire collaborative learning skills to be successful active learners. Difficulties might be experienced by children entering preschool or primary school and being faced with a range of social demands that are new to them.