Managing Very Challenging Behaviour 2nd Edition
This new and updated edition of Managing Very Challenging Behaviour is brimming with practical, tried-and-tested guidance for dealing with difficult and disruptive behaviour in schools. With sage advice on how to tackle negative attitudes and ways to engage parents and guardians, this accessible book uses a unique approach to encourage teachers to reflect on their own practice and stay positive when things get tough.
Packed with strategies for managing low and medium level disruption, as well as higher-level aggression, Louisa provides a comprehensive framework for dealing with the full spectrum of challenging behaviour. This edition expands on the popular original, with new sections on topical issues such as dealing with gang culture, understanding group dynamics and useful suggestions for coping with stress.
Managing Very Challenging Behaviour provides invaluable support for all professionals tackling extreme behaviour in primary and secondary schools, including established teachers, SENCOs and NQTs.
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2 Why pupils misbehave
3 The backbone of behaviour management
how to get ahead of the challenge
5 Managing fidgeting and restlessness
6 Managing attentionseeking behaviour
7 Managing attitude
8 Dealing with group disruption
10 Dealing with students who refuse to cooperate
11 Dealing with verbal abuse
12 Coping with physical aggression
13 Coping with the pressure
14 Common questions answered
Causes of disruptive behaviour checklist
9 Getting to grips with general disruption
Other editions - View all
able abuse ADHD aggressive anger anger management angry apology approach attention attention deficit disorder attention-seeking attitude avoid behav behaviour management behavioural difficulties boundaries breaktime calm challenging behaviour challenging students choice classroom confident conﬂict consequences cope dealing detention difficult students discussion disruptive behaviour distracting effective effort emotional ensure ESBD students escalate expect feel fight focus follow-up frustration getting give group behaviour ideas are outlined important inappropriate incident individual individual’s intentionally left blank intervention involved iour issues keep lack learning lesson listening look low-level disruption negative Ofsted perhaps phone-call home physical positive praise pressure proactive ideas problem pupils Raising your voice reason refusing remind responsibility rest rience Ritalin seeking self-esteem self-harm SENCO sense simply situation skills social speak Step stress tackling teacher teaching things time-out tion trying verbal vidual warning