This insightful book shows how prioritising loving relationships in the primary school between practitioners and children helps secure children’s emotional well-being, improves behaviour and leads to more successful learning. It identifies the fundamental values that underpin effective learning encounters and provides the practical tools and language to realise deep connections with children. Combining theory with personal experience the authors present relationship-based practice as a robust and credible pedagogic approach to teaching and learning. The book offers unique features such as ‘Shared language’ to support and promote a rich, meaningful dialogue and ‘The lens of the authors’ offers practical and realistic contexts to help teachers apply theory and ideas from personal experience. Giving educators the confidence to teach with the relational qualities of love, trust, respect, and empathy, this is essential reading for all teachers wanting to develop authentic relationships with the children they care for.

This book brings together recent research on interpersonal relationships in education from a variety of perspectives including research from Europe, North America and Australia. The work clearly demonstrates that positive teacher-student relationships can contribute to student learning in classrooms of various types. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, at the school level, teacher learning thrives when there are positive and mentoring interrelationships among professional colleagues. Work on this book began with a series of formative presentations at the second International Conference on Interpersonal Relationships in Education (ICIRE 2012) held in Vancouver, Canada, an event that included among others, keynote addresses by David Berliner, Andrew Martin and Mieke Brekelmans. Further collaboration and peer review by the editorial team resulted in the collection of original research that this book comprises. The volume (while eclectic) demonstrates how constructive learning environment relationships can be developed and sustained in a variety of settings. Chapter contributions come from a range of fields including educational and social psychology, teacher and school effectiveness research, communication and language studies, and a variety of related fields. Together, they cover the important influence of the relationships of teachers with individual students, relationships among peers, and the relationships between teachers and their professional colleagues.

A response to the marginalisation of particular groups of students with a way of teaching intended to increase equity in the education system.

Relationships are at the heart of our lives; at home with our families, with our friends, in schools and colleges, with colleagues at the workplace and in our diverse communities. The quality of these relationships determines our individual well-being, how well we learn, develop and function, our sense of connectedness with others and the health so society. This unique volume brings together authorities from across the world to write about how relationships might be enhanced in all these different areas of our lives. It also explores how to address the challenges involved in establishing and maintaining positive relationships. This evidence-based book, primarily grounded in the science of positive psychology, is valuable for academics, especially psychologists and professionals, working in the field of well-being.

This book includes full coverage of the content of professional studies modules and goes beyond to support trainees on placements and in their learning on the course.

Overviews the curriculum management audit (CMA) and compares and contrasts it with principles of total quality management (TQM), asking whether a school district can use curriculum audit principles in conjunction with TQM. Part I examines the history, critics, and practical compatibility of the CMA

Want to solve your biggest problems tomorrow? You have problems, but you don't have time for a 5-year plan. You're tired of philosophy, research and piles of data. You want practical solutions that you can implement immediately. You don't need a committee or another meeting. You need Hackers-experienced educators who understand your school's problems and see quick fixes that may be so simple that they've been overlooked. Hacking Education is the book that every teacher, principal, parent, and education stakeholder has been waiting for--the one that actually solves problems. Read it today-fix it tomorrow! In Hacking Education, Mark Barnes and Jennifer Gonzalez employ decades of teaching experience and hundreds of discussions with education thought leaders, to show you how to find and hone the quick fixes that every school and classroom need. Using a Hacker's mentality, they provide one Aha moment after another with 10 Quick Fixes for Every School--solutions to everyday problems that any teacher or administrator can implement immediately. Imagine being able to walk into school tomorrow and eliminate: Hours of wasted meeting time Classroom management issues Interruptions in planning time The need for more books Negative attitudes Technology issues If you want to improve teaching and learning at your school now, learn how to develop a Hacker's mentality. Discover How to Solve Problems with Pineapple Charts The 360 Spreadsheet Glass Classrooms Track Records Marigold Committees The TQZ More Impactful Hacks Not Your Average Education Book Hacking Education won't weigh you down with outdated research or complicated strategies. Barnes and Gonzalez provide brilliant ideas woven into a user-friendly success guide that you'll want to keep nearby throughout the school year. Each chapter is neatly wrapped in this simple formula: The Problem The Hack (a ridiculously easy solution that you've likely never considered) What You Can Do Tomorrow (no waiting necessary) Blueprint for Full Implementation (a step-by-step action plan for capacity building) The Hack in Action (yes, someone has actually done this) Are you ready to fix your school and your classroom? Get Hacking Education now, and solve your biggest problems tomorrow.

If ever there was a time for love and nurture it is now. Love and Nurture approaches are intertwined and impossible to focus on in isolation. This practical book for Early Years students and practitioners includes real-life case studies and practical examples alongside academic underpinning and essential theory. It supports students to understand and explore the need for and importance of Love and Nurture in early years practice. The book focuses on key child developmental factors including brain development, attachment awareness, love languages and nurturing touch, the science of nurture, the theory of love and nurture and building relational practice.

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in primary settings. Dominic Wyse, with Andrew Pollard, have worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers. This book uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues, such as relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills New to this edition: - More case studies and research summaries based on teaching in the primary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.

What does it mean to adopt a loving pedagogy within early childhood? Have you ever wondered what terms like attunement really mean? Loving Pedagogy Explained highlights the importance of developing a loving pedagogy and explains key terms used within this approach. Unpicking terms like advocacy, attachment, attunement, belonging, compassion, emotion coaching, empathy and empowerment, this book uses practical examples and case studies to explain what it means in practice when we adopt this approach. It also considers how we might adopt a loving pedagogy in relation to our policies, describing this ethos in more detail. Divided into two parts, the first provides a brief overview of the key terms used when describing a loving pedagogy alongside examples of what they mean in practice. Part two looks more broadly at the ethos of early childhood settings and unpicks various aspects of a loving pedagogy, including: how to write a loving pedagogy policy, how a loving pedagogy links to supporting behaviour, how we can nurture our children through developing a loving pedagogy and staff training and development. Part of the Key Concepts in Early Childhood Series, this is essential reading for early years practitioners and students who want to know and understand the importance of adopting a loving pedagogy within early childhood.