A practical and authoritative guide to common behaviour problems in the classroom, this book explaines typical causes of misbehaviour and shows what teaching assistants can do to calm disruptive children. Using a range of case studies discussed from a teaching assistant's perspective, Susan Bentham explores: the role of the teaching assistant in relation to school behaviour policies when and how to reward good behaviour why we need to understand the reason for bad behaviour in order to deal with it how to implement behaviour strategies that really work. Mirroring the course content of most teaching assistant GNVQ and Foundation degree qualifications, Bentham highlights how practitioners can learn from their experiences and develop new skills and coping strategies, which will free them up to concentrate on the most important part of the job: supporting learning. In an expanding market, this guide is a must-buy for any teaching assistant finding that disrupted classrooms are becoming their biggest challenge.

Using a range of case studies and discussed from a teaching assistant perspective, this guide looks at common behaviour problems in the classroom, explaining typical causes of misbehaviour and what can be done to tackle and tame disruptive pupils.

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Behaviour, and how to deal with it, is a concern for trainee, new and experienced teachers. Alphabetical entries cover things like ADHD, low level behaviour and mood hoovers, and contain case studies from Primary and Secondary schools. Strategies and advice on how to deal with common issues are presented in bite-size chunks, so this book allows teachers to find what they need quickly. Links throughout show readers who to follow on Twitter for further advice, support and collaboration.

Looks at the roles of teachers' assistants in the classroom.

Rev. ed. of: Managing disruptive behaviors in the schools: Boston: Allyn and Bacon, c2003.

Good behaviour is the beginning of great learning. All children deserve classrooms that are calm, safe spaces where everyone is treated with dignity. Creating that space is one of the most important things a teacher needs to be able to do. But all too often teachers begin their careers with the bare minimum of training – or worse, none. How students behave, socially and academically, dictates whether or not they will succeed or struggle in school. Every child comes to the classroom with different skills, habits, values and expectations of what to do. There’s no point just telling a child to behave; behaviour must be taught. Behaviour is a curriculum. This simple truth is the beginning of creating a classroom culture where everyone flourishes, pupils and staff. Running the Room is the teacher’s guide to behaviour. Practical, evidence informed, and based on the expertise of great teachers from around the world, it addresses the things teachers really need to know to build the classrooms children need. Bursting with strategies, tips and solid advice, it brings together the best of what we know and saves teachers, new or old, from reinventing the wheels of the classroom. It’s the book teachers have been waiting for.

Covers both the theory and practice of behaviour management from birth to adolescence. Written as a guide for students, it should also be useful to primary teachers, classroom assistants, workers in social care and playworkers. Section 1 covers child development, influences on children's behaviour and explores reasons why unwanted behaviour can occur. Section 2 offers practical strategies for managing behaviour. Useful case studies and sources of further information are included.

The authors introduce students to the requirements that their degree programmes will make and explore issues such as behaviour management and national curriculum strategies, helping readers to engage with the material in a way that is appropriate to Higher Education study. The book draws on the experiences of teaching assistants and is grounded in the day-to-day practices of professionals working with young people in schools. Theoretical concepts are explored as being crucial to developing learning support and teaching skills. The authors′ aim is to help students understand essential theory, and to provide a practical support throughout their studies. This book is for teaching assistants working toward High Level Teaching Assistant status in teaching and learning (HLTA), and/or Qualified Teacher Status (QTS). It is a teaching resource for Higher Education tutors and school line managers of teaching assistants. The book is also suitable for tutors and mentors as it gives guidance on content and presentation of professional development materials for teaching assistants. This book is a course text for teaching assistants. It helps students make the transition into undergraduate level study, and is also a teaching and learning resource for students and tutors on undergraduate programmes.

How can you help students most effectively in the classroom? As a Teaching Assistant, you play a vital role in today’s schools. This fully updated new edition will help you get to grips with the main issues to do with psychology and its role in the processes of teaching and learning. This accessible text, building on the success of a best-selling previous edition, provides informative, yet down-to-earth commentary with clear examples of how you can apply this knowledge in everyday practice. The book addresses issues including: how to support learning how to identify and cater for different learning styles teaching children with additional needs how to manage behaviour to support learning how to help children with their self-esteem and independence. This new edition includes references to up-to-date research in child development and psychology to include information regarding personalised learning, creativity, motivation, friendships skills, moral development and neuroscience. Chapters are complemented with lively case studies, self-assessment questions and examples of how to apply theory to everyday classroom practice. The reader is encouraged to develop reflective practice to best support childrens’ behaviour and learning. This reader-friendly book is an invaluable companion for every Teaching assistant, HLTA, Cover Supervisor, and anyone working in a supporting role in an educational setting.