| Description |
1 online resource (vii, 131 pages) : illustrations |
| Contents |
Cover; Title; Copyright; Contents; Acknowledgements; Using this handbook; 1. Introduction; 1.1 The school effectiveness literature and pupil behaviour; 1.2 The impact of legislation; 1.3 Having a coherent philosophy and a set of values to guide actions; 1.4 The developmental process; 1.5 The basic structure for supporting work in the area of behaviour and discipline; 1.6 The people within the process; 1.7 Monitoring and evaluation -- experimentation and projects; 1.8 Summary; 2. Getting started: tasks for senior management; 2.1 Testing the water |
|
2.2 Developing a sense of direction, or a vision of the future2.3 Getting a sense of the culture of the school; 2.4 An overview of the development process; 2.5 Summary; 3. Moving the process on: the coordinating group; 3.1 Appointing a group coordinator; 3.2 Putting together the coordinating group; 3.3 Developing an overview of getting good behaviour; 3.4 Soft side tasks for the coordination group; 3.5 The role of outside support agencies; 3.6 Summary; 4. Conducting a behaviour review; 4.1 Reasons for conducting a review; 4.2 Ways of conducting a review |
|
4.3 A buyer's guide to behaviour review methods4.4 A framework for collating the review data; 4.5 Example questionnaire/structured interview responses; 4.6 Collating example responses and their link to staff development day activities; 4.7 Behaviour review and the three tier model; 4.8 Feeding back data to the staff; 4.9 Summary; 5. Involving others in the developmental process; 5.1 The advantages and disadvantages of involving others; 5.2 Involving pupils; 5.3 Involving parents; 5.4 Involving non-teaching staff; 5.5 Involving governors; 5.6 Summary |
|
6. Using a staff development day to progress the process6.1 Background to the day; 6.2 Organising the groups; 6.3 Organisation of the day; 6.4 Summary; 7. Beginning to put a policy together; 7.1 Components of the policy; 7.2 Key considerations for writing the policy; 7.3 Circulating the draft policy; 7.4 Getting the views of others; 7.5 Summary; 8. Putting the behaviour policy into practice; 8.1 Encourage a degree of experimentation; 8.2 Making the policy come alive; 8.3 Differentiating the policy; 8.4 Possible units of differentiation; 8.5 Roles and responsibilities |
|
8.6 Improving behaviour is a team game8.7 The role of middle managers in keeping the policy alive; 8.8 Applying the policy at departmental level; 8.9 Differentiating the policy at the individual level; 8.10 Promoting good behaviour through the curriculum; 8.11 The PSE curriculum; 8.12 Taking behaviour issues into all curriculum areas; 8.13 The curriculum and its effects on behaviour; 8.14 Summary; 9. Staff support; 9.1 The challenge of offering peer support; 9.2 The advantages of peer support; 9.3 Factors which affect the success of peer support |
| Summary |
First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company |
| Notes |
Subtitle on cover: Devising and revising a whole-school policy |
| Bibliography |
Includes bibliographical references (pages 126-127) and index |
| Notes |
Print version record |
| Subject |
School discipline -- Great Britain
|
|
Classroom management -- Great Britain
|
|
Behavior modification.
|
|
Behavior Therapy
|
|
EDUCATION -- Administration -- General.
|
|
EDUCATION -- Organizations & Institutions.
|
|
Behavior modification
|
|
Classroom management
|
|
School discipline
|
|
Great Britain
|
| Form |
Electronic book
|
| Author |
Miller, Andy
|
|
Nash, Jayne
|
| ISBN |
9781134107056 |
|
1134107056 |
|
9781134106981 |
|
113410698X |
|
