The Resource Understanding challenging behaviour in inclusive classrooms, Colin Lever

Understanding challenging behaviour in inclusive classrooms, Colin Lever

Label
Understanding challenging behaviour in inclusive classrooms
Title
Understanding challenging behaviour in inclusive classrooms
Statement of responsibility
Colin Lever
Creator
Subject
Language
eng
Summary
It is no great secret that managing disruptive behaviour in any classroom, from infants to sixth form, is one of the most stressful aspects of teaching. Rules and sanctions can be effective up to a point, but often fail to take into consideration individual differences in children and the difficulties they might be experiencing in their school or home life. In his new book, Colin Lever uses real children's voices to help you begin to understand why children might behave in the way that they do, offering ideas and strategies to help prevent challenging behaviour occurring in the first
Cataloging source
IDEBK
Dewey number
371.9/046
Index
index present
LC call number
LB3013
LC item number
.L458 2013
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
Label
Understanding challenging behaviour in inclusive classrooms, Colin Lever
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references and index
http://library.link/vocab/branchCode
  • net
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; About the author; Acknowledgements; Introduction; Rationale; The language of discipline; Not just naughty children; Part 1: Creating and maintaining an inclusive classroom; Chapter 1. Readability; Background; In conclusion; Chapter 2. Differentiation; Background; Possible signs that work is not differentiated properly; In conclusion; Chapter 3. Active learning; Possible signs that classwork is not active; In conclusion; Chapter 4. Classroom logistics; Possible signs that the classroom logistics are not correct
  • Chapter 12. Self-esteemBackground; Dealing with low self-esteem issues in the classroom; In conclusion; Chapter 13. Attachment; Background; Dealing with attachment issues in the classroom; In conclusion; Chapter 14. Bullying; Background; Useful strategies to deal with bullying in the classroom; In conclusion; Chapter 15. Drugs; Background; Strategies to deal with drug-related issues in the classroom; In conclusion; Chapter 16. Nutrition; Background; Useful classroom strategies to deal with nutritional issues; In conclusion; Chapter 17. Self-harming; Background
  • In conclusionChapter 5. A solution-focused approach to dealing with challenging behaviour in class; Possible signs that a teacher is not solution focused; The problem is not the child; In conclusion; Chapter 6. Intervention strategies; Possible signs; In conclusion; Chapter 7. Building and maintaining positive relationships with children in the classroom; Background; Possible signs of a lack of positive relationships in the class; In conclusion; Chapter 8. Rewards and sanctions; Background; In conclusion
  • Part 2: Identifying and dealing with key social/emotional and cognitive aspects of inclusionChapter 9. Social and emotional aspects of behaviour; Background; Possible signs of social and/or emotional behavioural issues; Strategies for dealing with social and emotional issues in the classroom; In conclusion; Chapter 10. Attention seeking; Possible signs of attention-seeking behaviour; Background; Strategies for dealing with attention seeking in the classroom; In conclusion; Chapter 11. Anger management; Background; Useful strategies for dealing with anger in the classroom; In conclusion
  • Useful strategies to deal with self-harming issues in the classroomIn conclusion; Chapter 18. Truancy; Background; Useful strategies for dealing with truancy from the classroom; In conclusion; Chapter 19. English as a second language; Background; Useful classroom strategies for dealing with EAL children; In conclusion; Chapter 20. Cognitive ability; Background; Useful strategies for improving cognitive capability; In conclusion; Chapter 21. Attention deficit hyperactivity disorder (ADHD); Background; Possible strategies to deal with the ADHD child in the classroom; Associated behaviours
Control code
ocn868270816
Dimensions
unknown
Extent
1 online resource (xi, 291 pages)
File format
unknown
Form of item
online
Isbn
9781315833347
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
c
Quality assurance targets
not applicable
http://library.link/vocab/recordID
.b29680104
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
  • (OCoLC)868270816
  • pebco1306342473

Library Locations

    • Deakin University Library - Geelong Waurn Ponds CampusBorrow it
      75 Pigdons Road, Waurn Ponds, Victoria, 3216, AU
      -38.195656 144.304955
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