Description

Book Synopsis
The way we teach our pupils and the way we run our schools is under scrutiny right now. In the midst of all the change going on, we often end up losing sight of the educative tool that is the most important of all - ourselves! Bomber and Hughes' book gives educators permission to engage with pupils relationally. They provide aalternative ways to the kinds of behaviourist models, fear-based approaches and increased levels of power, authority and control still exercised in many schools at present, which disturb already troubled pupils and further prevent them from accessing school. Bomber and Hughes have seen pupil attainment increase through their work in supporting school staff by switching their initial focus to the troubled pupil's attachment system, before engaging the pupil's exploratory (learning) system. The authors also challenge the educational myths that somehow relationships are secondary to learning, rather than essential to enabling troubled children's brains to be freed to work at their full capacity. Every child still does matter. This cutting edge book from a dynamic partnership is essential reading for all those concerned in and with the education of our children.

Settling Troubled Pupils to Learn: Why

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    A Paperback / softback by Louise Michelle Bomber, Daniel A. Hughes

    £31.34

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    RRP £32.99 – you save £1.65 (5%)

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      Book details

      Publisher Worth Publishing
      Published 10 August 2013
      ISBN-13 9781903269220
      978-1903269220
      ISBN-10 1903269229
      Also in:
      Teaching of students with different educational needs

      Description

      Book Synopsis
      The way we teach our pupils and the way we run our schools is under scrutiny right now. In the midst of all the change going on, we often end up losing sight of the educative tool that is the most important of all - ourselves! Bomber and Hughes' book gives educators permission to engage with pupils relationally. They provide aalternative ways to the kinds of behaviourist models, fear-based approaches and increased levels of power, authority and control still exercised in many schools at present, which disturb already troubled pupils and further prevent them from accessing school. Bomber and Hughes have seen pupil attainment increase through their work in supporting school staff by switching their initial focus to the troubled pupil's attachment system, before engaging the pupil's exploratory (learning) system. The authors also challenge the educational myths that somehow relationships are secondary to learning, rather than essential to enabling troubled children's brains to be freed to work at their full capacity. Every child still does matter. This cutting edge book from a dynamic partnership is essential reading for all those concerned in and with the education of our children.

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