Description
Book SynopsisDealing with challenging behaviour is normally the number one concern of trainee teachers and even more so for those who are training to work with pupils age 14+ whether within a secondary school context or post-compulsory college context. The aim of this book is to help the reader approach behavioural problems through meaningful self evaluation and reflection. This will equip the practitioner with the skills required to implement change within problematic relationships and environments and to explore a range of possible reasons as to 'why students behave in the way they do'. It challenges existing paradigms in order to break down barriers; substituting and encouraging professional responsibility for promoting positive relationships rather than the passive acceptance of unwanted behaviours, or a reliance on a culture of 'blame'.
The idea is to move away from thinking about difficult or 'bad' students towards thinking about difficult relationships or environments. This process of chan
Table of Contents
Introduction: Behaviour and learning
Why should we include all students?
An exploration of why students behave in the way they do
The adolescent learner
Adult students
A framework for reflection and solution-focused approaches to problems
Glossary
Index
