Buch, Englisch, 194 Seiten, Format (B × H): 138 mm x 216 mm
Reihe: Q&As for ECTs
Building Classroom Confidence as an Early Career Teacher
Buch, Englisch, 194 Seiten, Format (B × H): 138 mm x 216 mm
Reihe: Q&As for ECTs
ISBN: 978-1-032-97155-1
Verlag: Taylor & Francis Ltd
What do I do when children don’t seem to follow the rules? How can I create a classroom environment that promotes positive behaviour? How do I handle conflicts between students in a way that promotes inclusion?
Every teacher faces moments of uncertainty when managing behaviour in the classroom, and for Early Career Teachers (ECT) these challenges can feel especially daunting. Drawing on insights from a diverse panel of behaviour experts, this dip-in-and-out guide navigates these complexities with confidence, compassion, and curiosity, offering practical strategies rooted in real-life classroom experiences.
Each chapter provides actionable advice on topics ranging from classroom organisation and conflict resolution to handling individual and group behaviours. The guide goes beyond surface-level solutions, encouraging you to consider the ‘why’ behind behaviour while demystifying key concepts like ‘warm/strict’ approaches and trauma-informed practices. Contributors bring a wealth of expertise and lived experiences, and while perspectives may sometimes challenge your thinking, they collectively shape a classroom where every child feels safe, valued, and ready to learn. Case studies and reflections from the editor further invite you to deepen your understanding of the roots of behaviour and to strengthen your classroom practice.
Whether you’re learning to establish routines, build connections, or navigate moments of disruption, Questions on Behaviour equips you with the tools to create a calm and inclusive learning environment. It will support you at every step of your teaching journey and is essential reading for ECTs, as well as a valuable staffroom resource for all educational settings.
Zielgruppe
Professional Practice & Development
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
Acronyms
About the Editor
About the Contributors
Acknowledgements
1 I’m here to teach, not deal with behaviour
Why do I feel like this?
Teaching behaviour is also teaching
Do we need experts?
Understanding behaviour across time
What you can do now
How to use this book, for ECTs and beyond
Do all contributors agree with one another?
2 Starting from you
Mental health, resilience, and the work of ‘showing up’
How can I manage my workload effectively to prevent burnout?
How can I advocate for myself when my wellbeing is being compromised by school demands?
How can I handle difficult classroom situations while preserving my mental wellbeing?
What can do I do when I’m struggling to balance lesson planning, marking, and managing behaviour?
How can I find joy in teaching and truly celebrate the positive impact I have on my students’ lives, especially when the challenges of the classroom sometimes feel overwhelming?
Further support: Wellbeing organisations for educators (UK)
3 Schools and trusts as organisations
How do schools actually work?
How can I promote the ethos of a school as an ECT?
What is the role of the wider trust in behaviour in my classroom?
What can we learn from special schools about behaviour?
Why do leaders make the decisions they do? Suspension and permanent exclusion
What can pupil referral units and alternative provision teach us about behaviour?
How can I effectively collaborate with colleagues and support staff to maintain a consistent approach to student behaviour?
What does the local authority have to do with behaviour in my class?
4 Classrooms, conflict, and creating a culture of safety
How do I handle conflicts between students in a way that promotes inclusion?
What should I consider when implementing behaviour policies to ensure that students’ emotional and physical wellbeing are protected?
What can we learn from the Early Years about ‘behaviour’?
How can I create a culture of safety and certainty through design?
What does teaching have to do with behaviour?
How do I create a positive classroom culture?
What do I do when the rest of the class starts copying negative behaviour?
How do I manage when I’ve not had much support with classroom behaviour routines?
What should I consider when grouping students to support behaviour and engagement?
When is banter not banter?
As an ECT, how can I tackle misogyny in the classroom?
5 Children as individuals
How can I engage the disengaged?
How can I support students who have experienced trauma?
Is it my fault that my students’ behaviour is so poor?
Should students be punished for breaking school rules?
What strategies can I use to support children exhibiting challenging behaviours without asking children to leave the class?
How do you know when a behaviour issue might actually be an unmet special educational need, and how do you support behaviour for a pupil awaiting assessment or diagnosis?
What are some common misunderstandings teachers have about behaviour and SEND, and how can we reframe them?
What can I do to support white working-class boys?
What has aspiration got to do with behaviour?
6 Children and their parents/carers
How do carers find out about behaviour in school?
How can I involve parents and carers in supporting safeguarding and positive behaviour at school?
How can ECTs build strong relationships with parents, and why does this matter for behaviour and learning?
As a new teacher, how do I talk with carers about behaviour without the conversation becoming negative or adversarial?
What if I say the wrong thing?
How about when engagement from parents/carers is low?
How can I work with parents and carers to understand and support the behaviour of pupils with SEND?
7 A focus on safeguarding
Behaviour and safeguarding overlaps
What is the role of school policies in safeguarding students, and how can I apply them as an ECT?
How can I recognise and respond to safeguarding concerns in the classroom?
What steps should I take to maintain a safe learning environment while managing student behaviour?
8 Integrating perspectives
Behaviour isn’t just about the children
Thinking about practice
Case study 1: The chaos classroom
Case study 2: The ‘difficult’ parent
Case Study 3: Behaviour or safeguarding, professional curiosity
Case Study 4: Being undermined by another teacher
Case Study 5: I said the wrong thing
Behaviour as care
Building your own framework
Final thoughts
Index
