101 Essential Lists on Managing Behaviour in the Early Years

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Lists range from the practical and thoughtful to the wacky and innovative and cover a wide range of topics, such as: Exploring management approaches and thinking Understanding the reasons behind children?s behaviours Developing, adopting and adapting effective practical strategies. This is an essential buy for all early years practitioners and those working in Key Stage One.

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Simon Brownhill is a Senior Lecturer in Primary Education at the University of Derby, Fiona Shelton is the Programme Leader for the B.Ed., at the University of Derby and Clare Gratton is an Advanced Skills Teacher working in Nottinghamshire. Table of Contents Introducing Behaviour Management ?Jack, let me introduce you to Behaviour Management. Behaviour Management, this is Jack.? Every Child Matters: the philosophy of behaviour management The definitive dos of managing behaviour The definitive don?ts of managing behaviour Clarifying the causes Approaching behaviour management ?Behave Bro!? Behaviour management phrases Words and terms Children?s questions Behaviour and the Child Child development The ?Good?: appropriate forms of behaviour The ?Bad and the Ugly?: inappropriate behaviour in the classroom Influencing behaviour How do you feel inside? Behaviour and self-esteem How do children learn? Learning styles in the classroom Checklist for the child Expecting the unexpected Behaviour and the Teacher ?Prepared, patient and positive!? Personal teacher qualities What do you really think about behaviour? Teachers? attitudes towards behaviour management Team spirit Building relationships What sort of teacher are you? Teaching styles Me? A ?role model?? Reactions and responses Stresses and strains: managing personal emotions Is there anyone out there to help me? Using outside agencies Checklist for the teacher ?Going back to the beginning?: teaching children ?the facts? Behaviour and the School Making behaviour work in the workplace Policy into practice Rules and routines The ?cool? curriculum Tinkering with the timetable Experimenting with the environment Should I laugh or cry? Behaviour and Resources Range of resources Respecting and valuing resources The rules of resources Organizing resources Storing resources Accessing resources Setting out resources Tidying away resources Using human resources Behaviour, the Body and the Voice ?I don?t want to be here!? Reading and responding to body language Physical contact: the facts Flexible faces Various voices Eye, eye! Helpful hands and arms Perfect posture Body and positioning Clothing considerations Passing comments: children and their thoughts Behaviour-Management Systems Making ?em feel good: motivational strategies and incentives Suitable sanctions Targeting behaviour: target statements Using circle time Charting behaviour Valuing displays Written evidence Celebrating success Involving parents and carers Parents and their behaviour Involving the community Behaviour Through the Day Making an entrance Calm in the cloakroom The ?magic carpet?: carpet time Moving up and down and all around Go for it! Free play Choices: independent activities Being fabulous during PE Being happy in the hall Being splendid during snack time Snacks and slurps Being super during story time Making a quick exit Behaviour-Management Strategies Using visual aids Using praise to motivate Using rewards Using criticism Using intervention Using peer and self intervention Using stories and role-play Using questions and answers Using sounds Using music Using quick-fire strategies Using ?time out? Using strategies for the twenty-first century Behaviour and the ?Little Rascals? The aggressive child The lazy child The crying child The friendless child The chatterbox child The clinging child The ?bullied? and the ?bully? The invisible child The listening child ... or are they The fiddling child Sixty-second summary of behaviour management