Changing Behaviour in Schools: Promoting Positive Relationships and Wellbeing

Good teachers know that positive relationships with students and school connectedness lead to both improved learning and better behaviour for all students, and this is backed up by research. This book will show you how to promote positive behaviour and wellbeing in your setting. Taking an holistic approach to working with students, the author provides examples of effective strategies for encouraging pro-social and collaborative behaviour in the classroom, the school and the wider community. Chapters look at the importance of the social and emotional aspects of learning, and ways to facilitate change. Issues covered include: -developing a sense of belonging in the classroom -teaching approaches that maximise engagement and participation -how to respond effectively to challenging situations -ways to re-engage with students who have become marginalized. Each chapter has case studies from primary and secondary schools, activities, checklists and suggestions for further reading. This is an essential textbook for trainee and newly-qualified teachers, and is also useful for more experienced teachers, as it offers advice to all on how to manage student relationships with confidence, respect and resilience.

Table of Contents:
PART ONE: BEING AN EFFECTIVE TEACHER Introduction PART ONE: BEING AN EFFECTIVE TEACHER Being a ′Good′ Teacher Being and Becoming Emotionally Literate Knowing the Students You Teach PART TWO: ENCOURAGING POSITIVE BEHAVIOUR Thinking about Behaviour Positive Feelings in the Pro-social Classroom The Power of Positive Relationships Participation, Engagement and Agency PART THREE: RESPONDING TO CHALLENGING BEHAVIOUR The Diversity of Difficulty Being a Challenging Student: From Sorrow to Strength Responses, Restorative Practices and Teacher Resilience PART FOUR: THE ROLE OF THE WHOLE SCHOOL The Ecology of School Wellbeing Appendix 1: Assessment Schedule Appendix 2: School Wellbeing Checklist

About the Author :
Previously a teacher and educational psychologist, Sue Roffey is currently adjunct Associate Professor at the University of Western Sydney and Honorary Lecturer at University College London. She is a prolific author, international educational consultant and speaker on issues related to pro-social behaviour, belonging, resilience and positive relationships within education.  She is the founder and director of Wellbeing Australia (www.wellbeingaustralia.com.au/wba) and now lives between Sydney and London.  Sue can be contacted through www.sueroffey.com and www.circlesolutionsnetwork.com/csn.

Review :
′It′s a pleasure to read such a well-considered, well-researched book which focuses on who we teach as a counterbalance to what we teach...[This text] provides a wealth of information and practical ideas for teachers. Roffey draws on her wide teaching experience for the case studies, teacher discussions and student exercises, and there are helpful activities in every chapter. Her work is well supported by references to research and she provides some excellent reading and resources for teachers on resiliency, peer support, emotional literacy and more. This book carries an important message to all in education - that ′welfare is not the province of senior staff and specialists,′ but rather that ′wellbeing is a strategy for everyone.′ And if schools are to achieve their goal in educating the young, there needs to be a far greater emphasis on educators being ′teachers of wellbeing′...A ′must-read′ for educators′ - Inside Teaching Magazine ′Based on research evidence, [this book] provides teachers with global best-practice examples of how schools can keep children and young people connected; promote positive relationships and positive school experiences; and intervene in the negative cycle of disadvantage...With case studies from primary and secondary schools; circle activities aimed at promoting relationships, responsibility, and resilience for students; professional development activities and checklists for teachers; and suggestions for further reading, the book provides explicit detail on promoting pro-social behaviour, responding effectively to difficulties and exploring ways in which real change might occur′ - Teacher ′This book is an easy to read, effective tool for teachers, both newly qualified and experienced, in promoting positive relationships and well being within the classroom...The book goes beyond behaviour management techniques, using an holistic approach to encourage teachers to think about the needs of the child and promoting long term positive behaviour changes. Roffey continually makes readers think about why the behaviour might be happening, but also how to improve and promote positive change in their pupils. A great read that will be referred to again and again!′ - Youth In Mind ′As a student it is often hard to find textbooks that use current research, but this book is a welcome exception. The up-to-date information it offers makes the book feel relevant not only to students studying education and behaviour management, but to teachers as well...This book could certainly be recommended as a way to increase understanding of some of the challenges of children′s behaviour in school...It allows teachers to consider their behaviour management techniques and provides suggestions for new strategies, while reminding them of well-known techniques′ - Times Higher Education ′This is an excellent book, giving a detailed insight into why and what schools need to do in order to put in place behaviour strategies for the benefit of all′ - Mike Aylen, Senior Lecturer, University of Bedford ′I think this is a fabulous resource book for anyone working in primary or secondary education. Dip into almost any page and you will find some gem of information, a question that will challenge your thinking, an activity, or an insightful case study. If you picked up this book expecting it to help you manage challenging student behavior you may be in for a surprise. It does this exceeding well in my opinion, but it does much more than that. This book sets out the expectation that everyone in an education role, every teacher, trainee, teaching assistant, support person, and early childhood practitioner, can be a role model of well-being. Changing behaviour is schools is based on the premise that a theoretical knowledge of the subject isn′t sufficient. Teachers have to be able to do well-being in order to teach well-being′ Bridget Grenville-Cleave, Positive Psychology News Daily