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Problems of classroom management and control are a recurring
concern for many teachers. Disruptive behaviour and inattention
hinder effective learning and impose a constant drain upon the
teachers' emotional resources. Continual nagging at children only
increases teacher stress: what is needed is an effective
alternative set of strategies. Originally published in 1984,
Positive Teaching seeks to meets this need by presenting the
behavioural approach to teaching in a clear, direct and lucid way.
By adopting the behavioural approach, problem behaviour can be
minimised, or rapidly nipped in the bud when it does arise. While
punishment may be used in an attempt to stop almost any kind of
behaviour, only the appropriate use of positive methods applied
contingently, immediately and consistently can teach new, more
adaptive behaviour. This is a crucial issue in real teaching and is
rarely encountered or even discussed in most teacher education
programmes. It is the central focus of Positive Teaching. This book
is for all teachers, from the beginning student to experienced head
teachers; for those teaching in a first school, and for those
teaching sixth-formers; for those experiencing difficulties and for
those whose authority is already well established. The behavioural
approach offers practical support to those who are struggling and a
rationale for the effective, positive strategies of the successful.
We can all improve our teaching.
Originally published in 1994. Without sufficient skill in reading,
secondary education is virtually impossible. Yet many pupils reach
this point with reading skills far below those which would enable
them to benefit from the texts put before them. This book gives
teachers of 9 to 14 year olds a readily accessible and simple
account of how peer-tutoring can be organised to elevate the
reading performance of low-achieving readers. The book outlines the
various options available to teachers including relaxed or shared
reading with a partner; paired reading using 'reading together' and
'reading alone' techniques; and the more rigorous 'pause, prompt
and praise' techniques for those pupils needing more sustained and
systematic support.
In the early 1980s there had been a marked increase in the
application of behavioural methods in schools. However, much of
this work was weak conceptually and limited in its remit. Behaviour
analysis has more to offer education than 'smarties' and time-out.
Originally published in 1986, this collection of twenty papers,
many of them experimental, serves to demonstrate the power of
behaviour analysis in a wide variety of applications. The editors
stress the importance of antecedent control, as well as consequence
management strategies, and illustrate their relevance in solving
problems in everyday situations at school and in the home. The
Editors, whose own work is well represented in this collection, are
acknowledged as leading researchers in this field.
Problems of classroom management and control are a recurring
concern for many teachers. Disruptive behaviour and inattention
hinder effective learning and impose a constant drain upon the
teachers' emotional resources. Continual nagging at children only
increases teacher stress: what is needed is an effective
alternative set of strategies. Originally published in 1984,
Positive Teaching seeks to meets this need by presenting the
behavioural approach to teaching in a clear, direct and lucid way.
By adopting the behavioural approach, problem behaviour can be
minimised, or rapidly nipped in the bud when it does arise. While
punishment may be used in an attempt to stop almost any kind of
behaviour, only the appropriate use of positive methods applied
contingently, immediately and consistently can teach new, more
adaptive behaviour. This is a crucial issue in real teaching and is
rarely encountered or even discussed in most teacher education
programmes. It is the central focus of Positive Teaching. This book
is for all teachers, from the beginning student to experienced head
teachers; for those teaching in a first school, and for those
teaching sixth-formers; for those experiencing difficulties and for
those whose authority is already well established. The behavioural
approach offers practical support to those who are struggling and a
rationale for the effective, positive strategies of the successful.
We can all improve our teaching.
In the early 1980s there had been a marked increase in the
application of behavioural methods in schools. However, much of
this work was weak conceptually and limited in its remit. Behaviour
analysis has more to offer education than 'smarties' and time-out.
Originally published in 1986, this collection of twenty papers,
many of them experimental, serves to demonstrate the power of
behaviour analysis in a wide variety of applications. The editors
stress the importance of antecedent control, as well as consequence
management strategies, and illustrate their relevance in solving
problems in everyday situations at school and in the home. The
Editors, whose own work is well represented in this collection, are
acknowledged as leading researchers in this field.
Originally published in 1994. Without sufficient skill in reading,
secondary education is virtually impossible. Yet many pupils reach
this point with reading skills far below those which would enable
them to benefit from the texts put before them. This book gives
teachers of 9 to 14 year olds a readily accessible and simple
account of how peer-tutoring can be organised to elevate the
reading performance of low-achieving readers. The book outlines the
various options available to teachers including relaxed or shared
reading with a partner; paired reading using 'reading together' and
'reading alone' techniques; and the more rigorous 'pause, prompt
and praise' techniques for those pupils needing more sustained and
systematic support.
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