This complete INSET course for schools shows teachers how to improve behaviour in the classroom. It provides support, guidance and information to facilitate the enhancement of positive behaviour management approaches. The authors have provided photocopiable resources and training materials for use with staff groups or individuals. The materials have been developed for use with both established and newly qualified staff and is appropriate to primary and secondary settings.
Drawing on their experience of dealing with children's emotional and behavioural difficulties and their work in mainstream schools, the authors explore the behavioural issues that challenge teachers on a daily basis and discuss how teachers can meet these challenges. Staff support is essential to meeting the challenge of school behaviour and Better Behaviour in Classrooms provides the appropriate support and training systems within the school context.

eBook available with sample pages: 020316461X

This complete INSET course for schools shows teachers how to improve behaviour in the classroom. It provides support, guidance and information to facilitate the application of positive behaviour management approaches. The authors have produced photocopiable resources and training materials for use with staff groups or individuals, and the materials have been developed for use with both established and newly qualified staff, appropriate to primary and secondary settings. Drawing on their experience of dealing with children's emotional and behavioural difficulties and their work in mainstream schools, the authors explore the behavioural issues that challenge teachers daily and discuss how teachers can meet these challenges.

Feedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change. Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information, but the change that is required is more fundamental and far reaching. Reconceptualising Feedback in Higher Education, coming from a think-tank composed of specialist expertise in assessment feedback, is a direct and more fundamental response to the impetus for change. Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of current feedback practices. In promoting a new conceptualisation and a repositioning of assessment feedback within an enhanced and more coherent paradigm of student learning, this book: * analyses the current issues in feedback practice and their implications for student learning. * identifies the key characteristics of effective feedback practices * explores the changes needed to feedback practice and how they can be brought about * illustrates through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher education. Provoking academics to think afresh about the way they conceptualise and utilise feedback, this book will help those with responsibility for strategic development of assessment at an institutional level, educational developers, course management teams, researchers, tutors and student representatives.

Feedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change. Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information, but the change that is required is more fundamental and far reaching. Reconceptualising Feedback in Higher Education, coming from a think-tank composed of specialist expertise in assessment feedback, is a direct and more fundamental response to the impetus for change. Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of current feedback practices. In promoting a new conceptualisation and a repositioning of assessment feedback within an enhanced and more coherent paradigm of student learning, this book: * analyses the current issues in feedback practice and their implications for student learning. * identifies the key characteristics of effective feedback practices * explores the changes needed to feedback practice and how they can be brought about * illustrates through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher education. Provoking academics to think afresh about the way they conceptualise and utilise feedback, this book will help those with responsibility for strategic development of assessment at an institutional level, educational developers, course management teams, researchers, tutors and student representatives.

Mad at School explores the contested boundaries between disability, illness, and mental illness in the setting of U.S. higher education. Much of the research and teaching within disability studies assumes a disabled body but a rational and energetic (an ""agile"") mind. In Mad at School, scholar and disabilities activist Margaret Price asks: How might our education practices change if we understood disability to incorporate the disabled mind? Mental disability (more often called ""mental illness"") is a topic of fast-growing interest in all spheres of American culture, including popular, governmental, aesthetic, and academic. Mad at School is a close study of the ways that mental disabilities impact academic culture. Investigating spaces including classrooms, faculty meeting rooms, and job searches, Price challenges her readers to reconsider long-held values of academic life, including productivity, participation, security, and independence. Ultimately, she argues that academic discourse both produces and is produced by a tacitly privileged ""able mind,"" and that U.S. higher education would benefit from practices that create a more accessible academic world. Mad at School is the first book to use a disability-studies perspective to focus specifically on the ways that mental disabilities impact academic culture at institutions of higher education. Individual chapters examine the language used to denote mental disability; the role of ""participation"" and ""presence"" in student learning; the role of ""collegiality"" in faculty work; the controversy over ""security"" and free speech that has arisen in the wake of recent school shootings; and the marginalized status of independent scholars with mental disabilities.

Looking For Mrs. Santa Claus answers a child's letter to Santa, "How did you meet your wife?" The story unfolds through Caperton, an enlightened elf, who takes out a radio personal on "Lovin', Lookin' or Leavin' and then sets out to meet three prospective "Mrs. Santa's" (an aging beauty queen, an elderly African-American laundress and a gentle-spirited Nana. It is Nana's magic that restores the broken family of a lonely twelve year old boy (Josh). Heart-warming and humorous, the story inspires young and old alike to believe that destiny lies in something as simple and powerful as the wish of a child.

Finally, there's a money guide to help single women survive and thrive. Single Women and Money is a highly readable guide that helps single women live a financially secure and successful life. It's a book for the millions of unmarried women in America who must make ends meet on a single salary-which is typically less than what men earn. Using stories of actual women, as well as data and experts' insights, the book chronicles the financial issues of single women. It provides the tools needed to tackle their daily and longer-term needs and probes the issues specific to divorcees, widows, women who never married, and single mothers. Single women reveal their moving stories detailing how many have overcome obstacles. From there, the book provides a wide range of specific guidance on money issues targeted to singles. These include saving, spending wisely, managing with children, shedding debt, investing in line with your values, planning for retirement and long-term care, navigating Social Security, paying taxes, landing a job after age 55, protecting financial assets and leaving a legacy. Offering resources women can turn to in hard times, the authors also suggest ways society can, and should, assist single women.