Behaving Together in the Classroom provides teachers with frameworks and processes to help them identify, understand and support the issues children bring to the classroom. Using a clear five step formula, the book explores the perspectives of children, to guide teachers as they support them within the school environment.
The book explores the nature of emotional health and well-being and the real implications of this on the way children are seen to act within the school. Rather than punishing unwanted behaviour, the book begins with the assumption that behaviour is our innate form of communication, that should be supported rather than controlled. It recognises the network of relationships within a school’s community and provides helpful resources to support a child’s inclusion in school life, including:
Case studies highlighting the potential complexities of children’s lives
Perspectives on a range of educational contexts, including Pupil Referral Units and schools outside the mainstream
Clear definitions explaining frequently used technical or medical jargon
Reflection points to develop teaching practice and confidence
Behaving Together is a key reflective tool for teachers and those interested in the pastoral care of children.
What others have said about the book;
"In an educational landscape in which the complex matter of understanding and managing the emotions of sometimes difficult humans is reduced, by some, to the merely bureaucratic, this book feels like going into a sauna in which you can flush away the toxic legacy of the zero tolerance bigots and the ‘know-nothings’. It sees the world and working with children through eyes of love rather than dehumanising them into factory outputs from whom absolute obedience is required. Its through-line is that we should seek to influence behaviour rather than to control it through “restrictions, punishment and isolation”, and it is written by someone who has been one of the children she writes about and who has done the hard years in challenging classrooms. Its reserved and even delicate academic tone suits the seriousness of the undertaking: it is a quiet book from a practitioner who understands that sometimes quietly noticing things is the key to working with children whose lives cause them to struggle. And it contains hugely useful frameworks and ideas that will help you to understand the behaviour of your more challenging students. Reading it would make any mainstream teacher a better professional. I felt cleansed by it."
Phil Beadle, Teacher and Author