Hodder Education
The Behaviour Manual: An Educator's Guidebook
Samuel Strickland
The Behaviour Manual: An Educator's Guidebook
US$ 26.39
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The Behaviour Manual – An Educator's Guidebook offers over 100 strategies, approaches and teaching methods that will help any school, leader, middle leader, teacher, ECT or ITT to pro-actively lead on behaviour. It has been designed to help the entire profession and anyone at any level and all ranges of experience.
The book is divided into three broad sections. Section one examines the role of the Mothership (the school) and the role that leaders at any level can play.
Section two looks at the role of the Satellites (the key areas that make up the school) and the integral role that middle leaders play. The final section looks at the micro level, focusing on the role that teachers play and offers a plethora of approaches teachers can employ.
Each of the 100+ strategies is unpacked over a one or two-page spread. Within each spread is an outline of what the approach is, it is then unpacked to detail how it works or can be applied and each spread finishes with a cautionary warning and an advice tip. This book is deliberately written to help, to offer support, to offer advice and there is, bluntly, no waffle, no padding and no fluff.
If you want a book that you can pick up, easily read and digest a key approach or strategy in less than 5-10 minutes then this is for you. It is grounded in expertise, experience, research and deliberately written in a clear, straightforward and open style that leaves you in no doubt regarding how any of the given approaches works and could be employed in your school setting.

Title Page
Section 1: The mothership: A guide for leaders
New to leadership/headship
A restless school?
The headteacher
Working with trustees/multi-academy trusts (MATs)
Covey’s devices
Mission statements, vision and values
Defining your ethos
Mothership routines
Standards and expectations: What do you permit?
The importance of communication
Communicating with parents
Holding your nerve
Interconnected staffing approach
How many senior leaders?
Visible leaders
Red lines
School rules: Yes or no?
How many warnings?
Mobile phones
The social norm
Promoting character
Making small stuff a big deal
Centralised or decentralised behaviour systems?
On-call systems
Isolation/removal from class
Hate and bullying
Restorative justice
House systems
Pupil leadership opportunities
Manners/because we care
Thought for the week
Alternative provision/alternative support
Additional support
Student services
Blaming staff
Platforming staff: The teacher is the expert
Teacher workload
Staff training: Part 1
Staff training: Part 2
Open-door approach
Being the adult: Building relationships
Uniform: Yes or no?
Equipping pupils
Using your school building to support behaviour
Unstructured time: Lunch
Tutor periods/the role of the tutor
Where to draw the line?
Ofsted questions
Quality assurance
Report systems
Tracking behaviour data
Behavioural research group
Behaviour charter
The mothership: Concluding thoughts
Section 2: Satellites: The role middle leaders play
New to middle leadership
Your kingdom?
Leading and managing
Training your team
Curriculum design
Leading and supporting a team of tutors
Big lectures
Ofsted questions
Supporting children
Satellites: Concluding thoughts
Section 3: The micro level: Class-based behaviour strategies for teachers
Curating your classroom culture
Planning for positive behaviour
Knowing your pupils
Cognitive load
Building positive relationships
Your classroom, your rules/expectations
Know what you want
Health and safety and using the room
Classroom assistants/teaching assistants
Teaching character
A simple approach to lessons
Routines for learning
Front-load your expectations
Consequence or correction?
How many warnings?
Starting lessons
Big Questions
Command the room
The natural state
Positive framing
Everyone participates
Tracking the text
Cold Calling
Simple language and instructions
Closed choices
Bracketing the behaviour
The use of professional language
Working the room: Your positioning in relation to the pupils
Show me your best
Verbal and non-verbal signals
Articulating full sentences
De-escalating issues
Ending lessons
Curriculum approaches
Parental engagement
The importance of being a form tutor
Dealing with emergencies
Educational visits
You: The hallmarks of an effective teacher
Ofsted questions
The micro level: Concluding thoughts
Concluding comments
Final remarks
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