Peter Galvin, Andy Miller, Jayne Nash
First Published in 2000. This handbook is designed to support schools in the process of devising and revising their approach to managing the behaviour of pupils at a whole-school level. It is concerned primarily with the development and implementation of a whole-school behaviour policy. The handbook describes a process of development that, it is suggested, schools will find helpful in achieving good behaviour.
Chapter 1 Introduction; Chapter 2 Getting started: tasks for senior management; Chapter 3 Moving the process on: the coordinating group; Chapter 4 Conducting a behaviour review; Chapter 5 Involving others in the developmental process; Chapter 6 Using a staff development day to progress the process; Chapter 7 Beginning to put a policy together; Chapter 8 Putting the behaviour policy into practice; Chapter 9 Staff support; Chapter 10 Ongoing monitoring and evaluation of projects;
A practical guide to developing and maintaining high standards of behaviour in schools. The authors emphasize planning policies which take account of the individual needs of the staff and pupils and encourage an experimental approach supported by activities to guide the development process.
Über den Autor
Peter Galvin, Andy Miller, Jayne Nash
Inhaltsverzeichnis
Chapter 1 Introduction; Chapter 2 Getting started: tasks for senior management; Chapter 3 Moving the process on: the coordinating group; Chapter 4 Conducting a behaviour review; Chapter 5 Involving others in the developmental process; Chapter 6 Using a staff development day to progress the process; Chapter 7 Beginning to put a policy together; Chapter 8 Putting the behaviour policy into practice; Chapter 9 Staff support; Chapter 10 Ongoing monitoring and evaluation of projects;
Klappentext
This INSET-based book provides teachers and managers in schools with a practical guide to developing and maintaining high standards of behavior. Using their extensive experience, the authors emphasize planning policies which take account of the individual needs of the staff and pupils as well as whole-school administration. They encourage an experimental approach supported by many activities to guide the development process, and consider both the 'soft', human side of the development process, as well as the more predictable 'hard' side involving audit, planning, implementation and review.
