Publisher's Synopsis
`In adding this book to the literature, the author succeeds in reassuring the beginner teacher that working at meeting student needs is a worthwhile ambition and that the profession requires self-aware teachers who bring a conscious competence to their interactions and relationships with students′ - The Psychology of Education Review
`This book has much to commend it in terms of raising awareness in relation to pupils′ behaviour - interpreted in its widest sense ( that is, not just `bad behaviour`) - British Journal of Special Education
`The tone is positive and reassuring, and new teachers will find hints and tips to ease them into the profession′ - Times Educational Supplement
`The book is clear, easy to read and full of solid guidance about what to do even in the most difficult situations. This includes changing jobs if the school is unsupportive of what you are trying to do. It also includes keeping a sense of perspective - I liked the anecdote about being stuck in Spain and asking ′how important will this be in six months time?′ If only some senior school managers could ask themselves that one; schools might be a little more relaxed more often. Self-management is an important part of surviving a difficult working environment - another small but powerful tip Sue Roffey gives is to learn to manage your emotions by stepping outside of yourself and watching yourself as if you were in a film. I use this technique frequently myself and it really does work!′ - Nurturing Potential
`This book should be handed to each teacher training graduate before they enter the classroom. Ideally it should be a recommended text whilst they are still training to teach. It contains practical suggestions and advice that would benefit not only new teachers but "old hands" as well! It is designed to help teachers establish positive relationships in school and how to respond to disruptive pupils. As I was reading the book, it was obvious that the writer was writing from a perspective of having been there. I can certainly recommend this book. It is a helpful, practical guide for dealing with disciplinary matters. New and beginning teachers in both primary and secondary settings will find it a helpful and supportive resource′ - Behaviour UK
`This book will encourage and reassure beginning teachers to be more aware of why they chose teaching; what its demands, challenges and joys are and will equip teachers to be more consciously and professionally self-aware in their role. It is encouraging to affirm a book that celebrates that spending one′s career working with, and for, young people is still meaningful, enjoyable and essential′ - From the Foreword, by Bill Rogers
Do you dread Mondays? Ever wondered how you are going to face that class? Well stop worrying and start reading. This book is designed to help the new teacher establish and maintain positive relationships with all students. It also looks at the professional needs of the new teachers themselves.
The chapters deal with issues that are of primary concern to new teachers and that have a direct impact on their level of confidence and awareness in the job. Included is advice on:
- forming positive relationships with students
- ways to manage disruptive, distressed and defiant students
- developing supportive relationships with colleagues
- the do′s and don′ts of behaviour management.
Throughout the book a practical approach is taken and suggestions are made, but the focus is on maintaining positive relationships with the students in order to get the best out of them.
New and beginning teachers in both primary and secondary settings should find this a helpful, supportive and clear guide to managing one of the key areas of a teacher′s professional life.
Sue Roffey is Lecturer in Educational Psychology at the University of Western Sydney; she also works as a freelance trainer and consultant in behaviour management across the UK and in Australia.
