Praise for First Edition:"Actually makes enjoyable bedtime reading, since Mellor's style is easy and interesting. Case studies bring the book alive."—Special Children"Good sound advice for those involved in teacher training."—Educational Psychology in PracticeThis updated edition of Nigel Mellor's bestselling Attention Seeking: A Practical Solution in the Classroom focuses on solving the challenges raised by attention-seeking behavior, both in regular classrooms and in pre-school settings. Drawing on more than 20 years' experience working with teachers and parents, the author's approach is down to earth, encouraging, and challenging. Useful both as a reference and a practical guide, the second edition offers a new easy-to-follow layout, with chapters containing practical techniques, new case study materials, and updated references. Other new features include: A 10 step program of clear strategies Guidelines for using stories Discussion of problems with time-out Current information on ADHD, chaos, autism, language problems, and attachmentIdeas for managing parent meetings in schoolWritten for staff in nurseries and schools (mainstream and special), and for lecturers and researchers in departments of education, this resource is ideal for anyone wanting to understand more about attention seeking and how to help the young people who exhibit this behavior.
Sounds Familiar? The Attention Seeking Child in Class
Attention Seeking - Background Literature
Much of the theoretical work on attention seeking unfortunately does not emphasise educational settings. This literature is briefly discussed later with a focus on the school situation where possible. Potentially of more immediate relevance to the class teacher are case study examples. A selection of these is included for illustration. The shortcomings of published examples, however, is that they often gloss over classroom reality, and as teachers will readily confirm, the devil is in the detail. This is particularly relevant when we note that attention seeking children absorb so much of a teacher's time (according to Schwieso and Hastings 1987 they receive “three times as much praise and twice as much criticism as the average pupil” ...