The first guide of its kind written specifically for trainee and newly qualified teachers, this standards-based text explores the needs of dyslexic learners in mainstream secondary schools. In light of the current dyslexia-friendly schools initiative, it looks at organisational-level support for dyslexic children, together with pragmatic strategies which teachers can use to support children's cross-curricular learning. Further, it includes case studies and practical tasks to build readers' confidence in supporting Specific Learning Difficulties, as well as a range of coping strategies and practical advice, based upon the authors' experience of working with dyslexic learners in different contexts over many years.
Chapter 10: Managing Behaviour
By the end of this chapter you should:
- understand the importance of avoiding the creation of situations that give rise to conflict and distress within your classroom;
- have explored ways of doing this.
This chapter addresses the following Professional Standards for QTS and Core:
Q2, Q31, C1, C2, C37a
The majority of newly qualified teachers are likely to spend more sleepless nights worrying about how to cope with challenging behaviour than about any other demands the job may make. This chapter will not provide you with lists of behaviour management strategies – effective use of the teaching strategies offered in earlier chapters should help to prevent problems. A small proportion of your students will exhibit profound difficulties with behaving appropriately within the classroom context and a ...