Developing positive classroom environments (6 Ergebnisse)
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Zustand: New. pp. 346.
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Zustand: New. DR BETH SAGGERS is senior lecturer in the Faculty of Education at Queensland University of Technology. She has almost thirty years of teaching experience with students on the autism spectrum and is an active research participant in the Cooperative Research .
- Softcover
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Taschenbuch. Zustand: Neu. Neuware.
Developing Positive Classroom Environments: Strategies for nurturing adolescent learning 1st Edition
- Hardcover
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Zustand: New.
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Einband - fest (Hardcover). Zustand: New. DR BETH SAGGERS is senior lecturer in the Faculty of Education at Queensland University of Technology. She has almost thirty years of teaching experience with students on the autism spectrum and is an active research participant in the Cooperative Research .
- Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Buch. Zustand: Neu. Neuware - The middle years of learning are increasingly recognised as one of the most challenging yet opportune periods for growth and development. Based on the Positive Behaviour Support (PBS) framework, this book will equip educators with the appropriate knowledge, skills and strategies to support learners…in maximising their educational success, managing emotional issues and making a successful transition to adulthood. Part A outlines the principles of the PBS framework, defines key characteristics of middle-years learners and provides insight from neuroscience into the nature of the adolescent brain. This section also looks at the importance of listening to the student voice, highlights issues that can arise during the transition into the middle years of schooling, and discusses the use of evidence-based PBS practices to encourage engagement and establish clear behavioural expectations with learners. Part B focuses on the practical aspects of implementing universal PBS strategies in the classroom, including developing strong and effective relationships with students, promoting school connectedness and supporting self-regulation. Part C examines more focused and intensive interventions, and provides strategies for working with students experiencing stress, anxiety and bullying. Finally, Part D discusses ways to support a range of perspectives and experiences in the middle-years, including trauma-affected students, ethnic and cultural diversity and students on the autism spectrum, as well as ways to use ICT to re-engage vulnerable students. This is an essential reference for both primary and secondary educators, revealing how PBS strategies can play a profound role in positively transforming classroom behaviour.
