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1 | Emotional and behavioural disorder : the challenge to our thinking, attitudes and strategy | 1 |
We cannot predict where out students may end up | 1 | |
'The pygmalion effect' : where expectancy can lead | 5 | |
'Dear Luke' : what I saw at the outset and how children's behaviour challenges us in positive ways | 9 | |
My global classroom | 12 | |
2 | Understanding challenging children and children with emotional and behavioural disorder | 16 |
Understanding emotional and behavioural disorder in mainstream schools | 16 | |
Measurement of difference or meaning (when working with challenging children) | 19 | |
Changing perceptions of challenging behaviour : Tom and his teacher | 24 | |
Finding a connection point for change in behaviour : Alex 'wins a race' | 27 | |
Choosing to teach : choosing to make a difference | 29 | |
3 | Teaching children with emotional and behavioural disorder : introduction | 32 |
One, two, three, four, out the door - or STOP (straight to the office please) | 34 | |
There is always a way back : an individual behaviour management plan | 39 | |
Helping a child change his behaviour and his short attention span | 43 | |
AD/HD and teaching academic survival behaviours | 44 | |
A tall order : a challenging student on day one and after | 47 | |
Individual behaviour management plans and group support with infant age children : Troy's story | 51 | |
4 | The hard-to-manage class : when it is more than one or two | 56 |
The hard-to-manage class : reasons, options, support | 57 | |
My most challenging year 8 class ever | 61 | |
The 'class from hell' | 64 | |
Classroom meetings to the rescue | 66 | |
A winner - in a hard class | 71 | |
5 | Working to build a co-operative classroom group : classroom meetings and building relationships | 76 |
Friendship problems : using a solving circle | 78 | |
Relationships and conflict-solving (classroom and playground) with infants | 83 | |
Creating the peaceable school | 88 | |
A beautiful place : building a multicultural school | 92 | |
A human story | 96 | |
6 | Essential principles and practices that enable us to make a difference with individual children and classroom groups | 97 |
7 | Narratives : how teachers' stories connect us, support us, encourage us and enable us as teachers | 111 |
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