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Social Stories > Search results : Discipline

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Your search returned 29 resource(s).

 

Number of resources (29)


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1. Staffroom
Personal and professional relationships built on trust, respect, effective communication and teamwork are essential features of successful schools.
02.03.09
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2. The Corridor
Pupils gathered in corridors, waiting for the teacher to arrive, can often signal not only a late, but a difficult start to a lesson.
02.03.09
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21. Ending the lesson Perspective 1 (Tina)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
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22. Ending the lesson Perspective 2 (Alison)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
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23. Ending the lesson Perspective 3 (Matthew)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
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24. Leaving the classroom Perspective 1 (Tina)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
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25. Leaving the classroom Perspective 2 (Alison)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
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26. Leaving the classroom Perspective 3 (Matthew)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
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3. Getting pupils into the classroom - Perspective 1 (Tina)
It is important for a positive and prompt start to lessons that pupils enter the classroom in an orderly and calm way.
02.03.09
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6. Settling the class Perspective 1 (Tina)
Routines, such as greeting pupils at the classroom door, establish an appropriate and respectful tone for the lesson and help to build positive relationships with pupils.
02.03.09
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7. Settling the class Perspective 2 (Alison)
Routines, such as greeting pupils at the classroom door, establish an appropriate and respectful tone for the lesson and help to build positive relationships with pupils.
02.03.09
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8. Settling the class Perspective 3 (Matthew)
Routines, such as greeting pupils at the classroom door, establish an appropriate and respectful tone for the lesson and help to build positive relationships with pupils.
02.03.09
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EYFS Today - Positive Relationships
Teachers TV: Oakwood Primary in Leeds is a school with a high mobility that works hard to form meaningful relationships with children and parents quickly and effectively.
23.06.08
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Promoting Positive Relationships and Social Inclusion in the Playground
PowerPoint presentation Trish Bradfield and Diane Maddock of South Tyneside Council provide some useful insights into the ways that children can be encouraged to develop pro-social skills during playtimes.
22.10.08
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Positive about Pupil Participation
Practice for Positive Relationships is a series of brief introductions to good practice, exploring what teachers, school communities and education authorities are doing to promote positive behaviour in Scottish schools.
28.09.07
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18. Supporting independent Learning Perspective 1 (Tina)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
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10. The first part of the lesson Perspective 2 (Alison)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
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Learning outcomes for ITT trainees to support SEAL in school
This resource provides a brief outline of the knowledge, skills and understanding that trainee teachers need to develop in order to support SEAL (Social and Emotional Aspects of Learning) work.
30.09.05
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What is Behaviour for Learning?
Behaviour4learning (B4L) emphasises the crucial link between the way in which children and young people learn and their social knowledge and behaviour. In doing this the focus is upon establishing positive relationships across three elements of self, others and curriculum as indicated above. B4L has implications for pupils, teachers, parents and other professionals. Its principles can be applied...
26.02.07
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Behavioural, Emotional and Social Difficulty (BESD)
Glossary item: Definition and commentary for the term 'Behavioural, Emotional and Social Difficulty (BESD)'.
30.04.04
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