Sue Roffey has been a teacher, educational psychologist and an academic. She is now an Honorary Associate Professor at University of Exeter, and Adjunct Associate Professor Western Sydney University, Australia. She is also Director of Growing Great Schools Worldwide.

TABLE OF CONTENTS

INTRODUCTION

THE OVEN: THE EMOTIONAL CLIMATE OF THE CLASSROOM

INGREDIENTS

ESSENTIAL MAIN INGREDIENT: POSITIVE TEACHER-PUPIL RELATIONSHIPS

SPECIAL INGREDIENTS - STARRED STRATEGIES

CONTENT

REFERENCES

Section 1: GETTING THINGS DONE

INATTENTION

AVOIDANCE STRATEGIES

DISORGANISATION

HELPLESSNESS

REFUSAL TO COOPERATE

NOT SETTLING BUT FLITTING BETWEEN ACTIVITIES

DISTRACTED BY OTHERS

STARTING BUT NOT FINISHING SET WORK

QUIET DISENGAGEMENT

Section 2: DEALING WITH DISRUPTION

POSITIVE ATTENTION and SELF-CONTROL

IMPULSE CONTROL

PUSHING OR POKING OTHER CHILDREN

FIDGETING, HUMMING AND OTHER NOISES

ATTENTION-SEEKING SILLINESS

FREQUENT INTERRUPTIONS

OVER-THE-TOP BEHAVIOUR

OUTRIGHT DEFIANCE

RUDENESS

Section 3: SOCIAL INTERACTIONS

NOT TAKING TURNS OR SHARING

BOSSINESS - PUSHING IN - WANTING TO BE FIRST

FIGHTING

BULLYING AND INTIMIDATION

STEALING

LYING AND BLAMING OTHERS

CHEATING

TRYING TO BUY FRIENDSHIP

EVERYONE IS AGAINST ME

Section 4: EMOTIONAL DISTRESS

UNPROVOKED AGGRESSION

TANTRUMS

DISTRESS/TANTRUMS/CLINGING WHEN A PARENT LEAVES THEIR CHILD IN CLASS DESTRUCTIVE BEHAVIOUR (OWN WORK)

DESTRUCTIVE BEHAVIOUR (OTHER PEOPLE'S WORK AND POSSESSIONS)

HIGH LEVELS OF ANXIETY

SELECTIVE MUTISM

DISENGAGEMENT

NEGATIVITY

Section 5: BEHAVIOURS OF SPECIAL CONCERN

MONITORING

TEACHER WELLBEING

OBSESSIVE or RITUALISTIC BEHAVIOUR

SEXUALLY EXPLICIT BEHAVIOUR

SOILING (encopresis) AND SMEARING (scatolia)

UNSAFE RISK TAKING

RUNNING AWAY

SELF-HARM

CONFUSING REALITY AND FANTASY

RESOURCES

General

Getting Things Done

General Disruption

Social Interactions

Emotional Distress

Special Concerns