Bøger udgivet af Management Pocketbooks

This handy pocketbook looks at the reasons for non-assertive behaviour and the differences between assertive, aggressive and passive behaviour. It contains advice on how to overcome self-defeating beliefs and how to deal with recurring problems. "e;Will appeal to anyone in human resources or management training. It is successful in keeping jargon to a minimum without loss of precision. The concepts are immediately relevant, and each page will offer you a new idea, a new skill or a new way to look at a situation."e;Louise Campbell, Associate Director, Human Resources, Societe Generale Australia Ltd. "e;This pocketbook provides at a glance the skills required for a lifetime."e;Tracey Luscombe, Human Resource Manager, Manchester Unity Friendly Society in NSW

Author Andy Vass's definition of coaching emphasises the process of learning. It's about helping people to uncover their own solutions rather than giving them advice, telling them what to do or solving problems for them. Whether you're coaching or being coached, the Coaching in Schools Pocketbook can help you to become 'even better' in your role.Find out how solution-focused tools like 'exceptions' and 'scaling' enable high quality, thoughtful dialogues and how becoming skilful at asking questions, listening and providing feedback can develop both coach and coachee. Andy's RIGAAR model for framing a coaching conversation shows, step by step, how to establish and achieve goals that lead to exciting and positive change. Whether you're an NQT, a Headteacher, or Middle Leader, you'll be inspired by examples from teachers and students describing, in their own words, how coaching has worked for them and for their schools, improving performance and raising attainment at every level.Coaching in Schools updates and replaces the Coaching & Reflecting Pocketbook.

All children are challenging to some extent, but some are more challenging than others. Students with social, emotional and behavioural difficulties (SEBD) can be tough to support and teach. This pocketbook helps you to do just that. It focuses on three particular behaviour disorders: ADHD (Attention Deficit Hyperactivity Disorder), CD (Conduct Disorder) and ODD (Oppositional Defiant Disorder). Fintan O'Regan, an internationally renowned expert on ADHD, explains why some children are prone to developing a can't learn, won't learn or don't care attitude. He devotes individual chapters to each behaviour pattern and uses Vicki, Liam and Darren to illustrate typical characteristics. Practical classroom strategies include lesson scenarios, with example dialogues showing how different teacher responses can lead to different outcomes. Whether you're looking for explanations, tips, ideas, or strategies (or maybe just reassurance and support) this book fits the bill.

The latest teaching standards demand that all teachers 'take responsibility for promoting high standards of literacy and correct use of standard English, whatever the teacher's specialism'. That's no bad thing, but it leaves some of us feeling under-trained and over-exposed. Enter the Literacy Across the Curriculum Pocketbook. The book is based on four principles: literacy is important for all learning; we owe it to our pupils to help them develop their literacy; developing strategies for LAC enhances teaching and learning across the school; teachers do not have to be literacy experts to promote LAC. In a series of punchy chapters, (Speaking for Success, Write Better! Vamp up your Vocabulary, Splendid Spelling, Raring to Read) Caroline Bentley-Davies presents practical ideas and simple strategies for incorporating literacy skills into your own lessons. All this plus some really helpful advice on note-making and a self-audit LAC checklist."e;Literacy Across the Curriculum Pocketbook is a necessity for all teachers wanting to find manageable, effective and exciting ways of promoting literacy in their lessons. A great resource!"e; Justin Wakefield, Literacy & Numeracy Co-ordinator, Humberston Academy, Grimsby "e;Innovating tips, strategies and ideas to revitalise literacy in your lessons instantly. Every page offers simple and realistic approaches to promoting literacy across all subjects. Vamp up your vocab; make tricky spelling stick; weave literacy seamlessly into your lessons. I love it!"e; Lesley Ann McDermott, History Teacher, St Patrick's Catholic College, Thornaby-on-Tees "e;Contains everything you should know about Literacy and more. Written in a clear and concise manner, even as an experienced English teacher it still taught me a trick or two!"e; Sarah Martin, CPD Leader, Academies Enterprise Trust

It's every new teacher's first concern and it's an area about which even the most experienced teachers are never complacent - how to control their classes. This new edition of the Teachers Pocketbooks top-selling title is a practical, authoritative guide to creating calm classes and focused, co-operative students. The book starts from the premise that teachers cannot control the behaviour of children; instead they must seek to influence it. Teachers are most effective in managing behaviour when they focus on antecedents and consequences. This means building relationships and using preventative strategies followed by consistent use of logical consequences. The book covers different styles of behaviour management; getting the basics right; eight core principles and a ten-step discipline plan. A section entitled developing the toolkit offers a broad range of strategies for teachers to use. All are explained in practical, classroom terms with examples of phrases to use for maximum effectiveness. Underpinning the repertoire of techniques is a strong framework: the 4Rs rights, responsibilities, rules and routines. Liberal use of cartoons, diagrams, mnemonics and other visual devices reinforce the message and fast-track understanding. "e;An invaluable guide for all adults who work with children. This book will change the way you think and act in the classroom and should be compulsory reading."e; Tim Plumb, Head Teacher, Woolwich Polytechnic School "e;A fantastic read. Buy copies for your staff this year - they'll become more effective by using the approaches outlined in this book."e; Sarah Skinner, Head, Claydon High School "e;Provides realistic and effective strategies to empower all teachers to create and establish a positive learning environment for all. I recommend it."e; Teresa Copeland, Assistant Principal, Strood Academy

Just like teachers, TAs need proper induction, training and career development opportunities. The Teaching Assistant's Pocketbook supports this need by offering an accessible guide to this varied role. If you're new to the job, what exactly can you expect when you start out in a new school? If you're an old hand, what are your career development opportunities? Sections on assisting the teacher, assisting pupils and assisting the school are full of practical information, tips and strategies for new and experienced TAs. Dot Constable covers the nuts and bolts of day-to-day practice (eg: policies and procedures; SEN and support strategies; joint planning; assessment, recording and reporting; making and organising resources etc) but also addresses nitty gritty realities: how do you keep pupils on task and what do you do if relations between you and the teacher are strained? Breathe a sigh of relief, it's all here. "e;"e;A concise and easily accessible resource. A must for new and experienced teaching assistants"e; "e; -Anna Gibbs, Headteacher, Lancot Lower School "e; "e;Clear and comprehensive ideas and advice which cover all aspects of being a TA. A super, little, usable book."e; "e; -Gill Edgar, Head of KS4, Abberley Street PRU, Dudle

Britain today is culturally and linguistically diverse. One in eight pupils in primary schools speaks a language other than English; in secondary schools, one in six. Over 200 languages are spoken in London schools. The EAL Pocketbook is for teachers of pupils learning English as an additional language, whether in rural or urban contexts. It provides tips, tools and techniques to ensure that all pupils can thrive in their learning. Author Alice Washbourne is a consultant EAL advisor. Her inclusive approach is modelled on 'the ladder to success' beginning with the learner's skills and strengths, building on these to make learning cognitively challenging, then providing scaffolding to support their move towards independent learning. Useful guidance for both novice and experienced practitioners. 'A bucket-load of good advice and practical ideas in a pocket-size book. These thoughtful insights translate easily into effective classroom practice' Sally Williams, Head of School, Myatt Garden Primary 'This book is full of crystal clear and practical strategies for teachers to use in class. It's easier to follow than not to... The strategies in this book will support teachers, raising not only EAL but all the students' attainment and achievement levels. Thank you Alice' Tuba Bauhofer, EAL Co-ordinator, Prendergast-Ladywell Fields College

Schools that have adopted the ancient principles of restorative justice in their approach to behaviour management report better relationships with young people, greater engagement in learning and a greater development of social and emotional competence among learners. No surprise, then, that interest in restorative practices is growing. It's all about relationships. Wrongdoing is viewed through a 'relational lens'. All those responsible for and affected by the behaviour are involved in solving the problem. Working in conference with a teacher/facilitator, participants come to understand the harm done to people and relationships. Accepting that such harm creates obligations and liabilities, they then focus on repairing the damage and putting things right. Expert practitioners Margaret and David provide a thorough grounding in restorative practice, with worked examples and easy-to-follow teacher scripts to get you started. If RJ is new to you, you'll be a convert in no time! 'Concise, comprehensive and accessible, this book is an essential companion for any school beginning its restorative journey and an aide-memoire for those already embarked.' Mick Levens, Deputy Head, Forest Hill School 'I welcome this pocketbook as a practical and clear guide for school staff on using the spectrum of restorative practices with pupils.' Graham Robb, Education Consultant and Youth Justice Board member 'If you're searching for the 'something' in the 'something must done' be mantra, you should read this book. It de-mystifies the use of restorative approaches in schools, clearly and simply outlining theory and practice, as well as offering a persuasive case for change. Its straightforward, informative style and common-sense, step-by-step approach make it essential and enjoyable reading for both new and experienced practitioners.' Si?n Williams, Behaviour Inclusion Co-ordinator, London Borough of Lewisham

Are you an inchworm or a grasshopper? These are the descriptive terms applied by Professor Steve Chinn and colleagues to two distinct maths learning styles. While grasshoppers get the bigger picture and have a real facility with number, inchworms understand a great deal less. They follow mathematical procedures mechanically without understanding number and without the capacity to be flexible, creative or to check their work. Not all inchworms are dyscalculic, but all dyscalculics are inchworms. In the Dyscalculia Pocketbook you will find out exactly what dyscalculia is (and why it's not the same as maths anxiety); discover the possible causes of dyscalculia, its different subtypes and the learning difficulties it gives rise to; learn about different ways to identify dyscalculia and - importantly - find support strategies for supporting children who have this specific learning difficulty. Author Judy Hornigold nicely balances research, theory and practice. She reminds us about the three components of a mathematical idea and the six levels of knowledge but the Pocketbook is full of classroom examples and applications, recommended resources ( and how to use them), teaching ideas, tips, and games that will support and develop the maths ability of dyscalculic learners

People with fixed mindsets believe that fundamental qualities like intelligence are essentially stable; people with growth mindsets believe that such qualities can be developed and nurtured. Research shows that learners with growth mindsets are more: open to challenges and constructively critical feedback; resilient in the face of obstacles and failure; convinced that effort makes a difference; able to learn well with and from others; likely to succeed. If we can foster growth mindsets in our pupils the results will be transformative. The Growth Mindset Pocketbook is full of classroom strategies for doing just that. Barry Hymer and Mike Gershon look at high-challenge tasks and the value of errors, mistakes and failure; exactly what we mean by effort and how to make that attractive to students; great feedback; the power of language; and 'going seriously meta' - equipping students to think about their own thinking and learn about their own learning. Get the book; get growing!

Good assessment focuses mainly on improvement and is used to support progress. It helps learners to know how well they have learned and provides feedback on how they can do better; it encourages learners to support and help each other; it builds self-motivation, self-confidence and self-reliance. Sound familiar? These are the principles of formative assessment. They're at the heart of the national Assessment for Learning initiative and they form the core of the "e;Assessment & Learning Pocketbook"e;. You know the theory but how do you turn it into practice? That's where Ian Smith comes in. Let Ian explain the difference between formative and summative assessment. Let him walk you through writing and sharing learning intentions and success criteria; promoting high quality interaction in lessons, verbal and written feedback, self- and peer- assessment. You'll find classroom strategies and inspiring ideas galore. "e;Great book: I am hugely impressed by it. It is very accessible, easily read and full of practical tips and strategies which can be easily implemented. I am sure that teachers will be inspired by it."e; Linda Kirkwood, Rector, Oban High School

We all know teachers who exude an air of authority the minute they walk into a room. Like magic, they command attention without a word being spoken. When they speak and interact they are engaging and compelling. Their classes are calm and focused, teacher and students work well together and behaviour is rarely a problem. How do they do it? Classroom presence is the effect created by your teacher persona. Drawing on material from the worlds of acting and improvisation, sports psychology and NLP this book demonstrates how to develop your persona and radiate presence. Learn about 'status techniques' and how to tap into a shared energy with your audience; master the triad of skills that create presence; work with your 'cultural architects', and see your classroom as a stage where voice, breathing, spatial awareness and costume all play a part. It's not magic, but with a few tricks up your sleeve you can transform the atmosphere, relationships and behaviour in your classes in just a short spell!

Some books on the topic of confidence offer a 'quick-fix' approach which could be summarised as 'believe in yourself'. This Pocketbook is different; it suggests that you need to arrive at a position of justified self-belief. In other words get good at something then believe in yourself. It contains tips and techniques to help you grow in confidence, grasp life's challenges and fulfil your ambitions. Confidence matters because a lack of it can stop you going after what you really want in life. The focus of this book is on acquiring real confidence, that is substantial and justifiable. Discover how to take on more challenging tasks through graded exposure, managing your mindset and tapping into your sub-personalities. The author Peter English set up his own training company almost two decades ago and over the years has found that a lack of confidence is an issue for many course participants. The advice and tips in this Pocketbook are based partly on working with those people, hearing their stories and finding ways to help them, as well as on research he has undertaken and his own experience of having once been a shy person. The Confidence Pocketbook sets out a range of confidence-building strategies and then pulls these together into an action plan. There is advise too on how to boost your confidence at short notice when faced with specific challenges (e.g. tackling a difficult conversation or making an important presentation.)

People in business are conditioned to believe they must communicate in a rational, objective and logical manner, without emotion, if their point is to be accepted. The reality is, however, that stories engage both hearts and minds and are the most effective means to engage and persuade. The Storytelling Pocketbook shows readers how to use stories to get their ideas across and make a deeper connection with their audience. With practical exercises throughout, the book shows you how to create your own story frameworks, and explores the different settings in which you might use them, eg to ignite organisational change, to transfer knowledge, to build brands, to develop people.

The Managing Change Pocketbook is for all those people responsible for managing change or wishing to understand an imposed change. Now in its 3rd edition this popular title in the Pocketbooks Series explains what change is and why it is necessary, why some change needs proactive management, the effects of change on people, how to gain commitment, how to manage change, the tools available, ways to communicate, and examples of success and failure.

Lack of feedback and coaching to aid development is the third most cited reason for resignations at work. 'Netgeners' with their reliance on social networking and instant messaging have added even greater impetus to the need for performance feedback. Feedback is integral to learning: it helps to develop skills, knowledge and confidence, and reinforces desired behaviours. It can reassure and thus reduce anxiety; and it can help people see the 'bigger picture', leading to greater alignment with organisational goals and needs. The Feedback Pocketbook encourages managers (and trainers) to use informal, formal and generative feedback as part of their day-to-day approach to motivating, managing and developing people. It explains how to construct and deliver feedback, and demonstrates how to use the underlying dynamics (explicit and implicit) to secure feedback acceptance.

This edition of The Presentations Pocketbook, published October 2009, is packed full of tips and techniques for planning, structuring and delivering a polished presentation. A good starting point for the inexperienced and a quickly assimilated refresher course for the more experienced, this title is consistently among the best sellers in the Pocketbook Series. The content covers overcoming nerves, handling audience questions, and making the message memorable with visual, hearing and feeling (VHF) support. An intriguing and entertaining short story at the end of the book, what the author terms a 'presentations parable', reinforces the key learning points. There is too a practical presentations checklist and lots of visual content to enhance the learning experience. Author John Townsend is a polished speaker with a life-time of experience in leading training courses and presenting at conferences and events worldwide.