A Teacher's Guide to Anger Management

A Teacher's Guide to Anger Management

A Teacher's Guide to Anger Management

A Teacher's Guide to Anger Management

Synopsis

As schools are making efforts to include children with emotional and behavioural problems, teachers are having to deal with angry and violent pupils almost every day. Paul Blum's latest book offers a recognisable, blunt and truthful account of widespread and often quite horrendous problems affecting teachers today, and offers practical strategies and solutions. He provides basic day-to-day guidance as well as help for the longer term PSHE planning for schools, based on his own adaptation of the highly successful 'Everyman' project. Issues discussed include a practical survey for teachers on the types of incidents they have to deal with, where anger comes from, the problems that anger causes, and strategies which can be used to help individual pupils. A teacher's inability to deal with difficult pupils can affect their professional and personal life, as well as their ability to successfully teach all their pupils. This essential book offers guidance when they need it most, offering a life-line to teachers in difficult circumstances.

Excerpt

Educational bureaucracy currently points to the need to drive up standards with better quality teaching as the way to solve the problem of disaffection and underachievement in schools. It has done some commendable work on identifying literacy and numeracy as vital key skills that every teacher needs to improve their teaching of. But improved teaching, while a vital strategy in reducing the incidents of verbal or physical abuse, is only one part of a much more comprehensive programme needed to tackle the underlying causes of anger, low motivation and abusive behaviour in our schools. Historically, the vast majority of teachers are inventive and resourceful at finding their way around a whole lot of behaviour problems. However, they could be given more help with the positive work that they do.

If the right questions are not asked, the right answers cannot be found. This book looks at how relationships and gender identities play their role in the build-up of anger and tension in the system. It is honest about what is going wrong and how it can be improved upon.

The majority of scenarios that this book looks at are boy dominated because the overriding evidence is that the vast majority of dangerous and abusive pupils are boys. As Part 3 of the book shows, intervention strategies to help pupils contain their anger look at how feelings can be expressed without resorting to verbal or physical abuse. Showing feelings seems to

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