Habits of Highly Effective Teachers: The Ultimate Guide to Practical Behaviour Management that works!

277 Pages·2016·3.89 MB·English

by  Marie Amaro

HABITS
O HIGHL
F
Y
EFFECTIVE
TEACHERS
The Ultimate Guide
to Practical Behaviour
Management that
works!
Marie Amaro
about the author
Marie Amaro has been a teacher for over 30 years. She holds a Master of Special
Education, focusing on students with emotional and behaviour disorders, and
works as a consultant in schools. She provides practical, teacher-focused, easy-
to-implement strategies that are based on vast experience and understanding of
how schools work.
Marie believes that academic outcomes are improved by addressing the social
and emotional needs of students through explicit teaching of
expected behaviour, engaging pedagogy, modelling of pro-social skills,
collaborative learning strategies and giving students a voice.
She is passionate about students achieving their potential, about supporting
the wellbeing of teachers and about schools providing positive, stimulating and
nurturing environments.
Marie is a highly sought-after speaker and trainer who specialises in improving
teachers’ personal and professional effectiveness. She designs and delivers
specialised
courses for University students, new
and experienced teachers as well as
training and coaching for executive
and principals.
She is currently co-director of The
Highly Effective Teacher.com
This is Marie’s first book. It is a
compilation of the information and
research from the one-day course of
the same name.
Copyright c 2018 by Amaro, Marie.
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise, without the prior permission
from the publisher.
National Library of Australia
Cataloguing in Publication entry:
Amaro, Marie
Habits of Highly Effective Teachers: The Ultimate Guide to Practical Classroom
Behaviour Management That Works/ Marie Amaro
Illustrations by Tim Amaro
For teachers K-12
ISBN (print):978-0-6482733-0-1
ISBN (ebook): 978-0-6482733-1-8
Published by Retro House Press
PO Box, 487, Kippax, ACT, Australia
For bulk sales to schools and organisations email us at
thehighlyeffectiveteacher.com Every effort has been made to trace and
acknowledge copyright. However, should any infringement have occurred, the
publishers tender their apologies and invite copyright owners to contact them.
TABLE OF CONTENTS
Foreword................................................................... 15
Welcome.to.this.book................................................. 19
Chapter 1: .
HOW.BELIEFS.SHAPE.YOUR.TEACHING..................... 27
Chapter 2: .
OH.BEHAVE!............................................................... 40
Chapter 3: .
THE.INEFFECTIVE.TEACHER...................................... 62
Chapter 4: .
IT’S.ALL.ABOUT.THE.LEARNING................................ 74
Chapter 5: .
CREATING.CONNECTIONS.......................................... 99
Chapter 6: .
THE.SECRETS.OF.
CLASSROOM.COMMUNICATION............................... 120
Chapter 7: .
THE.POWER.OF.CONSISTENCY................................ 146
Chapter 8: .
REINFORCEMENT.RULES......................................... 158
Chapter 9: .
BE.LOGICAL.—CONSEQUENCES.THAT.
MAKE.SENSE........................................................... 181
Chapter 10:
ADOPTING.NEW.HABITS.......................................... 196
Resources................................................................ 202
References.............................................................. 206
testimonials
Habits of Highly Effective Teachers details the proven methods of
effective classroom management that every teacher needs to be successful.
With simple, easy-to-follow tips illustrated by clear, everyday examples and
case studies, this book is a little gem!
With the focus on building and maintaining positive relationships and
developing an effective learning environment, we are reminded of our
power as teachers and the necessity for continuous self-reflection about
the way we relate to students.