This book gives you advice on behaviour management that is easily accessible and equally easy to apply. After all how many of us, snowed under with reports to write and lessons to plan, have time to wade through endless theory? It provides plenty of information on the basic of behaviour management, lots of tips for controlling your classes, and ideas for managing the physical aspects of the classroom environment. The ideas and advice given are based on common sense observations and strategies that have worked for the author.
From the Author
Tearing Your Hair Out?
In floods of tears in the staffroom? If you are, I know exactly how you feel, because I've been there too. And that's why I wrote this book. With 5 years of teaching experience, I realised that I had a lot of tips and advice that might help those teachers experiencing difficulties with 'getting the buggers to behave'.
There's no theory in my book. Just lots of ideas about what you might do to help you survive in the classroom. Why not try it and see? And just to whet your appetite further, here's a little of what Tim Brighouse said about my book in his TES review:
"This book is rich and realistic: rich in the array of strategies and examples that work, and realistic in that it is based on vivid examples of how youngsters misbehave."
Sue Cowley is an experienced teacher and subject co-ordinator, whose specialisms are in English and Drama. After qualifying as a primary school teacher, she taught in a number of different secondary schools in London and Bristol. She has also worked overseas at an international school in Portugal.
Sue is the best selling author of eighteen teaching and parenting books, including "Getting the Buggers to Behave", which has sold over 120,000 copies and has been translated around the world. Sue has written articles and columns for a number of teaching publications, including the TES, Child Education, Junior Education and Teacher Magazine.
Sue is a internationally renowned teacher trainer, who provides INSET for schools and other educational establishments around the UK and in Europe. She has given presentations for high profile organisations, including the NUT, the GTC, Fast Track, Cambridge and Bedfordshire Universities, and to a number of deputy and head teacher conferences. Sue appears on Teachers' TV, helping teachers develop their behaviour management skills. As well as working with school teachers, Sue has also trained a range of other educational staff, including teaching assistants, librarians and college lecturers.
Sue's primary aim through her work is to give practical, realistic and honest advice. Her books offer a combination of tips, ideas and strategies, written in an easily accessible and amusing way. Through the training courses that she runs, Sue puts across her ideas about teaching in a fun and engaging format. She still works with school children on a voluntary basis, so that she can keep up to date with 'life at the chalk face'. She is also Chair of the Committee at her local voluntary run preschool.
Sue's website is: www.suecowley.co.uk
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从语言风格来看,这本书拥有极强的辨识度,它拒绝使用那种居高临下的“专家腔调”。作者的文字里充满了幽默感和深刻的自我反思,这让整个阅读过程显得轻松而富有启发性。书中探讨了父母自身未解决的童年创伤如何不自觉地投射到当前的育儿行为中,这一点直击痛点。它没有指责读者“做错了”,而是温柔地邀请我们去审视自己的反应模式。例如,当孩子用固执来反抗既定规则时,书中引导我们思考:这种固执是否触动了我们自己童年时对权威的恐惧?这种深刻的自我剖析,是这本书与其他同类书籍拉开差距的关键。它提供的不只是育儿技巧,更是一份深刻的个人成长指南,让你在“养育”他人的同时,也在“疗愈”自己。
评分这本书的叙事方式极其细腻,仿佛作者就坐在你旁边,用一种极其亲切但又不失专业性的口吻与你交流。它避免了学术著作的枯燥和理论的空泛,而是充满了大量鲜活的案例。这些案例不是那种完美无缺、教科书式的成功故事,而是充满了真实生活中的摩擦、混乱和不完美。书中对于“权力斗争”的分析尤其精彩,它没有将此视为一种需要被根除的负面特质,而是将其视为孩子发展自我意志的自然阶段。我特别喜欢作者在描述如何引导孩子自主解决问题时所提供的那些“脚本”——它们不是死板的台词,而是提供了一种思维框架,让我知道在特定情境下应该如何提问,而不是直接给出指令。这种方法论的转变,要求家长必须先调整自己的内心秩序,才能有效影响外部世界。它真正教会我的,是“慢下来”,给予犯错的空间,并把每一次“失控”都看作是一次学习的黄金机会。
评分这本书最令人称道之处,在于其超越了年龄段的普适性。尽管它看起来像是一本针对特定年龄段的指南,但其中关于沟通、边界设定和情感连接的原则,适用于处理任何年龄阶段的人际冲突。我特别欣赏其中关于“共同解决问题”的讨论,它将育儿从单向的“管理”升级为了双向的“协作”。作者强调,规则的建立需要孩子的参与感,即便只是让他们选择A或B,也极大地满足了他们对自主权的需求。这种强调合作而非服从的理念,在当今这个强调个体价值的时代背景下显得尤为重要。它提供了一个构建长期、健康亲子关系的蓝图,一个基于相互尊重和理解的稳定结构,而非依靠暂时的恐惧或物质引诱来维持的脆弱平衡。
评分阅读体验上,这本书的节奏把握得相当到位,它不像很多自助书籍那样强迫你在短时间内吸收海量信息,而是鼓励你“消化”后再前进。结构上,作者巧妙地将理论与实践穿插,确保读者在理解了“为什么”之后,能够立即看到“怎么做”。关于如何处理公共场合下的“失态”那一章,对我触动最大。过去我总是陷入极度的羞愧和愤怒,只想尽快让孩子停止,从而维护自己的“面子”。但这本书提供了一个全新的视角:将公共场合的挑战视为孩子学习社会规范的真实演练场,并指导家长如何在保持尊严的同时,给予孩子必要的安全感和引导。它倡导的是一种内在的坚定,而不是外在的压制。这种内在力量的培养,远比任何外部的“快速修复”技巧要持久得多,它让我从一个易怒的“执行者”转变为一个更具耐心的“引导者”。
评分这本书,名字听起来就充满了某种挑战性,但当我真正翻开它的时候,发现它并不是那种简单粗暴的“管教手册”。它更像是一次深入人心的对话,探讨的是人类行为背后的深层驱动力。作者显然对儿童心理有着极其深刻的洞察力,她没有用那些陈词滥调的“奖励与惩罚”模型来搪塞读者,而是将笔触深入到家庭互动模式的微妙之处。我尤其欣赏其中关于“情绪命名”的部分,这完全颠覆了我过去那种“只要孩子听话就好”的功利心态。书里强调,理解孩子每一次“不听话”行为背后的真正需求——也许是感到被忽视,也许是需要更多的自主权——才是解决问题的关键。它不是教你如何快速镇压一场小小的“反抗”,而是教你如何构建一个让孩子愿意合作的环境。读完后,我感觉自己像完成了一次自我教育,学会了如何放下成年人的傲慢与评判,真正去倾听那个正在表达需求的小小个体。这种基于理解而非控制的教育哲学,无疑是当代亲职教育中最宝贵的一课。
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