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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

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.

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!

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

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

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.)

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.

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!

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

Teachers' questions play a critical role, not just for the thinking they provoke, but in the modelling of questioning skills and the development of curiosity. Research shows that when teachers think more about questioning - deepening their understanding, extending their range of strategies and planning their questions - responses from pupils improve, and engagement and learning increase. This Pocketbook separates out the three elements of questioning: framing them; delivering them; and responding to the answers. It offers both simple tweaks and fundamental shifts to turn instinctive practice into a highly effective teaching and learning tool. Author and 'question master' Gorden Pope finds a happy balance between theory and evidence-based practice, ending with a short checklist for monitoring and improving your own questioning. "e;This is a really great little book - engaging, practical, useful and forward-looking. I will be recommending it to the teachers at my school."e; Jan Shapiro, Deputy Headteacher, Prendergast Ladywell Fields College. "e;The perfect mix of theory and strategy. After only a few pages I found myself reflecting on my own practice and trying out new ideas. It's become my 'go to' book for engaging passive learners."e; Jenna Barnes, AST. Head of the Globe Faculty, Conisborough College. "e;A brilliant resource which will help you to reflect and then enrich your teaching."e; J Matthews, Headteacher, William Martin Junior School.

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

How do you ensure that what you write gets read, understood and acted upon? The Writing Skills Pocketbook describes a 3-phase approach to planning, preparing and polishing written communications for the modern business world. Central to the planning phase is a clear understanding of why you are writing and who you are writing for. The book guides you through the planning process and shows you how to test your approach. The second phase, preparation, demonstrates how to write clear, concise and compelling texts using the authors' eight golden rules. There is advice too on how to present and illustrate your written material to best effect, including the most commonly asked questions on punctuation. Don't be too hasty to send your letter, email or report. Take time to check it thoroughly using the book's '11-point critiquing checklist' and 'top tips for proof-reading'. This is the final, polishing phase. The Writing Skills Pocketbook is your essential guide to writing confidently, swiftly and with greater impact.

In the Emotional Intelligence Pocketbook - now in its second edition - Margaret Chapman, coaching psychologist and coach-supervisor, demystifies a complex subject, hitherto only covered by academic, heavyweight literature. The book takes readers through five steps to attaining EI and describes how organisations can become emotionally intelligent.

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