Happy Class: The Practical Guide to Classroom Management is a teacher’s manual for creating safe and happy classrooms for students and staff. One of the top reasons teachers leave the profession is due to problems with classroom management. This guide provides practical solutions to common classroom concerns. Happy Class will help you to arrange the physical layout of the classroom, positively address challenging behavior, problem solve, meaningfully work with other professionals, and create your own personal and professional happiness. This book is intended for new teachers, experienced teachers, administrators, collaborating professionals, and post-secondary educators. Whether you are struggling with a specific student or just need encouragement or validation this guide will help you to create a Happy Class.

This new edition of Circle Solutions for Student Wellbeing addresses critical and contemporary issues for students aged 5-18. It has been updated to include: straightforward instructions on how to set up and run Circles for social and emotional learning (SEL) including the ASPIRE pedagogy for effective implementation how to boost the self-worth of students with a wide range of needs new content and activities on faith, race, gender, mental health and identity Online planning templates The author’s evidence-based approach to building a healthy classroom environment has proven to be a unique and invaluable intervention worldwide, enhancing the social and emotional well-being of both students and teachers.

This revised edition guides users of SPSS for Windows 95 and, like its predecessor, helps teach students how to `do' social science, by showing how compelling social issues can be explored by analyzing social data. The book is written specifically for beginning research students and is accompanied by a data disk. It stresses active learning, as students are guided step-by-step through the exercises. No previous experience with computers, Windows, SPSS, statistics, or social research is required. An Instructor's Manual is available to lecturers who adopt the book, and request it on their institution's letterhead.

In v.1-8 the final number consists of the Commencement annual.

"WHEW" How Did I Ever Do It?, is a true story of the love and struggles of a young mother with four young children under the age of five years old, one of which is severely disabled. While her husband was at war during the Viet Nam conflict, she faces daily obstacles all alone in Alaska. The trials would make the ordinary person give up. Her strength in dealing with unusual circumstances will make you cry, laugh and wonder where it will all end. What could have been a tragedy ends in triumph and will make you grateful for what you have.

The bestselling guide for teaching wellbeing and positive mental health in primary schools, packed with practical ideas for every classroom. Evidence has shown that happy people (those who experience more positive emotions) perform better in school, enjoy healthier relationships, are generally more successful and even live longer! It is an ever-growing concern, therefore, that children's levels of happiness and wellbeing are decreasing, while their levels of stress, anxiety and depression are increasing. As a result, many schools and teachers are looking for accessible ways to address these mental health problems in young people. In this must-read book, experienced teacher and advisor on children's wellbeing, Adrian Bethune, takes the latest evidence and research from the science of happiness and positive psychology and brings them to life. Wellbeing in the Primary Classroom is packed full of tried-and-tested activities and techniques, including mindfulness, positive reflection, physical activity and acts of kindness. With a foreword by Sir Anthony Seldon, former Master of Wellington College, well known for introducing and advocating happiness and wellbeing in education, it is an essential guide for supporting emotional and mental wellbeing in the primary classroom.

The child-centred principles of early years education - which emphasize play and holistic learning - are being challenged by the implementation of a subject-based National Curriculum. The contributors to this book explore this challenge and offer some ways of meeting it practically and productively. Issues covered include: pedagogical issues, such as the cross-curricular, topic-based teaching; teacher's attitudes to subject knowledge; assessment issues, including baseline assessment at the age of five; and parental attitudes to the National Curriculum and its content at Key Stage 1.

This book investigates the connections between socio-structural aspects, individual agency and happiness in contemporary Japan from a life course perspective. The contributors examine empirical data on the processes which impact how happiness and well-being are envisioned, crafted and debated in Japan across the life-cycle. The book discusses the shifting notions of happiness during people’s lives from birth to death, analyzing the age group-specific experiences while taking into consideration people's life trajectories and historical changes. It points also out recent developments in regards to demographic change, late marriage, and the changing labor market.

Tracing embodied transformation in the context of Gaga, the Israeli dance improvisation practice, this book demystifies what Lina Aschenbrenner coins as “neo-spiritual aesthetics.” This book takes the reader on an analytical journey through a Gaga class, outlining the effective aesthetics of Gaga as an example for the broader field of neo-spiritualities. It distinguishes a threefold effect of Gaga practice-from a momentary extraordinary experience, to a lasting therapeutic effect, and finally Gaga's worldview potential. It situates the effect in an assemblage of interrelating aesthetics of environment, movement, and bodies. The book shows why seemingly leisure time activities such as Gaga form fruitful research objects to an academic study of religion and opens up research on neo-spiritual practices. In understanding the sensory effect of practice and its cultural and social implications, the book follows an Aesthetics of Religion approach. It departs from the idea that cognition is embodied and that the body is thus central to understanding cultural and social phenomena. Drawing upon a wide array of data gathered in the context of Gaga at the Suzanne Dellal Center in Tel Aviv, the book weaves together different methods of discourse, ritual, movement, body knowledge, and narrative analysis, while acknowledging insights from neuroscience and cognitive science.