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|Description||Learn the causes and triggers of poor behaviour and gain strategies to pre-empt, then manage them. This training provides attendees with a full toolkit of strategies.|
|Categories||Secondary, Further education, 14-19, KS4, Learning Support, Pupil Support, Site staff, Technicians, Other support staff, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Non-practising teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Behaviour for Learning, Inclusion, Classroom Management, Out of school, Speech / Seminar, Behaviour Interventions|
|Learning outcomes for participants/users and, where relevant, pupils or students||
What you will learn:
• Assertiveness - Acquire terminology to improve own assertive language
• Making "reasonable adjustment" for BESD/SEMH
• Understand the different facets and complexities of learners with additional learning needs
• Recognise the difference between behaviour you dislike and behaviour which stops learning
• Ways to engage the disengaged
We will investigate many calm classroom techniques to manage low level disruptions.
The programme includes pedagogical approaches to planning for disengaged students and an insight into common behaviour disorders.
Who should attend:
This programme is designed for:
• teaching staff
• support staff
• student mentors
• personal tutors/pastoral teams
• staff in any learning and skills environment.
|Evidence underpinning this approach||
Tymms and Merrell (2004)
A recent large scale study found that the formal labeling of children with ADHD and the communication of this label to teachers was associated with a reduction in attainment, but that teachers and students benefited from advice about how to manage ADHD-like behaviour in their classrooms.
|How users/participants can evaluate success||
Setting behavioural targets for learners to improve, modify and relate this to improve actual learning time in class. With reduced disruptions (for example, number of times calling out to be reduced) and improved attendance in class (due to more acceptable behaviours/attitude).
Sample targets are provided, with known strategies to support the learner to improve.
|Follow-up activities and support||
Extra support is available in the form of access to trainer for collaboration in applying new approaches. Additional support in the way of regular updates and newsletters, and opportunity to access new free online learning webinars.
This programme is designed for:
Start: 9.30am registration
The trainer for this programme is Hilary Nunns. Hilary works extensively with students in Secondary and Further Education, and on NEET prevention programmes in the South East. Previously appointed as the BESD specialist lead for Action for Inclusion, she is a recognised advanced practitioner and authority on managing ADHD in the mainstream classroom.
Bookings can be made directly through Good CPD Guide or by contacting [email protected]. If you're serious about making a difference to the learning environment, attending this training should be a priority.
Fees include all course resources and the opportunity to build a whole new mindset with actions to take back to your school or college. You'll also meet like-minded people and can share ideas and resources with them, too. Not forgetting the luxury of refreshments all day and lunch.
We look forward to welcoming you to the programme.
This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.