A Team Approach to Behaviour Management: A Training Guide by Chris Derrington

By Chris Derrington

The emphasis is on making plans for a crew method of challenge fixing in the context of whole-school development.

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Sample text

As adults, we have some measure of control over the learning situations we place ourselves in. We may choose to take up salsa dancing, Japanese, or hang-gliding, but can usually feel safe in the knowledge that we can opt out if the going gets tough. Being the only person who has yet to master the skill is not a comfortable position to find yourself in. Similarly, if you find yourself at a party with no one to talk to, you can usually choose to leave early and have an early night instead. In such situations our self-esteem may well take a temporary dive, and if the same thing happens on a regular basis, then we might stop believing in our abilities altogether.

48 ARE WE A LISTENING TEAM? 2 Adopt supportive body language Ⅲ Lean discretely towards the speaker. Ⅲ Maintain a comfortable level of eye contact. Ⅲ Nod, smile, raise eyebrows as appropriate. Ⅲ Mirror facial expressions. Take the speaker seriously Ⅲ Don’t pre-judge or jump to conclusions. Ⅲ Try to understand where they are coming from. Ⅲ Leave your prejudices to one side. Concentrate attention on the speaker Ⅲ Limit possible distractions and interruptions from others (if impossible it may be better to suggest a later and quieter time to talk properly – but don’t forget).

For pupils in school, there is rarely the option to withdraw from stressful learning and social situations in a dignified way, and those who find it hardest to access the curriculum or interact positively with peers may face these challenges on a daily basis.

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