The aim of the course is to provide attendees with an understanding of why children may present with challenging behaviour and a range of strategies to reduce those behaviours and increase engagement in learning.
This one-day workshop will introduce attendees to tools which will help them to assess unmet needs by increasing their awareness of what a child’s behaviour and verbal narrative is expressing. They will, in turn, consider strategies to meet those needs. They will also be introduced to strategies to reduce the risk of escalation of unregulated behaviour. These will include considering small adjustments they could make in terms of (i) their response to a range of situations (ii) the environment. The training focuses on a relational approach to teaching and learning which, when used consistently, provides behaviour and learning gains. It draws on and references recent research and is in line with the government drive to support schools to play a ‘front line role in promoting and protecting children and young people’s mental health and well-being’ (Ref: ‘House of Commons Education and Health Committees Children and young people’s mental health — the role of education’; First Joint Report of the Education and Health Committees of Session 2016–17 (April 17)) The day focuses on practical application, supporting attendees with strategies they can use with children directly, every day, bridging research to practice. This is an interactive workshop with Informal discussion, power point presentation, film sample, and a range of activities.
- To develop an understanding of the reasons why children may present with challenging behaviour and to know how to assess unmet needs, using the Haringey Wellbeing Tool
- To develop a range of strategies to address unmet needs which can support children to manage their own behaviour and reduce concerning behaviours over time
- To explore ways to set up a classroom culture which provides a calm nurturing environment and reduces challenging behaviour, using the ‘How to Be’ tools
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Teachers, Inclusion Leads, Emotional Wellbeing Coordinators, Senco’s, Heads of Year/College/House, Senior Leaders, Designated Teachers for CiC, Teaching/Learning Assistants, Learning Mentors