Aloha,  friends,

As some of you may know, I am at my happiest in the summer at the Lincolnshire coast…  you know, Mr Whippy, sand between my toes and generally not being at work!

Lincolnshire being Lincolnshire, I’ve got to know a few people really well and one of the most inspiring and interesting families I’ve ever met is that of Ryan Smith.  In 2013, 16 year old Ryan went out on his bicycle without a helmet and was involved in a catastrophic, life changing accident which left him with serious injuries:

https://www.youtube.com/watch?v=Qe7_yQORQBo

Since the accident, Ryan’s family have campaigned tirelessly to get everybody (not just children) to wear a cycle helmet…  including me:

Me and my daughter Esme in our Team Ryan Smith helmets.

Quite honestly, the work they do is incredible!

Well, a few weeks ago I was running an inset at Lache Primary School in Cheshire and was told that their cycle safety scheme was under threat due to a lack of helmets.

http://www.lache.cheshire.sch.uk/

Immediately, I thought of Team Ryan Smith…  I passed the details on to the school and the next time I visited Lache…  all of the children had shiny new helmets.  40 of them, all donated to the school for free by the Team Ryan Smith Foundation.

A few days later I was visiting St Andrew’s Primary School in Bishop Auckland http://www.st-andrews-pri.durham.sch.uk/ and over coffee told the Head Teacher Nicola James this incredible story only to find that they had the same problem.  What was I to do?  Surely I couldn’t ring Mark Smith (Ryan’s dad) again!!!  No!  Too cheeky for sure!  But hey, these children’s safety was at stake.  So I practiced putting my case across – what could I possibly say to get another 40 helmets?

I needn’t have bothered!  The answer was an immediate YES.  I assured him that these children were worth it, to which he replied “All children are worth it!”

Mark and Samantha at Team Ryan Smith Foundation have done their bit to keep 80 little heads (and many more besides) safe and sound.  They are real heroes!

Visit them here:

https://www.facebook.com/ryansmithfoundation/

Peace, love and stay out of trouble

Andrew

www.peoplefirsteducation.com

Are you thinking about leaving the teaching profession? Have you thought about teaching special educational needs instead? If not, here are 5 reasons why it could reinvigorate your love for teaching.

1 – You want more 1-1 time with each of your students

A common complaint from many mainstream teachers is that they simply don’t get enough one to one time with many of their students. Larger class sizes and busier timetables means that this is an unfortunate pitfall of the profession. However, in special schools, or specialist units in mainstream schools, the class sizes are usually very much smaller. This means that you’ll have more one to one time with your students and will have the opportunity to really hone in on their development and offer more support than you have ever been able to before.

2 – You want to spend less time on assessment

While planning, preparation and assessment form a part of every teachers job, taking smaller classes means that you’ll often spend less time marking work, and more time researching useful activities, planning great lessons and working with your support staff to ensure that they are delivered with maximum impact.

3 – You want to broaden your skill set

Many mainstream teachers who look to make the move to teaching in special educational needs environments will need to broaden their skill set in order to do so. This may include researching/understanding specific types of special need, or different assessment styles. The good news is that schools are often prepared to help you, and at Axcis, we offer training such as Team Teach, Autism Awareness, Non-verbal communication and many others. In short, there is support for the teachers who want to make the transition to SEND.

4 – You want to be a more rounded education professional

Staying in mainstream education is fine for many teachers, but whichever way you look at it, you are going to come across special needs at some point. Whether your school has a specialist unit or not, there will be children with EHC plans which must be catered for appropriately. By taking on a SEND teaching role, you will better your understanding of this part of the sector immensely – making you a much more rounded teaching professional. This is especially useful for those looking at progressing into leadership, as SEND becomes higher on the agenda for many of the required professional standards.

5 – It’s rewarding!

Teaching is always heralded as a rewarding profession. Of course this is true, regardless of the environment in which you do it. However, there is something really wonderful about working with children who have SEND and seeing their joy at being able to achieve their goals as a result of the work you’ve put in. Many children with additional needs have communication difficulties, and as social beings, being

able to communicate is key to our success in society. Imagine that breakthrough moment when a non-verbal child starts to use language for the first time – what could be more rewarding than that? Many SEND teaching positions also carry additional salary points, so you’ll be rewarded on this level, too!

Apply today!

If you have read this and thought that you’d like to consider working in the SEND sector, why not register or check out our jobs page now? It’s FREE to find work with Axcis and we’ll also offer you plenty of support, training and advice – so what do you have to lose?

NAO ROBI the story teller

Introducing NAO ROBI – educational consultant Emily Fewtrell

Educated Yorkshire 16

writes about her recent experiences of engaging children through advanced technologies, with a ‘humanoid robot’

For the past few months I have been fortunate enough to have been working for a Leeds based company (Pudsey Computers) helping them to develop their educational resources. In particular, Steve (the Boss) was very keen for me to help them put together a package of activities and fun stuff to show to and use with children in schools.     Despite being from a computing teaching background this was really an unknown territory – when invited to participate I had never even heard of NAO robots! But when I ‘met’ NAO ROBI for the first time I have to say I was kind of smitten… A bit weird, since it’s a robot, but really – he’s so cute! (and he is also very polite and toilet trained – quite a bonus in my book)

 

 

Immediately I was entranced by his calm demeanour and his super-intelligent abilities. He is an incredibly complex piece of kit! However, what also became immediately apparent to me is how much of a ‘WOW factor’ this unworldly little character would have on an audience of children… and that this could be a real ‘Hook’ to draw them into a world of NAO Story telling.

This was a germ of an idea which started to grow quickly into a mini project which could be developed for schools – and which I hoped would engage even the most reluctant writers; especially those children who struggle to find their ‘voice’ in the classroom. What I also wanted to create was a project that would encourage collaborative writing, and for NAO ROBI to be the ‘Story teller’, and recite the children’s writing in real time. So, that’s what I set about doing…

 

First I put together some ‘teaser’ resources (printable images and a specially made postcard), which could be sent to the class before NAO ROBI even stepped foot in the school. These are full of cryptic word clues and unworldly images, designed to stimulate talk and speculation from the children: “What are the pictures of? Where has they come from? What is going to happen? Why have they been contacted? Who is it? How can they find out more? When will they get some answers?” My hope was that this would generate sufficient expectation, excitement and anticipation that something a teeny bit unusual was going to happen. These ideas and suggestions could be recorded by the children and teacher in note form; I produced a sort of ‘Talk 4 Writing’ Book Talkstyle activity to support teaching this.  

 

I was keen to capitalise on this enthusiasm and harness the ideas and imaginings that the children would inevitably have; my plan for making that happen was to take NAO ROBI appear in the school the very next day: Guaranteed to cause a stir! NAO ROBI has a range of built in programs that can be used to demonstrate his fantastic capabilities. Once a few of these had been shown to the children the next move was to have groups of children work together to write a story which would explain what and who NAO ROBI is, what he has done and can do, why and how he can to be there in their classroom, and all sorts of other (much more imaginative) things which would be pieced together to create a unique story of NAO ROBI, almost an autobiography for him.  

 

 

What makes that special? The next part: All of the contributions of the class members can be programmed in to NAO ROBI in real time, so that their words can be spoken and dramatised immediately in a way which is so much more fun and engaging – really different – making NAO ROBI the story teller who is narrating their story. A particularly brilliant enhancement to this process is the addition of the ‘emotions’ that can be programmed in too – the use of ‘Animated Say’ options which children can select from to add a special dynamic to their writing.  

Example story introduction

 

I put together a writing template which looks a bit like a flow chart – or a robotic story map, with plenty of room for their imaginative story contributions, and which encourages children to choose the emotions as they go – all that is left for the teacher to do it to select the parts of the story from groups or individuals, that can be added to NAO ROBI’s story program by simply typing the text into the boxes and linking them up within the ‘Choregraphe’ software. The order of the chunks of story can be changed, and the emotions that are acted out can be edited if needed too. In this way, my hope was that every child would contribute, and every child would have a voice – through NAO ROBI speaking their words. Even the most reluctant of writers would want to speak through NAO ROBI; having watched children program him it is plain to see that every child wants him to say and do things they have created – and it’s magical for them to see and hear that happen.     A final flourish would be for the finished story to be performed in its entirety and video recorded – the class would be able to keep this and publish it if they wished – something unique and special that has been created by the whole class and presented in a completely different way. Hopefully something that the children would remember and talk about for years to come; ‘Do you remember when that robot came to our class and told stories?…’ I think it has that memorable quality about it.

 

When NAO ROBI has returned to his base station and the children are left with their amazing experiences to draw from, the idea is that even more writing can be developed and linked with the theme. The opportunity to capitalise on this learning adventure is there for the taking – generating some even more high-quality written work from this starting point. The Universe is their oyster!     NAO ROBI is available to hire at your school for short or longer visits. Contact Pudsey Computers for information or go to http://naorobiwrites.blogspot.co.uk/2016/11/nao-robi-story-teller.html

Hi Andrew,

Thank you for a very stimulating and thought provoking presentation.  Your message was very well received by my whole team.  It got everyone talking and thinking about the children in our care. Thinking about how they will benefit from our increased awareness and understanding of their needs.  It was a good morning!

Thanks again

Andrea

Andrea attended an ASD/ADHD course.  If you are interested, please follow the link below:

https://andrewwhitehouse.co.uk/training/helping-learners-autism-asperger-syndrome-adhd-training/

A massive thank you to everybody who attended Educated Yorkshire and a big hello those of you I met and chatted with at this very special event.

For me, the most fantastic, exciting, amazing, exciting part of the day was being given the opportunity to chair the panel: Tackling Mental Health: A Strategy

For those who attended…  and there were lots of you…  I’m sure you will agree that we got a lot of good work done in that short 45 minutes.  However, if anybody wants to follow up on any of the discussions we had, or indeed to open up new avenues, please do feel free to get in touch.  Oh and please enjoy these photos.  I will be posting more later about the whole day.

With Jane Case of Young Minds

Your good friend

Andrew

How about a couple of Dyslexia Testimonials…

This one is from a teacher who attended a Dyslexia short course at Bishop Grosseteste University:

And this one from the mother of a young boy with Irlen Syndrome:

It has been so fantastic to find Andrew who fully understands how my son will learn letters words and numbers. As a parent, when Andrew discussed the various learning strategies, I found them to be very simple and straightforward. When my six year old son started using these methods, his life changed instantly.

Aloha everybody,

I am delighted to announce that I will be returning to Harlow Education Consortium next year for a series of short courses.  To find out more details or to book onto an event follow the links.

Wednesday 22nd February 2017 Pathological Demand Avoidance (PDA) Full Day pda-7

Tuesday 28th February 2017 Visual Interventions and Social Stories Full Day social-stories-8

Monday 22nd May 2017  Dyslexia Morning dyslexia-3

Monday 22nd May 2017 Dyspraxia Afternoon dyspraxia-2

Want me to come to you?  Don’t forget, I do twilight, full and half day inset: inset-leaflet

Stay in touch

Andrew

Content and running order of 10 CPD SEN training events in Norfolk 2017:

All half day courses £60 or £120 for a full day.

To book, please contact Claire Bunton:   cbunton4nr6@nsix.org.uk

All of these events will be delivered by Andrew Whitehouse

Event #1: Wednesday 11th January 2017

9am -12noon £60

Behavioural support interventions for learners with ASD/ASC, ADHD, Pathological Demand Avoidance… and everybody else

A half day course for teaching and support staff, designed to Create differentiated, behavioural support, strategies and interventions for individuals and groups, with or without SEN.

 What to expect on the training…

• Lucky 7s; what are the combined seven presentations of ASD/ASC, ADHD and PDA which affect behaviour. Who else presents with these impairments.
• How to identify potential behavioural ‘hotspots’ and intervene to avoid them.   
• “If you get this right, you can have a housepoint” an examination of effective rewards and sanctions and guidance on how to meet the needs, interests and aspirations of individuals and groups.
• Strategies and interventions for adapting the sensory environment to meet the behavioural needs of individuals and groups.
• Guidance on how to communicate in a firm, but non challenging/imposing manner when intervening in a physical/non-physical behavioural event.
• How classroom layout impacts on behaviour both positively and negatively.
• Picking your battles, when should the educator intervene, and when should they not. When to respond and when to react and what is the difference.
• Any questions. Please bring questions – if a behaviour is impacting on your practice, it is probably doing the same for somebody else in the group.

Course Outcomes…

Each delegate will learn to:

• Identify and avoid triggers for negative behaviour.
• Create differentiated rewards and sanctions to meet the needs, interests and aspirations of individuals and groups.
• Know how to communicate in a firm, but non challenging/imposing manner when intervening in a physical/non-physical behavioural event.
• Create behaviour friendly classrooms.
• Know how and when to respond and how and when to react.

Event #2: Wednesday 11th January 2017 12:30pm – 3:30pm £60

Sensory interventions for learners with ASD/ASC, ADHD, Dyslexia… and everybody else A half day course for teaching and support staff, designed to Create differentiated, sensory interventions to nurture appropriately stimulating sensory environments to meet the needs of individuals and groups, with or without SEN.

What to expect on the training…

• An overview of how the impairments affecting those with ASD/ASC, ADHD, Dyslexia and related conditions may necessitate sensory changes in the classroom and other indoor and outdoor environments.
• How other pupils may also benefit from sensory interventions.   
• Meeting the sensory needs of those with or without a range of SEN. Some simple and effective strategies designed to adapt the school environments and meet the needs of a range of pupils with SEN, whilst continuing to also meet the needs of their peers.
• Strategies and interventions for adapting the sensory environment to meet the behavioural needs of individuals and groups.
• How to exploit the benefits of visual interventions in order to nurture effective communication.
• Using appropriate lighting in the classroom and throughout the school.
• Using appropriate sound and recognising inappropriate sound issues throughout the school and taking remedial action.

Course Outcomes…

Each delegate will learn to:

• Understand the needs of a range of learners and their associated impairments.
• Create differentiated, sensory interventions to nurture a appropriately stimulating sensory environment.
• Adapt the sensory environment to meet the needs of individuals and groups of individuals.
• Create effective sensory calming interventions and strategies

 Event #3: Wednesday 1^st March 2017 9am -12noon £60

Promoting Positive behaviour for learners with a range of needs including Autism, Asperger Syndrome and ADHD:

A half day course for teaching and support staff, designed to enable successful inclusion of individuals and groups whilst fully meeting the needs of their peers.

This training is designed to enable successful inclusion of a broad range of individuals and groups of learners including those with neurological disorders such as ADHD, Autism, Asperger Syndrome, other ASDs and related conditions whilst fully meeting the needs of their peers.  Furthermore, the strategies below are completely appropriate and effective for a range of other learners.

The training will include:

Autism/Asperger Syndrome

• A brief overview of the impairments affecting learners with Autistic Spectrum Disorders (Autism/Asperger).
• An examination of the root causes and triggers behind negative behaviour and how to identify and avoid them.
• General learning environment strategies (linked to sensory issues). Using visual communication tools to aid behavioural social and emotional understanding.

 ADHD/ADD:

• A brief overview of how the impairments affecting learners with ADHD/ADD may cause barriers to learning (What is ADHD/ADD and its key features?)
• Comorbidity, considering the existence of two or more conditions.
• An investigation into the type of language and presentation suitable for the needs of learners with ADHD/ADD.

Case Studies and Workshop Activities.

This training is supported by a range of case studies and brief workshop activities during which each delegate will learn to:

• Better understand the needs of learners with ASD/ADHDs and the associated impairments and their impact upon (negative) behaviours.
• Create differentiated, age and level appropriate behavioural interventions.
• Adapt the sensory environment to meet the needs of individuals and groups of individuals.
• Install a range of structured, multisensory motivational strategies/teaching and learning methods designed to improve learning skills and general in-class understanding.
• A range of strategies for promoting positive behaviour through effective practice.
• Empower the learner to effectively manage their behaviours.

Event #4: Wednesday 1^st March 2017 12:30pm – 3:30pm £60

Pathological Demand Avoidace Syndrome (PDA):

What to expect on the training…

• An overview of how the impairments affecting those with PDA may cause difficulties (What is PDA? The key features of PDA).
• Meeting the needs of those with PDA. Some interactive activities and simple and effective strategies designed to meet a range of needs based on the impairments.
• Strategies and interventions for adapting the sensory environment to meet the behavioural needs of individuals with PDA.
• Why individuals with PDA need Visual Interventions and how they can benefit from them.
• How to create a range of differentiated age and level appropriate Visual Interventions for individuals with PDA
• An investigation into the type of language and presentation suitable for the needs of individuals with PDA.
• Promoting positive behaviour through effective practice

Course Outcomes…

Each delegate will learn to:

• Understand the needs of individuals with PDA and the associated impairments.
• Create differentiated, age and level appropriate interventions
• Adapt the sensory environment to meet the needs of individuals and groups of individuals.
• Create effective behavioural interventions and strategies

Event #5: Friday 28^th April 2017 £60

Autism and Asperger Syndrome (ASD) Half Day Course 9am -12noon

Strategies for effective inclusion of learners with Autistic Spectrum Disorders (ASDs): a half day course for teachers and support staff, designed to enable successful inclusion of learners with Autism and Asperger Syndrome.

The training will include:

What does it mean to have an ASD? An introduction to the needs of the learner and the Triad of Impairments:

• Autism and Asperger Syndrome: what REALLY is the difference between the two?
• Clear guidance on ASD friendly communication: some effective dos and don’ts.
• How to empower the learner with ASD to understand the social expectations that surround their everyday activities.
• Powerful strategies to empower the learner with ASD to understand the emotions of others and manage their own emotional needs.
• Lack of flexible thought, special interests (obsessions?) and their connection with learning.
• Sensory considerations for learners with ASDs.
• How to ensure an ASD friendly environment? A simple and effective guide to adapting the classroom to meet the needs of learners with ASDs, whilst continuing to fully include their peers.
• The virtual world: some of the ways ICT, the internet, tablets and interactive whiteboards can be used to enhance educational provision and social inclusion for learners with ASDs.

Course outcomes: Following this training all delegates will:

• Understand the Triad of Impairments: communication, social and emotional understanding, lack of flexible (rigid) thought and be able to adapt their practise appropriately.
• Understand the range of sensory differences present in learners with ASDs and create suitable environmental interventions.
• Use ICT effectively to enhance the learning experience and outcomes of learners with ASDs.

 Event #6: Friday 28^th April 2017 12:30pm – 3:30pm £60

 Creating Social Stories and Visual Strategies

A Visual and Auditory Social and Behavioural strategy for teaching and support staff working with learners with Autism, Asperger Syndrome, ADHD and related conditions.

The aim of this fun, informative and effective workshop is to provide each delegate with a deeper knowledge and understanding of the needs of a range of learners and provide the skills necessary to create appropriate interventions.

What to expect on the training…

• Why learners with Autism and Asperger Syndrome (ASDs) need Social Stories and other Visual Interventions and how they can benefit from them.
• An overview of the ASD impairments, how they apply to Social Stories and Visual Interventions and understanding how they work.
• How to communicate effectively in order to enable social and emotional understanding.
• How learners with ADHD, Dyslexia, Dyspraxia and related conditions can also benefit from these types of intervention.

Course Outcomes…

This training is supported by case studies and workshop activities during which each delegate will learn to:

• Use visual communication tools to aid social and emotional understanding.
• Create differentiated, age and level appropriate ways of writing and presenting quick, effective and accurate Social Stories and other Visual Interventions.

 Event #7: Thursday 15^th June 2017 9am -12noon £60

ADHD Half Day Course

Strategies for the effective inclusion of learners with ADHD: a half day course for teaching and support staff, designed to successfully include learners with ADHD/ADD and related conditions.

This fun, informative and effective workshop provides each delegate with a deeper knowledge and understanding of the needs of learners with ADHD/ADD and provides the skills necessary to create appropriate interventions.

What to expect on the training…

• An overview of how the impairments affecting learners with ADHD/ADD may cause barriers to learning (What is ADHD? The key features of ADHD).
• Meeting the educational needs of the learner with ADHD/ADD. Some interactive activities and simple and effective strategies designed to meet a range of needs based on the impairments.
• Strategies and interventions for adapting the sensory environment to meet the behavioural needs of learners with ADHD/ADD.
• Why learners with ADHD/ADD need Visual Interventions and how they can benefit from them.
• An investigation into the type of language and presentation suitable for the needs of learners with ADHD/ADD.
• Promoting positive behaviour through effective practice.

Course Outcomes…

This training is supported by case studies and workshop activities during which each delegate will learn to:

• Understand the needs of learners with ADHD and the associated impairments.
• Create differentiated, age and level appropriate interventions.
• Adapt the sensory environment to meet the needs of individuals and groups of individuals.
• Create effective behavioural interventions and strategies.

 Event #8: Thursday 15^th June 2017 12:30pm – 3:30pm £60

Dyspraxia Half Day Course

Strategies for the effective inclusion of learners with Dyspraxia/DCDs: a half day course for educators and support staff designed to enable successful inclusion of individuals with Dyspraxia and related conditions.

What to expect on the course:

• What does it mean to have Dyspraxia? An introduction to the needs of the learner and the associated impairments.  This will include guidance on developing academic and physical skills.
• Guidance on formal/informal assessment, identification and assessment strategies.
• Creating a level playing field for learners with Dyspraxia. How the classroom practitioner can ensure a Dyspraxia friendly ethos.
• Simple and effective guidance for adapting teaching, learning, learning support and assessment to meet the needs of learners with Dyspraxia, whilst continuing to fully include their peers.
• Empowering the learner with Dyspraxia to take control of organisation skills; including a memory skills workshop.
• The role of the educator: including strategies for writing, numeracy, PE, reading, design technology and other practical learning experiences.
• An investigation into other forms of Dyspraxia (including verbal Dyspraxia) and a range off suitable strategies to better include these learners.
• A number of useful brief workshop activities and case studies.

Course outcomes: each delegate will learn to:

• Better understand the needs of learners with Dyspraxia.
• Create differentiated, age and level appropriate interventions for enhancing day to day life skills within the school setting.
• Effectively intervene to empower the learner with Dyslexia to enhance their practical, hands-on skills.
• Create effective behavioural interventions and strategies.
• Empower and encourage the learner with Dyspraxia to create their own strategies for organisation and memory skills.

Event #9 Tuesday 17^th October 2017 9am -12noon £60

Getting it right for Learners with Dyslexia

Strategies for the effective inclusion of learners with Dyslexia: a half day course for teaching and support staff, designed to successfully include learners with Dyslexia and related conditions.

This fun, informative and effective workshop provides each delegate with a deeper knowledge and understanding of the needs of learners with Dyslexia and provides the skills necessary to create appropriate interventions.

What to expect on the training…

• Strategies for clear communication.
• A simple and effective guide to adapting the classroom to meet the needs of learners with Dyslexia, whilst continuing to fully include their peers.
• Identification strategies.
• Communication issues and simple strategies to overcome them.
• General learning environment strategies (linked to sensory issues).
• Differentiated – age and level appropriate methods for creating and presenting quick, efficient and accurate Visual Interventions.
• Effective strategies to enhance tracking and reading skills.
• Making extra time meaningful (study, homework, revision, assessments etc.).
• A range of structured, multisensory strategies to improve literacy skills.

Course Outcomes…

This training is supported by case studies and workshop activities during which each delegate will learn to:

• Better understand the needs of learners with Dyslexia.
• Create age and level appropriate visual, kinaesthetic and phonetic interventions.
• Effectively intervene to empower the learner with Dyslexia to enhance their reading, spelling and writing skills.

 Event #10 Tuesday 17^th October 2017 12:30pm – 3:30pm £60

Dyscalculia Half Day Course

Strategies and interventions a half day course for teaching and support staff designed to include learners with Dyscalculia, difficulties with recognising numeric concepts and related presentations.

This is a fun, informative and effective workshop which not only informs delegates how to work more effectively with a range of learners, but gives them knowledge and understanding of the conditions.  This deeper knowledge allows them to feel confident in creating interventions.

This training will include:

• What is Dyscalculia? An overview of the different types of Dyscalculia and how it affects learning.
• Identification strategies: what to look for in the classroom and key Dyspraxia presentations.
• Understanding conceptual difficulties present in learners with Dyscalculia and strategies to overcome these.
• Strategies and interventions to include learners with Dyscalculia and make the learning positive.  This will include the use of visual and tactile resources and an overview of which of these resources to implement in specific circumstances.
• A vast range of short, practical workshops to help the delegate better provide interventions for their learners with Dyscalculia.
• Where next?  Dyscalculia, development and the brain.

Course outcomes…

At the conclusion of this event, all attendees will:

• Have a deeper understanding of the Dyscalculic impairments.
• Better understand the needs of learners with Dyscalculia.
• Create age and level appropriate visual, kinaesthetic and numeric interventions using a range of tactile resources and interventions.
• Effectively intervene to empower the learner with Dyscalculia to enhance their ability to visualise numeric concepts.

To book on any of these events please contact Claire Bunton: cbunton4nr6@nsix.org.uk

I want to make the point that this isn’t written by an experienced writer, or indeed an experienced teacher. I have been teaching for 3 ½ years; these ideas and opinions are just that. Ideas and opinions. Ideas I have thought about, and strategies I have found useful in making sure I don’t need to manage behaviour in the classroom; I manage children. I manage the happiness, success and engagement of the children I teach. When these are secure, the behaviour begins to manage itself. You might disagree with my ideas; find them useless or even better, useful.  Hopefully it will get you thinking either way!

It all started during my NQT year, I attended a training course all about behaviour management – a tips and tricks style 9-3 with a buffet lunch. We learnt how to diffuse difficult situations, with a particular child, or groups of children, within the classroom, and re-establish calm and order.  These difficult situations ranged from low-level disruption; talking, fiddling, ignoring instructions, to more serious incidents including violent outbursts, vandalism, swearing. The list is endless; children differ, so too does behaviour. Teachers sat and discussed how “Bad” behaviour can be puzzling; frustrating; time depleting and drains you of every ounce of enthusiasm you have for being in the classroom. Lessons become Jeremy Kyle style conflict resolution and you find yourself spending more time “managing behaviour” than meeting learning objectives.

Eurgh!

As I sat on this course, and during the weeks that followed, I thought a lot about the roots of this “bad” behaviour. Yes, we were given strategies to diffuse situations, but why are we letting behaviour get to the point where we need to “diffuse”? Why do we wait until the situation – or behaviour – needs sorting out? Why aren’t we being taught how to avoid it in the first place?

My favourite meal is beans on toast. I eat it most days. What I find is that I will time my beans in the microwave because I want them to be just perfect. I don’t walk away and leave them, haphazardly setting the timer; deciding if they burn; I’ll sort it out later. I prevent my beans from becoming orange bullets of burnt disappointment by setting the timer; by planning what I do. I have found behaviour is much the same, really. I try to prevent the “bad” behaviour in the classroom by planning and putting things in place that I know will mean that situations do not need diffusing, because they will not occur.

Here is my list. My tips for not managing behaviour

Know your children – really  know your children

Sounds so obvious (patronising almost) but I have found this to be imperative. There is always a reason for the behaviour a child exhibits; good or bad. You need to know the triggers; what makes a particular child anxious, aggressive, noisy, fidgety and remove these triggers, or address them so that the child can manage them. Observe the children for a little while and see what makes them tick. It might be something so minor   – like where they’re sitting – which takes a second to fix, or something bigger – like the arrangement of the classroom. Are they distracted and therefore chatting, because they can’t see the board and therefore detached from the lesson? I spent a while observing the children in my class – seeing when behaviour would flare up – and tackling the issue straightaway.  Knowing your children and seeing when they work at their best will mean you can ensure they are always working at their best; engaged, happy and therefore behaving well.

Table arrangements

I recently moved the tables in my classroom from groups of 4-6 to 2 large horse shoe shapes. The children are all facing the board; there’s no foot fussing under the table, no secret corner chats. I can see everyone and they can see me. I have found this really really beneficial. I am able to walk around the tables easily to get to each child.  It stops the little “underground” chatter because I can see every child. All of the time.

Classroom clutter

Some children can become over stimulated by a busy classroom environment – loads of displays and more washing lines than the opening titles to Coronation Street. Some children say that they don’t always know where to look; it’s too colourful. Having a space in the classroom which is free of displays is really beneficial for those children who do feel overwhelmed by so much around them. I try to keep in mind sometimes that less is more, and that consistency is key. Have a set colour for each working wall display; make it simple, clear and to the point. The children understand it; they own it. When they understand, and can make sense of something, they are happier. When they are happier, they work better and behaviour is good.

Giving children independence to manage their own behaviour

There are particular children in my class who are distracted extremely easily. As a result, they produced little work, became restless and began distracting others. I sat with these children and came up with an “I work best when…” plan. We talked about what they found distracting and how we could overcome it; do you need a quiet space to work? Do you need to leave the classroom? Is there a seat you would like to sit in? Is there a pen you prefer? It’s little things but they can make a massive difference. The plan was in place and it was a success. He was able to work with fewer distractions because he had identified what distracts him and we had removed them. I used this plan with every other child in my class after that as it gave me a better idea of how the children wanted to work. When they’re happy in their work, behaviour is good.

A variety of learning opportunities

This links to the other point really. I find that “bad” behaviour in the classroom stems from children not understanding their work and therefore feeling confused or defeated immediately or literally not being interested at all. This lack of engagement, as every teacher knows, leads to the low-level disruptions which can mount up. I try in all lessons to have a bit of a mix; read, watch, make; practical activities as well as written. I will explain the structure of the lesson, at the beginning, so all children know what’s coming up and what to expect. This has helped behaviour in my class as the children feel part of the lesson – not that they’re having a lesson done to them,

Visuals

Visual timetables are really useful for every child in the classroom. They are reliable, secure and let the children know what to expect each day. This can help anxious children , particularly, as they can refer to the timetable when needed to re-inforce routine.  The idea of pictures/words or both can support all learners; they give instructions clearly and help them to understand what’s going on.  Quite simply, children are calmer and as a result happier. When children are happy, they haven’t the need to behave “badly” Furthermore, other visuals are really useful; photographs of equipment in different trays; photographs of what is in cupboards. All children can access the information – no frustration, no fear of the unknown. Therefore, they are more relaxed and ready to learn. Sounds so silly! But works so well.

Fiddly bits

Some children need to fiddle!

• Blu-tack

• Woollen balls

• Plastic spiked balls

Are all fiddly toys which make no noise, are discrete and therefore do not distract the other children. I have a fiddle box in the classroom where children can choose their fiddle toy for the day – with my permission (not all children need this).  This has stopped the swinging on chairs, banging on desks and squealing – all things a particular child did because their mind was in overdrive. They have the fiddle toy in their lap and can use this whilst I am teaching. They’re happier – doesn’t interfere with the rest of the class – and as a result everyone is working

Following the success of the fundraising Dyslexia and Dyscalculia training course for Parents and Autistic Children Together (PAACT) in Lincolnshire for Parents, carers, teachers and health professionals along with anyone else who has an interest in these subjects and was provided at a staggeringly reduced price of only:

£10 per delegate!

Well, we’re at it again!  I am delighted to announce that we will be putting on a Pathological Demand Avoidance Syndrome (PDA) training morning for a tenner:

What to expect on the training…

• An overview of how the impairments affecting those with PDA may cause difficulties (What is PDA? The key features of PDA).
• Meeting the needs of those with PDA. Some interactive activities and simple and effective strategies designed to meet a range of needs based on the impairments.
• Strategies and interventions for adapting the sensory environment to meet the behavioural needs of individuals with PDA.
• Why individuals with PDA need Visual Interventions and how they can benefit from them.
• How to create a range of differentiated age and level appropriate Visual Interventions for individuals with PDA
• An investigation into the type of language and presentation suitable for the needs of individuals with PDA.
• Promoting positive behaviour through effective practice

Course Outcomes…

Each delegate will learn to:

• Understand the needs of individuals with PDA and the associated impairments.
• Create differentiated, age and level appropriate interventions
• Adapt the sensory environment to meet the needs of individuals and groups of individuals.
• Create effective behavioural interventions and strategies

When: Friday 25th November 2016, 9:15 – 12:15

Where: St Peter and St Paul’s church hall Skellingthorpe Road Lincoln.

Cost If you are interested in attending please contact paactsupport@hotmail.co.uk The cost of this workshops is a staggeringly low £10 per delegate.

Please send a cheque made payable to PAACT and send to Gordon Forsyth 4 Hatton Close Hartsholme Lincoln LN6 0BG. There is no booking form just your reply and cheque. Once Gordon has received both he will confirm your booking.

Who:

Andrew Whitehouse MSpEd CPSE (PGCert) BAHons QTS

Andrew is a specialist in Neurological Disorders and provides therapy for: Attachment Disorders, ADHD, Autism, Asperger Syndrome, Dyslexia, Dyscalculia, Dyspraxia, Pathological Demand Avoidance Syndrome and related conditions. Andrew has a number of roles including training education professionals in schools and colleges, observing young people in the learning environment and providing intervention strategies, working directly with young people to help them achieve their potential.

As well as running networking day courses across the UK for SEN, Andrew provides short courses for Bishop Grosseteste University as well as holding a number of other UK contracts and outreach services including Norfolk, Harlow, Flintshire and Wakefield.

Andrew specialises in working closely with schools to raise standards, including most recently a mainstream school in Durham who had been graded as “requires improvement” by Ofsted. Following 25 months of intensive interventions they achieved “outstanding”.
Further afield he has provided hands on training events in Cork and Dublin and advised on a Special Schools project in The Kingdom of Saudi Arabia. Andrew is currently working on two projects for the United Arab Emirates and is preparing to travel to Belgium to work with British Schools overseas to provide Autism and ADHD interventions.

Andrew will be a Panel Chair and Speaker at http://www.educatedyorkshire.org/ and shall be speaking about: Tackling Mental Health – Setting a Strategy.