EQUAL OPPORTUNITIES TRAINING Behavioural Difficulties

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EQUAL OPPORTUNITIES TRAININGBehavioural
Difficulties
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Session Content

• Honesty Check.
• Identification of problem behaviour.
• Managing Challenging Behaviour.
• Emotionally Disturbed / Behavioural Problems
  Characteristics.
• Handouts and Discussion.
• Positive Approaches.
• Assistance Strategies.
• Characteristics of Effective Practice.

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Managing Challenging BehaviourHonesty Check

• Identify what you consider to be Challenging
  Behaviour.
• Identify the behaviour which you find most
  difficult to deal with.
• Identify the strategies you would use to overcome
  this behaviour.
• Question - Do you think that the disciplinary
  system works ?
• Question - Do you think that you are supported
  in disciplinary issues ?

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(Ask Yourself) Personal Profiles!

• What are some of the most common types of
  disruptive behaviours you face?
• Do you have the same behavioural problems in your
  classes as your colleagues?
• What do students feel about you?
• Is there something you could change to make the
  situation better?
• Are you going to change?

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Managing Challenging Behaviour

• IDENTIFYING PROBLEM BEHAVIOUR
• Provided is a list of problem behaviours
  which are common in the classroom
• Students find it hard to pay attention for a
  sustained period of time
• Students do not follow instructions or finish
  tasks
• Students lack or avoid organisation
• Avoid doing things that require a sustained
  effort

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Managing Challenging Behaviour

• Loses items of importance on a regular basis
• Easily distracted or shows lack of interest
• Wanders around, cant keep on task and disrupts
  other group members
• Hyperactive activity within the classroom
• Talks constantly, tending to argue
• Shouts out answers before you have finished
  talking

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Managing Challenging Behaviour

• Students who cant wait their turn
• Constant interruption and intrudes into others
  conversations
• Shows little or no respect for you or peers
• Craves attention

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Managing Challenging Behaviour

• EMOTIONALLY DISTURBED/BEHAVIOURAL PROBLEMS
• Characteristics
• The behaviour of students with problems of this
  kind is likely to vary from situation and from
  day to day. One day the student may seem quiet
  and withdrawn and refuses to engage in
  conversation, answering only with a grunt.
• Other days they can seem very friendly and
  sociable. They may seem unable to control their
  emotions and are likely to have aggressive
  outbursts. They can be very sensitive and
  because of their low self-esteem, they may not be
  able to take a joke.
• You might find they take the joke as sarcasm or
  criticism. They may also act as if they expect
  to be blamed for everything and anything and have
  a persecution complex.

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Managing Challenging Behaviour

• They often have very little regard for the
  feelings of others and can be bullying or
  aggressive towards others.
• If appropriate strategies to help these students
  are not put into place, they are at risk of
  suspension or expulsion.

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Managing Challenging Behaviour

• Setting the scene. H1 - H1A
• Establishing Trust. H2
• Getting to know you. H3
• Students Conflict. H4
• Inappropriate Behaviour H5 H6
• Conflict Resolution Activity H7

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Managing Challenging Behaviour

• POSITIVE APPROACHES
• Remember anger is temporary and normal
• Try to avoid the anger rising, find opportunities
  for praising good behaviour
• If you see potential anger situations arising,
  try to get in first and say something positive
• Ignore bad behaviour, if possible, should an
  incident arise and it is easily resolved try to
  find an opportunity to praise
• Move closer to students or ask if they need help
  to complete tasks

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Managing Challenging Behaviour

• Remove tension with jokes or funny comments do
  not use sarcasm
• Show that you understand the reasons for him/her
  being angry and suggest alternative methods of
  showing it.
• Try to develop an exit plan (maybe the student
  could be asked to go and do something away from
  the class)
• Do not bear a grudge let the student see that
  once the incident is over they can start with a
  clean slate
• Discuss what is causing the anger/disruption and
  suggest strategies that may help over come them.

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Managing Challenging Behaviour

• Strategies to assist with emotionally disturbed
  students
• If students are in a potentially disturbing
  situations, try to remove them from it, for
  example, if he/she is being confronted by another
  student in class, divert his/her attention by
  asking them to fetch something for you
• Make sure all staff who are likely to be in
  contact with the student are aware of the
  problems and have agreed strategies to deal with
  the situation
• Make sure all strategies that you and your
  colleagues agree to are consistent do not bend
  the rules as you will send out mixed messages
  that will not be understood by the student
• Try to explain problems to peers and ask for
  their help in alerting you to potential
  problematic situations.

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Managing Challenging Behaviour

• New work concepts should be introduced slowly and
  cautiously and give rewards regularly for success
• Try to discover the interests of the individual
  and try to build/establish a sense of friendship
  through them
• If an individual has an outburst, do not confront
  them. If he/she is in danger of hurting
  himself/herself or others, they may need
  restraining (reasonable force!). Try to put them
  somewhere they can be on their own and allow them
  to cool down
• Develop relationships that will encourage
  students to indicate when they are feeling
  particularly upset. Analysis of the indicators
  may enable you to deflect the trigger factors

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Emotional and Behavioural Difficulties in the
Classroom

• Characteristics of effective practice and policy
• The following characteristics underlie success
  in addressing the needs of students with
  emotional and behavioural difficulties (EBD)
• Good teaching the characteristics required of a
  good teacher of students with EBD are the same as
  those for good teaching generally
• An appropriate curriculum this must be
  challenging

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Emotional and Behavioural Difficulties in the
Classroom

• An effective behaviour policy the approaches
  taken with students with EBD are an extension of
  behaviour policy for all students
• Effective leadership from senior management
• A core of dedicated staff who share in
  developing, and actively promoting, the values,
  ethos and aspirations espoused by the leadership
  team for students
• Staff who are able to learn from their actions
  who put their positive beliefs into practice

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Emotional and Behavioural Difficulties in the
Classroom

• Key members of staff who understand the nature of
  emotional and behavioural difficulties who are
  able to distinguish these difficulties from
  general naughtiness
• A committed college which identifies that this
  area of work and the students that come with it
  are worthwhile.
• An effective middle management team who display
  drive and enthusiasm for this work and are
  supportive of the team which they manage on a
  daily basis.

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Finally a word to the wise !!

• Always remember to fully understand your own
  limitations.
• Always share positive experiences.
• Check out facts before you act.
• Dont agree to second best.
• If you are drowning make sure you get rescued !!
  (Ask for help, advice or support, a good manager
  should be there to support you and not be
  critical)