Positive behaviour leadership and discipline skills
The language of correction and discipline
How to Establish a Class at the beginning of the year; - key areas and key skills covering basics such as initiating and sustaining attention, engagement and motivation, noise levels, time-on-task etc.
How to develop a class behaviour agreement (whole class / developing rights, responsibilities and rules)
Developing a personal behaviour management and discipline plan as teacher / leader
Following up and following-through with students, especially those who present with on-going 'behaviour problems'
Developing effective use of 'time-out'
Using behaviour consequences
Managing frustration and anger in behaviour management situations
Managing challenging students in and out of class
Individual and whole-school emphases for behaviour management
The obvious and not so obvious benefits of a whole school approach
The concept and application of 'preferred practice' when addressing behaviour management whole-school
How to begin a whole-school approach; purpose, aims, values and where to start
Developing a whole-school policy and action plan approach
Key skills and professional development (in-school mentoring options)
The place of colleague support in a whole-school approach
Whole School Management Planning
Duty of care outside the classroom ( key management practices and skills)
Playground management
Corridor, wet-day supervision, bus supervision
Publishing, communicating and implementing whole-school policy
Working with students who present with behaviour disorders ( e.b.d)
The 'hard-class' phenomenon, ( these topics are developed much more fully in the seminar on "Cracking the hard class" and "Behaviour management and behaviour disorders")
What do we mean by "effective teaching" in today's classrooms?
Core skills of effective teaching
Establishing a classroom learning culture day one, week one.
Teaching and management "style" and its effect on student behaviour and learning
Teacher behaviour as it affects student behaviour - some essential understandings
Developing positive leadership and management language in discipline / management settings
Relationship - building as it affects teaching and learning and "classroom climate "
Using encouragement more effectively - assessment and feedback.
The reality and extent of 'behaviour disorder' as a phenomenon in mainstream schools ( with special reference to ADD / ADHD type behaviours)
Supporting teachers who have such student behaviour in their classes
Developing early intervention plans ( including uses of time-out); developing IBMP's ( individual-behaviour-management-plans) on a whole-school-basis
Addressing attention-seeking, task-avoidance, task-refusal, provocation and defiance; using classroom meetings to address ( and support ) behaviour concerns of individuals
Working with parents of students with behaviour disorders
Working with disaffected teachers
Bullies and victims
Key factors in personal and structural stress in day-to-day teaching
Balancing the normality of stress in teaching with personal coping strategies
Management of disruptive behaviour in classroom settings - key skills
Frustration and anger management
Personal coping skills
Skills of assertion with special reference to classroom management situations
Key aspects of colleague support relating to teacher stress
Teacher welfare
Strategies for stress reduction at whole school structural / organisational and personal management levels
The shape and extent of colleague support, moral, professional, social, emotional and structural aspects of colleague support
The cultural shape of support across schools; what a "collegially supportive school" does ( and why ) - and the difference it can make
Colleague support: coping and welfare factors
Key protocols of colleague support
Peer coaching / mentoring / appraisal
A framework for colleague support in ( your ) school
Developing colleague support within current needs, analysis and review
Case studies of "collegially supportive" schools ( optional)
The common reasons of why a class is seen as hard-to-manage (or becomes hard to manage)
How to identify a "hard-class" and set up, immediate workable support and action plans
Using classroom meetings to work with a "hard class" and refocus behaviour and learning expectations: fresh-start options
Establishment and re-establishment of a class group as it affects the hard-to-manage factors within a class group
Targeting "power brokers" and students who act as ring-leaders in " hard classes"
Students who harass and bully teachers, strategies for identification and mediation accountability and consequences
Crucial aspects of colleague support relating to the "hard class"
Note:
If there is a special interest in developing "single issue" seminars, or workshops, on topics such as bullying, staff welfare, students with "behaviour disorders", policy development, colleague mentoring, playground supervision and management -
this can be accommodated.
Many schools request an amalgam of topics from the key areas noted here.