By Chris Derrington
The emphasis is on making plans for a staff method of challenge fixing in the context of whole-school development.
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Extra info for A Team Approach to Behaviour Management: A Training Guide for SENCOs working with Teaching Assistants
These everyday positive interactions – giving specific attention and notice and validating the pupil’s presence – can be a non-threatening starting point to engage further with the pupil in both formal and informal contexts around the school. THE RANGE OF TASKS TEACHING ASSISTANTS UNDERTAKE IN SUPPORTING BEHAVIOUR Teaching assistants undertake a range of both direct and indirect tasks in their role to support behaviour and will have an input and involvement in the following interrelated areas: Ⅲ support to promote the ethos and policies of the school Ⅲ support for staff Ⅲ support for the curriculum Ⅲ support for promoting pupil development and welfare Ⅲ support for parents/carers Ⅲ support for resources Ⅲ support for planning, record-keeping and administrative tasks.
3 and discuss with the team the range of personal qualities and attributes. Explain the meaning and relevance of ‘significant others’. Ask members of the team to share with a partner recollections of teachers/relatives who influenced them positively when they were children. What were the qualities and attributes of these people? Are they similar qualities and attributes teaching assistants bring to their role? 3 QUALITIES AND ATTRIBUTES OF TEACHING ASSISTANTS © A Team Approach to Behaviour Management by Chris Derrington & Barry Groom, Paul Chapman Publishing, 2004.
Some pupils may have had previous negative and confused experiences in their interactions with adults and will need a sympathetic and supportive adult mentor who can patiently help them to build up their confidence and trust. Children with behaviour difficulties often hold negative views about themselves and about their abilities and achievements. They can often have an inner view of themselves as a ‘bad’ or ‘stupid’ person; a view they have construed from what they have heard, or interpreted, from the feedback given to them by adults about their actions.