By Chris Derrington
The emphasis is on making plans for a group method of challenge fixing in the context of whole-school development.
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Additional resources for A Team Approach to Behaviour Management: A Training Guide for SENCOs working with Teaching Assistants
Ask the team how they felt when they were telling their stories. On a flip chart, put the heading ‘Listening inhibitors’ and ask the team to feed back their observations. Make a list of the obstructions or inhibitors to effective listening. These might include: lack of concentration, lack of interest, distraction, egocentricity, bias, impatience, inappropriate body language, impulsiveness, etc. 2 Say nothing throughout but smile weakly, nod from time to time and occasionally laugh half-heartedly.
What areas need developing? 1 WORKING AS A TEAM Write an example under each heading that demonstrates the ways the team works collaboratively and effectively. Communicating Planning and reviewing Discussing problems Sharing successes Supporting each other © A Team Approach to Behaviour Management by Chris Derrington & Barry Groom, Paul Chapman Publishing, 2004. 35 A TEAM APPROACH TO BEHAVIOUR MANAGEMENT TEAM POST-SESSION PLAN UNIT 2: UNDERSTANDING OUR ROLE AS TEACHING ASSISTANTS IN SUPPORTING BEHAVIOUR What aspects of the role do we need to work on as a team?
PERSONAL QUALITIES OF TEACHING ASSISTANTS Teaching assistants are likely to have a wide range of personal skills that they bring to their role including: Ⅲ patience Ⅲ a sense of fairness Ⅲ consistency Ⅲ sensitivity Ⅲ ability to learn from mistakes Ⅲ flexibility Ⅲ versatility 26 UNDERSTANDING OUR ROLE AS TEACHING ASSISTANTS IN SUPPORTING BEHAVIOUR Ⅲ positive attitudes Ⅲ friendliness Ⅲ sense of humour Ⅲ enthusiasm Ⅲ confidence Ⅲ assertiveness Ⅲ ‘broad shoulders’ Ⅲ belief that children can develop and change.
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