Consistency in Behaviour Management: The Holy Grail?
- No Forthcoming Dates
- Behaviours for Learning, Leadership
- Leadership, Teaching & Learning
- Lunch Included
- Refreshments Included
Whilst schools have their behaviour policies and systems, these in and of themselves don’t guarantee consistency. Staff have their own ‘behaviour management’ styles and will interpret the school’s systems in their own ways. Furthermore, increasing numbers of pupils present with complex social, emotional and mental health needs (SEMHN) through their behaviour. The behaviours that arise from these needs often can’t be addressed through the more conventional rewards and sanctions approaches.
To what extent, then, is ‘consistency’ about when a pupil does ‘x’, this is what has to happen? Or is it more about all staff consistently holding fast to the school’s principles whilst being flexible in their approaches to behaviour?
This course explores these issues in highly practical ways, offering proven approaches to help leaders navigate the path for their schools.
Participants will have:
A greater understanding of:
a) Pupil behaviour – and the range of needs, including those related to social, emotional and mental health, pupils express through their behaviour
b) Colleagues’ behaviour – the strengths different ‘behaviour management’ styles bring as well as the potential drawbacks
c) How to promote greater self-awareness across staff teams in order to create greater consistency
d) Exemplar behaviour policies, including those that focus upon relational approaches designed to support SEMHN.
The support we received allowed staff at all levels to unpick the barriers to successful behaviour for learning and develop effective tailored strategies for our setting.” Mark Anderson, head teacher, Huntingtower Primary School
“Steve’s support has provided us with a model and language to make sense of the emotional dimensions of behaviour management.” deputy head teacher – name withheld
“The HMI said that the school had been ‘transformed’ since the previous visit. I have no doubt that Steve’s work and support were a huge factor in achieving this transformation. His way of working with colleagues is subtle and takes people from where they currently are as a starting point. He forms excellent relationships with staff, and students enjoy working with him. He connects things together – whether this is people with people or people with ideas. He is very modest and enjoys seeing people succeed.” Chris Mallaband, principal of Langdon School, London
Steve Russell has nearly 25 years of experience, ranging from classroom teaching through to behaviour support and leading a team of school improvement consultants. More recently, he has expanded beyond schools to include other organisations, as well as coaching individuals.
Whether working with youngsters, school staff, leaders, teams or providing one-to-one coaching, his aim is always the same – to empower them to effect changes that will increase their effectiveness and promote their well-being.
Steve is also increasingly being approached by other organisations to who are keen to draw upon his experience and way of working. These include: Kate Cairns Associates, specialising in attachment difficulties OnLine Training – as their tutor for the ‘Understanding and Responding to Behaviour’ module Integrity Coaching – providing support and coaching to leaders and leadership teams Peterborough Learning Partnership – course tutor
Steve’s experience and way of working also sees him engaged on an associate basis for several organisations including: the National Education Union, as part of their tutor team, Integrity Coaching, providing support and coaching to leaders and leadership teams, KCA, providing training and consultancy related to supporting vulnerable youngsters, ASEND and Avito, fulfilling interim-leadership assignments for schools and local authorities.