Reducing Reactivity
- No Forthcoming Dates
- Online
- Behaviours for Learning, Inclusion
- Full
- Primary
- Subject Leadership, Teaching & Learning
- Free For Partner Schools
- Free
Sometimes the mix of pupils in a class can seem like a Molotov cocktail. Consequently staff stress levels can be high as they feel frustrated about spending too much time dealing with behaviour and not enough on teaching and learning.
Areas covered include:
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Using the least-to-most-intrusive continuum of responses to behaviour.
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Reducing reactivity and increasing responsiveness to situations.
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Getting them to behave – or creating conditions that promote appropriate behaviour?
- Generating a stronger ‘buy-in’ from pupils to help create a more positive climate for learning.
Participants will:
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Conduct an analysis in order to make the challenge more manageable.
-
Identify priority behaviours to be addressed – and consider how to continue to reinforce what appropriate behaviours already exist.
- Compile a range of strategies covering the ‘least-to-most intrusive’ continuum.
Sometimes the mix of pupils in a class can seem like a Molotov cocktail. Consequently staff stress levels can be high as they feel frustrated about spending too much time dealing with behaviour and not enough on teaching and learning.
Areas covered include:
-
Using the least-to-most-intrusive continuum of responses to behaviour.
-
Reducing reactivity and increasing responsiveness to situations.
-
Getting them to behave – or creating conditions that promote appropriate behaviour?
- Generating a stronger ‘buy-in’ from pupils to help create a more positive climate for learning.
Participants will:
-
Conduct an analysis in order to make the challenge more manageable.
-
Identify priority behaviours to be addressed – and consider how to continue to reinforce what appropriate behaviours already exist.
- Compile a range of strategies covering the ‘least-to-most intrusive’ continuum.
Steve Russell
Steve Russell has nearly 30 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.