The professional development I provide is aimed at equipping staff with skills and understandings to respond to the range of behavioural challenges that are prevalent in schools today.  School staff are faced with a wide variety of behaviours that can take the focus off the primary purpose of a school.  The students within a school come from a range of cultural, social and neurological backgrounds which all impact behaviour within a school setting.  Adverse Childhood Events (ACEs) and Positive Childhood Events (PCEs), family structures and previous schooling mean that students are bringing to school a range of behaviours and responses to correction. Having consistent and calm responses to behaviours within a school can make a major difference to the school climate and energy.

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My workshops will help staff to recognise the reasons behind particular behaviours, develop an appreciation of the neurological pathways involved and provide strategies to minimise the behavioural responses that may arise.  The workshops will also provide staff with practical, proven strategies to manage their own responses and to understand how they can choose reactions to triggers that do not increase unwanted behaviours.  Staff will be able to confidently challenge and redirect behaviours without escalating situations.  Students will become more amenable to speaking with staff to alleviate issues and behaviours and will feel confident that they are being heard.  Parents will appreciate the response their children have to working in a climate of respect and trust.

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With the current focus on routines and high expectations, my workshops will enable staff to make routines routine every time, calmly, confidently and with lower levels of frustration.  Staff will learn how to make children understand that expectations are expected, not loose guidelines that are intermittently implemented.  The implementation of consequences becomes seamless, simple and unbiased as children understand that expectations are non-negotiable and routines are routine.

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Delivery

Closure Day

Whole day staff development working through understanding cognitive science, triggers, developing habits, responses to behaviour and setting routines in place.  These days are aimed at developing an approach that can be used throughout the whole school, with minimum fuss or administration requirements.  All the processes are classroom tried and tested by a current classroom practitioner and call simply for consistency and calmness.  No proformas, no scripts, no additional workload, no additional staffing requirements.

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Staff meetings

Based on the closure day workshops, the staff meetings can be broken down into a series of staff meetings, spaced to allow staff to master their new skills and habits gradually as they develop their understanding of the cognitive processes behind behviours - both their own and their students'.

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Staff mentoring

Individual or small group sessions with staff to support their behaviour management skills.  Sessions negotiated on a case by case basis.