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By Chris Derrington

The emphasis is on making plans for a crew 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

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Display the sheets and discuss. Do team members feel more confident in some areas rather than others? 2 WAYS IN WHICH TEACHING ASSISTANTS SUPPORT BEHAVIOUR © A Team Approach to Behaviour Management by Chris Derrington & Barry Groom, Paul Chapman Publishing, 2004. 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.

37 A TEAM APPROACH TO BEHAVIOUR MANAGEMENT REFLECTIVE LOG UNIT 2: UNDERSTANDING OUR ROLE AS TEACHING ASSISTANTS IN SUPPORTING BEHAVIOUR What specific aspects of my role do I need to develop? What implications might it have for future practice? © A Team Approach to Behaviour Management by Chris Derrington & Barry Groom, Paul Chapman Publishing, 2004. 38 UNIT THREE Are We a Listening Team? UNIT OBJECTIVES The focus of this unit is the development of listening skills for more effective communication with pupils and colleagues.

Try to understand where they are coming from. Ⅲ Leave your prejudices to one side. Concentrate attention on the speaker Ⅲ Limit possible distractions and interruptions from others (if impossible it may be better to suggest a later and quieter time to talk properly – but don’t forget). Ⅲ Write down key words to keep attention fixed. Ⅲ Don’t allow yourself to become focused instead on their accent or physical appearance. g. ’ Ⅲ Acknowledge emotions as in, ‘I can see why you’re so upset’ or ‘No wonder you are so excited’.

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