A Team Approach to Behaviour Management: A Training Guide for Sencos Working with Teaching Assistants
Publication Year: 2004
The emphasis is on planning for a team approach to problem solving within the context of whole-school improvement.
- Front Matter
- Back Matter
- Subject Index
© Chris Derrington and Barry Groom 2004
First published 2004
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted, in any form or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Inquiries concerning reproduction outside those terms should be sent to the publishers.
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This training guide is based on courses that the authors have developed and delivered as part of University College Northampton's programme of continued professional development for teaching assistants (TAs) and special educational needs co-ordinators (SENCOs) in Northamptonshire and surrounding authorities. The materials have been revised and updated over a number of years, largely as a result of the helpful feedback we receive from those people for whom this training is targeted – the teaching assistants and SENCOs themselves. We would like to thank these individuals for their boundless enthusiasm and dedication, which never ceases to amaze us!
Chris Derrington would also like to acknowledge colleagues from Northamptonshire Local Education Authority including Jan Martin, Dave Stott, Alison Cuthill, Maggie Lyndsey, Tim Bunn, Judy Jennings, Clarissa Prior-Jones, Owen Walker, Mandy Owen and Marian Keenaghan for their contributions in the early stages of course development.
Finally, the authors would like to express their sincere gratitude to colleagues at CeSNER (Centre for Special Needs Education and Research) University College Northampton for their support in this project. In particular, we would like to thank Professor Richard Rose for his continued encouragement and guidance.
This training guide has been developed and written primarily for SENCOs in primary, secondary and special schools who manage the work of teaching assistants. It will also be of interest to other senior teachers or advisory staff who lead training in the area of behaviour management.
There has been a substantial increase in the use of teaching assistants across all phases over recent years and although off-site training opportunities for them have steadily developed, our experience shows that it is training in behaviour management that schools and teaching assistants themselves believe to be a high priority. Special Educational Needs Co-ordinators are now becoming the lead managers of teaching assistants within their schools and are taking increasing responsibility for areas of inhouse training on special educational needs (SEN) and whole-school issues.
This book is designed to provide a structure for the SENCO to deliver team-training sessions with their teaching assistants in the area of behaviour management. The emphasis is on a planned team approach to problem-solving and mutual support within the context of whole-school development. Each unit is designed to promote a reflective approach in understanding pupil behaviour and in the development of personal and professional skills.
The book has been designed to provide the SENCO with all the training materials, photocopy resources, activities, tasks and discussion topics they need to deliver the programme. Each unit follows the same structure and format, and contains suggestions for further reading. In addition, each unit provides materials and ideas for follow-up work including reflective logs and planning sheets.
The units in this training guide can be used in a flexible way and in any order of preference. Users may wish to follow the format exactly as it appears in the book or select units in a different order. The training can be delivered in small chunks (suitable for twilight sessions or team meetings) or over a longer period (for example, on staff training days).
From our experience of delivering courses based on these materials, we have found that teaching assistants have gained considerably in confidence and knowledge, and have built a firm base for their personal and professional development in supporting the positive management of behaviour across the school.[Page viii]
Additional Resources[Page 150]
Further useful information may be obtained from the following web sites and journals. (It should be noted that the views and recommendations contained in these resources are not necessarily endorsed by the authors)
Additional Needs Net
Antidote – Campaign for Emotional Literacy
Association of Workers for Children with Emotional and Behavioural Difficulties
Becta Ebd Forum
Behaviour Change Consultancy – UK
Database of initiatives for working with EBD children in the mainstream classroom
Department for Education and Skills
[Page 151]Framework for Intervention (Birmingham City Council)
Inclusion – catalogue of resources
Jenny Mosley's Quality Circle Time
The Mental Health Foundation
The National Association for Special Educational Needs
National Children's Bureau
National Emotional Literacy Interest Group
National Society for the Prevention of Cruelty to Children
The Nurture Group Network
Self Esteem Advisory Service
School of Emotional Literacy
Talking Teaching – best practice forum
[Page 152]Team-Teach – training provider
British Journal of Educational Psychology
British Journal of Special Education
Child and Adolescent Mental Health
Educational Psychology Review
Emotional and Behavioural Difficulties
European Journal of Special Educational Needs
Focus on Exceptional Children
International Journal of Inclusive Education
Journal of Behavioural Education
Journal of Educational Psychology
Journal of Emotional and Behavioural Disorders
Journal of Positive Behaviour Interventions
Support for Learning
New from Paul Chapman Publishing[Page 155]Special Needs and Early Years
A Practitioner's Guide
Kate WallCanterbury Christ Church University College
‘This well crafted “practitioners guide” thoughtfully addresses the many issues that practitioners race when they consider their involvement in early education in the context of work with special educational needs. Those who read this book will find that they know a little more about these important issues and may find themselves challenged to reflect on their personal attitudes towards inclusive education: ideally becoming better providers for children with learning difficulties’–
Cathy Nutbrown, Journal of Early Childhood Research
‘This is an exemplary introductory textbook for students, and a veritable mine of information. Undoubtedly, this is an early years/special needs book that many readers can and will relate to’ – Sheila Wolfendale, European Journal of Special Needs Education ‘This is Kate Wall's first book and, in my view an excellent one. Anchored within the framework of inclusion, it provides a clear focus on under-fives with special educational needs. The author's concentration on pre-school children reflects her opinion that there already exists a plethora of information about children who have attained statutory school age. Above all, Special Needs and the Early Years is a true practitioner's guide. Kate Wall draws on her extensive experience and proven skills, supplementing them with personal observation. She combines these skillfully with current theory and thoughtful reflection to produce an impressive and coherent work, one that I thoroughly recommend’ – British Journal of Special Education
Research in early years and special needs shows the need for early and appropriate intervention. But not all early years practitioners have the expertise, knowledge and skills to ensure these expectations are transformed into high-quality special needs provision. Kate Wall believes that all children should be entitled to achieve their full potential, and that all practitioners should have the necessary skills to support children and their families. Her extensive work as a teacher in mainstream and special early years settings, combined with her current senior lecturing experience, has helped her to identify the key issues for practitioners and parents including: working with families; partnerships with parents; observation and assessment; programmes of intervention; and responding to the affective needs of children.
Having spent many years supporting families of children with special needs she now shares her expertise in an accessible book based on her own research and practice. The book offers practical suggestions for working practice and in-service training.
This book is essential reading for early years practitioners, professionals dealing with special needs children and their families, and students in the early years and special needs fields.
March 2003 • 198 pages
Forthcoming from Paul Chapman Publishing[Page 156]Autism and Early Years Practice
A Guide for Early Years Professionals, Teachers and Parents
Kate WallCanterbury Christ Church University College
With every early years setting now expected to be more inclusive, early years professionals are increasingly working with children who have autism or who appear on the autistic spectrum.
This book is written with the needs of the practitioner firmly in mind. It offers advice based on the author's own experience as a practitioner and provides the reader with sound knowledge of the area which will support and inform practice. Useful, practical, realistic and constructive suggestions will be made by exploring research and current examples of good practice; these will be supported by individual case studies as exemplars. Each chapter will highlight key issues, offer suggestions for discussion and direct the reader to key texts for further reading.
Subjects covered include:
- definitions of autism
- the demands of relevant legislation
- considering the needs of the family
- issues of diagnosis and assessment
- understanding the world of the child with autism
- programmes of intervention
- including young children with autism
- working effectively within a multi-disciplinary system
- current issues and suggestions for the future
All early years students and professionals working with children in a variety of early years settings will find this book helpful and closely matched to their needs.
Kate Wall is Early Childhood Studies Programme Director at Canterbury Christ Church University College. She has worked extensively as a practitioner in early years mainstream and special needs settings.
April 2004 • 168 pages
Paper (1-4129-0128-6)[Page 157]Encouraging Positive Behaviour in the Early Years
A Practical Guide
By offering clear guidance and plenty of suggested strategies, Encouraging Positive Behaviour in the Early Years provides the reader with a framework for encouraging positive behaviour from all young children.
- the revised SEN Code of Practice 2001 and the Disability Discrimination Act 2002 and their implications for practitioners
- strategies for encouraging positive behaviour and reducing inappropriate behaviour
- planning, writing and reviewing Individual Education Plans (lEPs)
- working with colleagues to write and implement a positive behaviour policy.
There is a range of photocopiable material provided, as well as some practical activities that would be useful when delivering INSET in any early years setting. Suggestions for further reading are made and a glossary of terms is included.
Nursery teachers, nursery nurses, all those early years professionals working in the private sector, teaching assistants, students working towards NVQs, tutors of early years courses, childminders and playgroup workers will find this book highly readable and suited to their needs.
April 2004 • 144 pages