Teaching children with EBD by f2lTGTk2

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									 Teaching Children with
Behaviour Difficulties and
  Behaviour Disabilities


          R. Kingdon Oct 2004
               Perspectives
• By nature a child with serious BD is unlikely to
  be contained in mainstream.

• Others with behavioural difficulties may be
  accommodated where behaviour management
  programmes (BMP) are employed and facilities
  developed.

• Special schools, and units (PRUs and LSU) use
  BMP.
               Perspectives
In making provision for those with EBD consider...

            whole school perspective


     managing behaviour in the classroom


         the behaviour of the individual
     Teaching children with BD
• Behaviour management programmes (BMP)
  are whole school programmes

Arguably...
• the child with BD is not accommodated by a
  whole school BMP.
  So why are BMP important?

• Some teachers actually create behaviour
  problems.
 Reinforcing negative behaviour
• Don’t think of a pink elephant! ...Too late!
• Don’t tap that pencil David!
• Don’t scribble on the table David.
But...
• David obviously needs attention.
• If David gets attention it will seem to the whole
  class that attention is gained if a pencil is
  tapped.
• Avoid this negative association. How?
           Ignoring behaviours
• Be aware of reinforcing negatives be more aware of
                                          being seen to
                                          reinforce negative
• Standard advice is to ignore            behaviour
  such behaviour.
• Practically, this is rarely possible.

• What is more important is that the teacher is not
  seen to react to such behaviour. Attend to the
  child without making obvious that it is her/his
  behaviour that gets the attention.
     The interactionist… cares
• Remember five of your own teachers?

• Those recalled in a positive connotation
  somehow boosted your self-esteem. This is a
  positive life experience and associated
  emotions are referenced in similar sit’ns.

• The whys and hows are not important as we
  deal here with the sub-conscious, raw feelings,
  raw emotions. Accept that life experiences are
  stored here, negatives and positives.
            Teacher attitudes
• A positive attitude and high teacher self-esteem
  will impact upon the implementation of the BMP

The whole school is involved in planning but
 success depends on:

• the individual operating BMP principles in the
  classroom, e.g. playing to fair rules …and
• on the support provided by peers... when things
  do not go to plan.
       END
appended slides follow
                   Mainstreaming..1
FOR
• unless they are incarcerated for life children with BD
  develop into adults who will be part of society.
  All miscreants and offenders: abusers, thieves, perverts, con-artists, killers
  have at some time been in our classrooms.
  How ready will these children BD be to take up their
  place in society?
  PSE framework recognises this.
  (ref DFES 0759-2003 ‘Developing SEBS’ )
• Not ALL teachers are able to function with difficult
  groups.

• Does School exclusion = social exclusion ?
             Mainstreaming..2
AGAINST
• The rights of the individual v. majority

• Teachers’ opposition deserves to be heard.

• OfStEd Report Inclusion 13 October 2004

• Staff skilled in this area need to be with this
  type of child. Economic use of resources.

• Does School inclusion = social inclusion ?
            Elton Report 1989
…because most disruption is at a minimal level…

          »97% : Talking out of turn
          »87% : work avoidance
          »86% : hindering others
          »82% : lateness
          »77% : non-verbal noises

others… include getting out of seat...
               interactionist

• Believes that a person’s self esteem affects
  behaviour presented.

• Make a child feel good about her/himself and
  she/he is more likely to be amenable.

• You must learn to love yourself before you can
  love others.
             playing to fair rules

•   Five is maximum
•   basic rights must be known…
•   rights of the majority,
•   right to learn, right to feel safe and secure.
•   Explicit
•   positively phrased
•   community oriented (we will..)
                         rules
• Display prominently.

• the teacher must promise to honour the rules

• use it as a contract

• Issue reminders. Give examples as to what
  behaviour upholds the rules and what
  behaviour breaks the rules. Rewards and
  sanctions may also be agreed. TASK
TASK - convert to positives and cover the tenets
  –   don’t   lean on chairs
  –   don’t   swear
  –   don’t   run in hall, in room
  –   don’t   use a hard ball in PG
  –   don’t   scribble on table
  –   don’t   take anyone’s stuff
  –   don’t   laugh at Jon cos he’s no good at nothing
  –   don’t   gang up against Kim
  –   don’t   spit in the dining room
  –   don’t   pull the chair away from under anyone
  –   don’t   talk when miss is
  –   don’t   show up people
  –   don’t   be rude
  –   don’t   bully people or make them afraid
  –   don’t   shout out

								
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