By Chris Derrington
The emphasis is on making plans for a group method of challenge fixing in the context of whole-school development.
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Extra resources for A Team Approach to Behaviour Management: A Training Guide for SENCOs working with Teaching Assistants
This has direct implications for our work with pupils. Now ask them to think of a time when they felt that a person was not listening to them when they had something important or significant to say. How did that make them feel? Ask for feedback. 2: INHIBITORS TO LISTENING Divide the team into pairs and give a cue card to one member of each pair. The cue card should be read by the recipient but it must not be shared with their partner. The person without the card should then proceed to tell their partner all about the last vacation they had.
This ability may be affected by hearing impairment. EMPATHIC LISTENING Where the listener tends to listen rather than talk. Their non-verbal behaviour indicates that the listener is attending to what is being said. The emphasis is on understanding the speaker’s feelings and being supportive and patient. The remaining exercise and paired activities are designed to demonstrate the advantages of empathic listening and to highlight a range of obstructions that may prevent us from being effective listeners.
You should have booked it on the Internet’. Listen for a few moments and then say ‘Oh, you saying that has just reminded me … ’ Then proceed to change the subject completely and talk about something entirely irrelevant. Don’t allow your partner to return to their story. Listen attentively, smile and make suitable eye contact. From time to time, make comments or ask questions that clearly show you haven’t been listening. g. ’ (When the story is about a vacation in France). © A Team Approach to Behaviour Management by Chris Derrington & Barry Groom, Paul Chapman Publishing, 2004.
A Team Approach to Behaviour Management: A Training Guide for SENCOs working with Teaching Assistants by Chris Derrington