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 resources for A Team Approach to Behaviour Management: A Training Guide for SENCOs working with Teaching Assistants
44 ARE WE A LISTENING TEAM? 1: SHARING EXPERIENCES Ask participants to think of a time when they felt that someone really listened to them in this (empathic) way. How did it make them feel? Discuss in pairs. The main reward for the speaker is that it often reaffirms their sense of self-worth. It can help to raise self-esteem. 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.
Feedback from this introductory activity could lead on to a sharing of experiences and a discussion about preferred learning styles. As a team, discuss the extent to which visual or kinaesthetic learners’ needs are recognized and addressed in classrooms. © A Team Approach to Behaviour Management by Chris Derrington & Barry Groom, Paul Chapman Publishing, 2004. 1 continued APPRECIATIVE LISTENING Where the listener gains pleasure/satisfaction from listening to a certain type of music for example.
Angry speakers, in particular, need to let off steam without interruption. Ⅲ Avoid the temptation to give advice unless asked. Accept silences Ⅲ No matter how uncomfortable it may feel, silences can be an important part of coming to terms with a difficult issue. Give the speaker thinking time. Think about what is being said Ⅲ Even if the subject in question bores you, look for something interesting in what is being said. Ⅲ Work out the key points. Ⅲ Keep up with what the speaker is saying rather than reflect back.