‘Very well received by our support staff, practical, relevant and thoroughly engaging. Would highly recommend.’
Andy Turner , Principal Support Manager, Stocksbridge High School, Sheffield
Successful behaviour management strategies for support staff based in and outside of the classroom
- Why do pupils sometimes respond badly to support staff?
- Why do minor incidents sometimes become major ones?
- How can non-teaching staff become confident and respected role models?
Behaviour management is a whole school activity, yet some pupils react badly to adults they don’t know. Support staff may want to ‘hold the line’ on issues such as uniform, litter and so on, yet feel that they lack the necessary status, skills and knowledge to challenge behaviour effectively.
This practical and enjoyable course will provide practical strategies enabling staff who aren’t teachers to tackle problem behaviours effectively, building rapport and respect in ways that raise their status, support their well-being, and enable them to do their jobs.
A Tool kit for support staff to deal with everything from low level disruption to high confrontation
This course is aimed at staff who work in the classroom such as teaching assistants, and also those who work outside of it, such as lunchtime supervisors, administrative staff, librarians, technicians and others who may come into contact with young people during the course of the day.
Are you responsible for the TAs and LSA’s in your School ?
We have a number of high practical specialist training courses for support staff- take a look for at our TA and LSA INSET courses ready to book for your school.
JMC Teaching & Learning Team
INSET outline
Key Principles for Support Staff
- Taking responsibility, within a whole school approach to teaching behaviour.
- Why ‘showing’ is better ‘than telling’
- What we know about the brain, and how it can help
- The one person we can control is…. (The importance staying calm)
Preventing inappropriate behaviour
- How to build rapport with young people
- Catching them being good; because you find what you look for
- Communicating genuine high expectations
- Initiating the conversation
Responding to inappropriate behaviour
- Being ‘least intrusive’ to safeguard the pupil’s dignity, and yours
- Using scripts, to assert your expectations calmy and effectively
- Using the non-verbal script i.e. face, body and tone of voice
- Deflecting unhelpful questions – to avoid opening a debate
- Assertive or aggressive? How to be the authoritative adult, not the authoritarian enemy
Trouble shooting
- De-escalating serious incidents
- Reporting and following up
- Holding a restorative conversation
