* build a mental framework,

* a repertoire of skills,

* a set of clear operational criteria for effective management of your classroom, and

* a structure for thinking about whole school policy.

You’ll recognise many tried and tested skills – and new ones – demonstrated in recent video and old favourites. We encourage users to add their own strategies and ideas.

• Feeling Confident and In Charge
• Rules
• Routines
• Praise, Rewards and Staying Positive
• Corrective Feedback
• Managing Self

Each episode will need at least an hour but there is plenty more content should you have the time. Within each episode there will be suggested background reading, video presentations, classroom video analysis, training activities (including suggested role-plays), guided discussion and a plenary where next steps can be decided.

12 Workshops – 6 Primary focussed and 6 Secondary

• Series 2 delves deeper into the more persistent challenges and serious situations, that can, and do, arise in our classrooms, and uncovers the knowledge, understanding, skills and strategies needed to deal with them. Please note that restraint is not covered in this programme (we hope the skills in this programme will help avoid the need for it).
• By using scripted scenarios alongside supported role play, various challenges are addressed in a ‘mock’ student-teacher meeting where behaviours are discussed and actions agreed. In this way participants genuinly experience the emotions and related professional skills.

Supported role play allows for learning in the here and now. It provides…

• An opportunity for teachers to give each other feedback on the scripts and language they use and the way they use them,
• A safe setting for trying out ideas that may subsequently be used in the classroom.
• A format that is far less scary than standard role-play.
• And finally – it’s always fun! (Although it can get very realistic).

But don’t teachers hate role play? It’s true, despite the above, that many teachers dislike or feel anxious about role play (or the thought of it). That is why we have adapted it. When participants are enacting a role, they share it with colleagues. So, for example, two adults may enact the role of one student and two adults the role of a teacher. At any point the participants can open a discussion about what’s happening, offer suggestions and even take over the role. We also provide all the guidance needed and dummy scripts for participants to use.

A typical teacher-student scenario is at the centre of each episode, but the programme starts with a video and discussion about underlying theory and skills that are relevant in all episodes and scenarios. The workshops and themes and theories are…

Primary:

1. Persistent Disruption (Theory: Structuring Meetings)

2. Attention Seeking (Theory: Behaviour Plans)

3. Relationship Difficulties (Theory: The Effect of Adverse Childhood Experiences)

4. A ‘Clingy’ Child Theory (Children’s Feelings)

5. Anger: Theory  (Understanding and Managing Anger)

6. Working with Parents (Theory: Teacher-Parent Relationships)

Secondary:

1. Persistent Disruption (Theory: Structuring Meetings)

2. Attention-Seeking (Theory: Emotional and Psychological reactions)

3. Cold Anger: Theory (Using Key Messages with Students)

4. Aggression: Theory (Understanding and Managing Anger)

5. Withdrawal: Theory (Adolescence, Difficult Behaviour and Withdrawal)

6. Meet the Parents: Theory (Key Messages for Parents)

Each episode will need at least an hour but there’s enough content in each to support a 90 minute Film Club or workshop.

Users are encouraged to add their own stimulus, activities and learning points.

Within each episode there will be suggested background reading, video analysis, open and guided discussion, and, at the centre of the action is the supported role-play scenario.