Emotional and Behavioural Difficulties
Roy Howarth and Pam FIsher
On defining emotional and behavioural difficulties
The authors look at both the legal definition as set out by the DFES and at the implications of these definitions in the day to day life of the school. Useful guidelines about how children who are defined as having these problems may interpret teachers actions and statements are provided. There is an emphasis on the sensitivity of these children to emotional stimulus of all sorts and an acknowledgement that positive attention may be just as difficult, or even more difficult, for them to handle as what is often the more familiar negative sort.
On assessing my own practice
In contrast to Rogers here the pupil is seen as having a set of emotional traits and it is the class teacher who must make adjustments in order to find a way to 'live with' the pupil. The child is very much seen as have a special educational need and is not always in control of their reactions and choices. Suggestions are made and tips given that call on the teacher to recognise that this child has special needs and may need them to make changes to their practices and routines. There is encouragement and support for the teacher and a suggestion that these changes will have benefits for the teacher's practice anyway even once the child has moved on.
There is a detailed check list for assessing one's own practice, audting the classroom and lots of very practical advice. Techniques such as 'scanning' (casting a quick glance round all areas of the room every 30 to 40 seconds) are introduced. Teachers are encouraged to check their classroom environment for hot spots where trouble may occur out of their line of vision. There's an explanation of how children with these difficulties can take all sorts of things personally, so that a torn text book becomes a personal slight. I found this insight of particular value as it made sense of behaviour I have observed in some children in the past without understanding the basis for it.
On my place in the whole school and levels of behaviour
The legal situation is clearly laid out and the implications for schools are examined in some detail. There is a table of levels of behaviour that can be used as a basis for discussion by the whole school. This looks very interesting and might be of use for my school. There is also a discussion of alternatives to exclusion - ditto.
LA2
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