In this chapter (Rogers- 2004) describes in detail his methods for dealing with children whose behaviour goes beyond that of 'naughtiness'.
Such children often have been identified as having emotional and behavioural difficulties and may also have a 'statement of special educational needs'. This mind map shows the various aspects of the kind of behaviour programme that he promotes.
The first session is described in detail.
Rogers asks us to consider where the locus of control of behaviour lies in the classroom situation.
He suggests that by using positive self talk the child may be able to change not only their behaviour but the way they think about themselves and others.
He then proposes that by using a combination of identification of specific behaviours to target, modelling those behaviours, rehearsing changes, bringing the changes into the classroom and then teacher-led feedback, leading to another cycle, unacceptable behaviour patterns can slowly be changed.
I have some problems with approach. I dealt with some of them - largely about teacher confidence and competence in the section on self talk. These also apply to the 1-1 session which form the basis of the model.
This led me on to consider some ideas to explore further .
LA2
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