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By Chris Derrington

The emphasis is on making plans for a workforce 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

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3: Rehearsing good listening skills Team post-session plan Individual post-session plan Reflective log NOTES FOR SENCO/TRAINER: ARE WE A LISTENING TEAM? The development of interpersonal skills is an important component of our courses for teachers and teaching assistants. The rationale for this is that much of our own behaviour can and will influence the behaviour and responses of the pupils with whom we work. There is no getting away from the fact that, sometimes, the behaviour of certain adults in school has the effect of winding pupils up, alienating/demotivating them or triggering an aggressive outburst.

Each partner should spend five minutes telling their partner about their experience. The listener should make every attempt to employ the good listening skills as previously discussed and avoid the inhibitors. After each listening activity, the speaker should feed back in private to the listener on his/her listening behaviour. 51 A TEAM APPROACH TO BEHAVIOUR MANAGEMENT TEAM POST-SESSION PLAN UNIT 3: ARE WE A LISTENING TEAM? How much support do we provide for one another? Are there any ways in which this level of support could be improved?

48 ARE WE A LISTENING TEAM? 2 Adopt supportive body language Ⅲ Lean discretely towards the speaker. Ⅲ Maintain a comfortable level of eye contact. Ⅲ Nod, smile, raise eyebrows as appropriate. Ⅲ Mirror facial expressions. Take the speaker seriously Ⅲ Don’t pre-judge or jump to conclusions. Ⅲ Try to understand where they are coming from. Ⅲ Leave your prejudices to one side. Concentrate attention on the speaker Ⅲ Limit possible distractions and interruptions from others (if impossible it may be better to suggest a later and quieter time to talk properly – but don’t forget).

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