The kids we love - strategies for behaviour and learning

I was talking to a friend this holiday who wants to get into special needs teaching. The term special needs teaching is super broad and not all that specific in terms of actual needs and characteristics of kids. But thats another blog post!
He asked me 'so what if they walk out, throw stuff, tell you where to go.., ?!'

These are the outcomes of that conversation. The 4 pupils below broadly sum up the 11 in my form group at some point in time. Aged between 11 and 14. This is how my support assistant and I manage them.

The 'out of chair, constantly seeking attention, and before you know it they've done zilch.'
This is my favourite characteristic in many ways, soooo clever!
Firstly, know what you want and expect and make sure they know too. Vital or the rest won't work.

• Bet them and time them! But be realistic, I can say 10 minutes with kids in my class. My colleague with 5/6 year olds goes for 2. Write it down and place it in front of them with a timer!
• Sit them with someone who won't be drawn into their chatter and distraction (I strategically place my support assistant)
• Tell them they will get your attention ONLY when they have done xxx (your choice).
• Give them a work station, I find with a special 'everything you need' kit of pens, rulers, pencil, rubber, etc. that way the things they 'play' with are work related.
• If writing, mark on their page what you want done and by what time.
• Reward for little achievements and PRAISE when they've reached a good goal.
• Model using another pupil as an example what is 'really good' behaviour for learning and why.
• Use traffic light cards. They have green and you can swap for amber if things slip. They have to have some sanction or escalation attached to them depending on your school.
• Sanctions. If the work isn't done despite interventions, keep them in to finish it. Simple.

The 'I dont get it...I still don't get it'

• Write down task/s on a checklist (Toms checklist') or whiteboard in order, step by step. 
• Give one specific instruction and a time frame. e.g 'Write a sentence about what you like.' - 3 mins.
• Ask another pupil to explain the task or sit them together for peer support and guidance. This works well in my setting.
• Go 'simpler' and redress this next lesson in your success criteria.

The '*silence'
This can be a sensitive one and is largely dependent on how well you know the pupil to how you approach the situation.

• Don't push for a response or use sanctions straight away.
• Direct support assistant to pupil to try and find out what may be bothering them.
• Be sensitive and give options followed by your terms or requirements, i.e 'you can go out for a walk or a drink with Mrs...(support) and then...read the 2 pages here/logon.
• Give the option for them to write down worries/anxieties. This resource from +TES Connect is quite versatile and useful.

The 'Yeah, but..'
My class are a clever bunch and perfectly adept in picking up on things when you're not crystal clear or the queen of honed instructions or pinpoint facts. But they're also very good at deflecting using 'yeah, but' until you think you're a bit mad.

• be clear and engage them in one 'yeah but..' Then be firm and clear that if they need to talk more about it then you're free at lunchtime to go through it. Funny how quickly it becomes irrelevant to them!!
  
  • Make your response factual, literal and rational. This is particularly necessary for pupils with autism.
    
  • Refer to points in the 'I don't get it...still don't get it' part!
  There are more, of course. What 'types' do you teach? 
  
  

Staying afloat in your training year

Monday. Apart from the cliché of it being a day spawned by satan, actually, I am usually most productive on a Monday, (and then sparked out by 6pm, admittedly). Today was a lot to comprehend for my bleary eyed little Monday disposition. I found out that one of the ITT students I am mentoring was no longer going to be on placement with us and we had 4 primary PGCE students in for the day for 'experience'.

It always interests me meeting people who have no experience of those with 'Special Needs' and just how astounded they are by the complexity of the pupils we teach. It's as if knowing if the children are autistic, have ADHD or a learning delay somehow helps them process the 'type' of personality or learner they are. These terms just don't do that. I do enjoy talking to visitors though, they almost always say something along the lines of 'I didn't realise special needs was like this' (in a positive way). It reminded me of something I wrote last year featured on +TES Connect 

The Do’s and Don’ts for staying sane and ‘being good’ during you PGCE

 DO!

1. Use other peoples ideas – its ok, you will still be original/dynamic and creative one day, I’m sure. BUT, it is the best way to find out how to do things best ‘your way’…one day.

2.

2. Collect resources from you placement schools.

3.

3. Take theory seriously, it WILL make you a better teacher if you understand it and can apply it to what you do.

4.

4. Take notice of how other staff work in your placement school…this is what pupils are used to and emulating this to some degree will help you ‘fit in’.  

5.

5. Do something you think you like least, i.e. get experience working with SEN pupils/be part of a sports club, etc. You will almost definitely be able to draw on that experience in the future.

6.

6. Do what you say you are going to do (regards staff and pupils alike)

7.

7. Go out and drink or at least go out with other people who do drink…sometime in the 10 months.

8.

8. Create resources that will be useful beyond the ONE lesson.

DON’T

1.

1. Take things personally.

2.

2. Stay up all night making resources.

3.

3. Concentrate more on the essay (Med) side of things…that’s not what will get you though a teaching practice.

4.

4. Try to fit too much into a lesson…although you might not know what ‘too much’ is at this stage – I didn’t!

5.

5. Expect lessons to go ‘as planned’ and be disappointed when they don’t (why didn’t it go as planned? Is that even bad?)

6.

6. Go out drinking on a Sunday, or a Saturday for that matter – you WILL regret it, honestly.

7.

7. Make a powerpoint for the sake of a powerpoint.

8.

8. Undervalue the importance of telling pupils what they’re learning and how they will know they’ve learnt. Learning Objectives and Success Criteria are essential and not just for OFSTED.

These still ring totally true as my advice and extend into experience in a special school, despite my NQT involving NO special needs contact at all!

I have recently read 'The Perfect Ofsted Lesson' - prime fodder for critique, but I found it horribly (embarrassingly?!) compelling. One of our 4 whole school targets this year is SMSC, and I'm hooked right in. Watch this space..

One more thing. My 'did I just hear that right moment' today, one pupil said to another that his cat ate his homework (presumably as a joke?!) to which the others admirably informative reply was,

"No, it's not cats who eat homework, it's only dogs who do that, silly"

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Boy, aged 13.

Welcome to my world

After a game of football during the recent cold snap. "Miss! Av got brain freeze in me heart!"
Boy, aged 11.

So, my first blog post. Where to begin! Maybe some context might help...my form group are boys aged between 11 and 14, there are 10 of them and their needs are complex, including autism/social and emotional/ADHD. They love computer games and all things ICT. As well as my form group, I teach several other classes across the school between the ages of 9 and 16.

Now we are half way through the Spring term, this is where I find myself. I am currently mentoring two students from a university who are on their second placement and have had one week teaching. It reminds me of my training days and how much of a balancing act it feels.
In addition to this my class are edging taller than me everyday as many of them move into Key Stage 4 this September and therefore leave me...sigh.This week is the penultimate week of a ridiculously short half term for us. My priorities are digging out my targets set in September 2012, and actually being realistic about how I can get them started and/or finished!

Aside from all that. The daily life in the classroom will be what I will draw upon in future posts from which I hope to draw a picture with words about the nature of the pupils I teach. I love teaching, I love looking at what goes well, what doesn't and most importantly WHY. And the 'why' is the most intriguing part of my own thoughts, experiences and learning...because it is largely dependent on the kids themselves. I am fascinated by the way the pupils in my school view the world and basically, how they learn and interact. I'm amazed every single day for loads of different reasons, and I'm going to share it!

This week i'll mainly be counting down from 9 days, finishing the design of the school website, observing ITT students lessons and probably get observed myself. Joy.

I'll leave you with an anecdote. I said to a pupil before lunch last week (in jest) "Make sure you don't choose the horse lasagne for your dinner today" to which he replied, "Eh? Don't be ridiculous miss, how would they even fit a horse in the oven?'

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