Here are two questions raised at a recent training day, together with suggested solutions from the collective group.
What should I do when:
Remind students of the ground rules around "Respect"
Mirror the behaviour (NB use with caution, may begin the conflict cycle)
Isolate the negative behaviour by organising group work with engaged learners
Ask them a question
Be sympathetic – show that you've noticed they're having a bad day
Request hands up
If some answers for someone else, they must answer the next 5 questions
Learner answers questions until a correct answer, then move to next learners
There's a lot of stigma attached to mental ill-health, even though it's not as uncommon as you might think. As a teacher or LSA working with teenagers you could possibly be working with students who have a number of different mental illnesses, such as
...... to name a few! I work closely with a mental health expert, and there are some things which she has shared with me, are good to know.
The term ‘mental illness’ is generally used when someone experiences significant changes in their thinking, feelings or behaviour. The changes need to be bad enough to affect how the person functions or to cause distress to them or to other people.
The terms ‘mental health problem’ and ‘mental disorder’ have a similar meaning.
If a person has always had a problem in their thinking, feeling or behaviour, then this is not usually called mental illness. It may...
The plight of the LSA
Recently it has really hit home to me about LSAs, and their role in the classroom, during experiences when I've been working in classrooms with teachers as their behaviour guide/coach.
In a recent class, while ostensibly acting as the Number 2, I asked some of the students to listen to what the teacher was saying. In response, they looked at me with a snarl and one exclaimed
“I’m not listening to you, you’re not my teacher!”
On that day and in that lesson, the teacher had really started well, with a strong on-line activity which was highly interactive. He selected one of the challenging students to manage the activity – in charge of the mouse – and the student jumped at the chance to assume that responsibility. We got off to a good start.
So far so good…..
The problems began when the lesson began ‘proper’. I requested that...
Working with young people in education can be so rewarding. There’s nothing better than the satisfaction of knowing that your students are engaged and learning. But I know, only too well, the feeling when things aren’t going well and you ricochet your way to the end of the lesson. Perhaps your emotions feel raw and you wish things were different.
I’m reminded of the story I was told as a little girl, while sitting on the carpet in the corner of the classroom at reading time. It was all about the North Wind, how he was fierce, angry and competitive, and he showed it. He displayed his anger particularly towards The Sun, as he was very jealous of The Sun’s popularity.
One day the North Wind saw a man walking across the fields wearing a large coat, and he roared at The Sun “I’ll...