I read the blog from Joe Baldwin “Together not Against. The Teacher / LSA Synergy” and can totally relate to his position. I realise that this is an emotive subject, and one where feathers may be ruffled or opposing opinions are given.
The ‘them –v- us’ is not a new phenomenon, in fact I can’t remember a time in my career when that divide didn’t exist in some way. Sometimes this is due to the low esteem of the LSA, due perhaps to a lack of training as a ‘professional’. (I should add here that I have line-managed teams of LSAs which I hope clarifies my opinions.)
For many years the role of classroom assistant was filled by well-meaning mums or people who liked to give something back. All of these are excellent credentials, and I realise that this is far from the reality in...
Is ADHD a 21st Century phenomenon?
A lot of people I meet ask me why ADHD wasn’t around when they were at school (pre 1985).
My answer to that is that it WAS around, it’s just that probably it wasn’t in our ‘non-inclusive’ classrooms.
The first reference to ADHD could be in 1613, in Shakespeare’s play Henry VIII, where he mentioned what he called a "malady of attention."
Following this, a character affectionately called Fidgety Philip was created within a collection of children's poems, written by the German doctor Heinrich Hoffmann in the mid 1800s. Fidgety Phil was a little boy who won't sit still at dinner and – obviously – fidgets constantly. Another of Dr Hoffmann's book characters was "Johnny Head-in-Air" due to his day-dreamy inattention. These characteristics were drawn from Dr Hoffman's observations when working with children in his professional practice.
In recent years I have become only slightly encouraged by the slow increase of recruitment of staff with LGBT responsibilities in 16 - 18 education establishments. In most cases this person has a student union or student services function in addition to other responsibilities but they are given LGBT training and counselling/mentoring skills which are sorely needed in that environment.
And it is with a heavy heart that I’ll tell you why.
Approximately 7 or 8 years ago when I was working in a general FE college managing the Behavioural and Additional Learning Support department, I was approach by a worried parent in July, telling me that her 16-year-old son **Mark was coming to college to enrol in September, and that Mark was currently transitioning from being her daughter to her son.
Mum was looking for reassurance that the college could put together the right...
There’s something highly potent about being a learner in a damn good training session. I mean in the sense that you’re present in the moment, enjoying the experience and benefitting both professionally and personally.
I haven’t yet met a successful business person who doesn’t continually seek some new knowledge, to extend their success or to diversify.
If you’re thinking of getting into the training business, it’s probably because you have considerable and vital knowledge in your specialist topic that you’re just itching to pass on to others.
I have a tried and tested formula for creating an engaging training course, whether for 3 hours, 6 hours or 2 days.
It’s important to ensure that the learning experience is discerning, that your attendees can ‘go the distance’ and that they leave the session giving you a Good or Excellent feedback sheet. And then come back for more again and again!
The vital ingredients are some...
In this post I’d like to try and explain - as simply as possible - the importance of neurotransmitters, and how a person with ADHD is enormously influenced (for the better and for the worse) by the fluctuating levels in their body.
The Oxford English Dictionary defines the word Neurotransmitter as:
“A chemical substance which is released at the end of a nerve fibre by the arrival of a nerve impulse and, by diffusing across the synapse or junction, effects the transfer of the impulse to another nerve fibre, a muscle fibre, or some other structure.”
Put more easily, these are brain chemicals which communicate information to nerve cells, and regulate our behaviour and emotions.
When these brain chemicals are lowered in effectiveness or the levels occasionally dip or peak, they become out of ‘synch’ which impacts on our behaviour.