Bespoke Inset Day

Are you interested in a inset day that is informative, fun and memorable enough staff are talking about it months afterwards?

This page is for Pupil Referral Units and Mainstream Education - Special Schools inset days can be found here

“Disruptive pupil behaviour is a frustration for many teachers. In fact, 70% of teachers told us they had considered quitting the profession over poor behaviour”

— TEACHER SUPPORT NETWORK AND FAMILY LIVES BEHAVIOUR SURVEY 2010

Interacting with individuals who display distress through problem behaviour has an emotional toll on all educators. Embedding a comprehensive system to assist staff with this is a core feature of the inset day. All staff will learn how to implement this system by themselves and for themselves. This adds a structure for staff that they can utilise before relying on their senior hierarchy.

Sometimes a cycle can develop between the teacher and the students that only makes things worse: the pupils misbehave more, you dislike them more, you are less positive and friendly, they dislike you and your classes more, they disrupt more and so it goes on. The cycle needs to be broken. This is illustrated by the Betari Box:

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BESPOKE ELEMENTS

If you have specific areas that you would like to be covered the workshop has developed as adaptable and can be made to be bespoke to your needs. Please discuss with us any elements you would like added to the day.

Areas covered can include:

• Understanding low and high level disruptive behaviours
• Effective teaching / classroom management strategies
• Tips on a number of common behaviours faced by educators
• Adverse Childhood Experience (ACE’s) scale
• Mirror neurons
• Data collection
• Social Emotional Learning
• DNAv model
• Reinforcement theory
• Functions and causes of problem behaviours
• Tolerance, resilience and relationships
• Positive psychology / Positive Behaviour Support (PBS)
• Staff support systems
• Emotion and relationships
• Offloading and debriefing

“Study of over 100 reports on classroom management, including 134 experiments designed to find the most successful classroom strategies as well as finding that pupils prefer the dominant-cooperative style mix twice as much as the purely cooperative style or indeed any other style”

— ROBERT MARZANO (2003)

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