THREAD
Focusing purely on this content, there's not a lot to disagree with here when viewed for what it is - creating the conditions to (in most cases) encourage positive environments. But what isn't offered is the complex... https://www.theguardian.com/education/2020/aug/08/englands-school-behaviour-tsar-letting-children-off-again-and-again-is-like-a-snooze-alarm
Focusing purely on this content, there's not a lot to disagree with here when viewed for what it is - creating the conditions to (in most cases) encourage positive environments. But what isn't offered is the complex... https://www.theguardian.com/education/2020/aug/08/englands-school-behaviour-tsar-letting-children-off-again-and-again-is-like-a-snooze-alarm
What often gets brief consideration and labelled as "pastoral support" is in fact where the needs are met and the behaviour is changed. And this is where the work is complex, challenging, exhausting & where the real guidance is needed.What do you do when the rules don't work?...
Without a firm grounding a full range of behavioural knowledge teachers may feel hopeless if the basics don't work. Ive always viewed behaviour like this ( https://www.semh.co.uk/social-emotional-and-mental-health-semh/uniting-behaviour-debate-2-factor-model/) and so as much as I love universal behav tips that reduce friction and I welcome them...
...we must know more than that to really change behaviour for the better. If exclusion is the answer when these "wave one" systems fail, there isn't really a system. At the end of every child's exclusion path is a school that meets their needs...why can't that be the first one?