Guest blogger Anna Harrington; Occupational Health Advisor and co-founder of Wellbieng & Health in Business (WHIB), offers us some practical tips on how to manage ourselves, our staff and our schools during times of high stress.
At the end of March I was part of the Mental Health & Wellbeing Panel for #Covid19MHWBpanel. Among other things we discussed homeschooling, how teachers can support carers and parents, how adults can support children, how we can all look after ourselves, and what this might mean for approaches to education.
If challenging behaviour is leaving you tired, frustrated and dreading certain lessons, here are some simple steps you can take to start shifting the behaviour issues in your classroom, and get pupils learning!
Pupils with Social Emotional and Mental Health issues need support and differentiation both in the classroom with the work and across the whole school. What have you got in place? In this post I look at some of the questions and offer some tips.
Relationships and Sex Education (RSE) is compulsory from September 2020 for all pupils. How are we going to get this right for the often ‘harder to reach’ – and SEND pupils?
The obstacles to pupils reading are rarely to do with the skill itself, but more often associations of reading in their educational journey. So how do we work with pupils who may have Social Emotional Mental Health difficulties (SEMH) as well as more traditional difficulties, such as dyslexia?
February is LGBT+ History Month.
It feels a special one this year, in September 2020 it becomes compulsory for all schools to teach about LGBT+ relationships, sex education (RSE) and health education in England.
At the end of 2019 I had some very exciting news, not only I was invited to speak at my first TEDx event, but I also secured a publishing contract with Sage & Corwin, so January this year has seen me begin the process of birthing my first book…
Sometimes I ask my students what they want, and from time-to-time I feel called to share them as they always blow me away.
This vloggy-blog will not require you to find an extra 10mins in your day, change your diet or start jogging. You just need the time it takes to read/watch this and contemplate three questions that help us connect with why we’re doing what we’re doing. What kind of leaders did we originally want to be? – and are we doing it?
How do you differentiate for pupils with Social, Emotional and Mental Health issues or Emotional Behaviour Difficulties? The challenge with these pupils is that for many, if they are unable to access the work they will communicate that through negative behaviour.
Sometimes there is a class that you come to dread… In this post I look at how you can regain control when you feel that you’re losing it with yourself, and your classroom.
In the last year or so I have been sharing some of the more comical insults I receive on twitter. They’re always my most popular tweets.
Seemingly constant ‘Bad Behaviour’ without resolutions can make for a very despairing atmosphere in schools. As leaders, it is our position to support the staff within the moment, as well as find longer-term solutions.
What is ally-ship and what does it really mean? How far should we go?
How far do we put ourselves out or inconvenience ourselves and how much extra time do we spend making equality happen in our classrooms and schools?
The importance of skills such as compassion, patience, understanding and nurturing cannot be underestimated in our roles as educators.
Take your time to learn, build important new relationships and get to know your pupils, so that you can create long-lasting impact on our young people, their learning and our society.
First impressions count, and clearly I still need to work on the Children’s TV presenter style that can slip out when I’m nervous and meeting 30+ year 10s whom I will be teaching for the next two years