This blog post is about the importance of routines and boundaries coupled with putting relationships first, connecting before correcting and understanding that all behaviour is communication.
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Frederique Lambrakis-Haddad discusses different types of trauma and what we can do to support pupils in these situations.
This month I was interviewed on The Pursuit of Wellbeing Podcast, the podcast dedicated to the wellbeing of teachers, school leaders, and staff with Maria Bronsan, we spoke on many issues around wellbeing in the classroom.
In this post I share my Positive School News thread and a short video on how this is a preventative strategy for behaviour in our classrooms and schools.
I am often asked in interviews about the need for rules, boundaries, discipline and consistency, as if the automatic application of these is a bad thing. My answer is always “No, we need them”, but as with everything, context is everything.
You’ve asked what the issue is, you’ve listened, and it just doesn’t match up to what you know. Some children lie, and surely you know best . The child’s not making any sense, they’re attention seeking. What do you do? Believe what’s there – I dare you.
There is no “one size fits all” when it comes to approaches to behaviour. Behaviour strategies need to work for you first in order to work in the classroom. Over the coming months I would like to encourage you to share what ‘behaviour’ is like for you.
In this case study I look at the difficulties involved with catering for pupils with the most challenging behaviour.
In this guest post Viv Cohen Papier talks about what it is about teaching pupils with SEMH that a PRU teacher loves.
Last month I was interviewed by the fabulous Craig Barton. He asked me some of my favourite questions to date, including “what is your biggest failure?” and “what is your favourite number?”