What is SEMH? How do we differentiate for them? What is it like to have EBD – and why can’t they just follow instructions and behave? In this post I look at ways of understanding and supporting SEMH pupils.
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!
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?
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.
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.
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.
The importance of skills such as compassion, patience, understanding and nurturing cannot be underestimated in our roles as educators.
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
Most pupils look forward to their summer holidays, but for some it might be quite the opposite and this may show in their classroom behaviour.