Teaching Children with EBD

1. Teaching Children with EBD

2. Perspectives • By nature a child with serious EBD is unlikely to be contained in mainstream. • Others with behavioural difficulties may be accommodated where behaviour management programmes (BMP) are employed. • Special schools, and units both (PRUs and LSU) also use BMP.

3. Perspectives In making provision for those with EBD consider... whole school perspective managing behaviour in the classroomthe behaviour of the individual

4. Teaching children with EBD • Behaviour management programmes (BMP) are whole school programmes Arguably... • the child with EBD is not accommodated by a whole school BMP. So why are BMP important? • Some teachers actually create behaviour problems.

5. Reinforcing negative behaviour • Don’t think of a pink elephant! ...Too late! • Don’t tap that pencil David! • Don’t scribble on the table David. But... • David obviously needs attention. • If David gets attention it will seem to the whole class that attention is gained if a pencil is tapped. • Avoid this negative association. How?

6. Ignoring behaviours • Be aware of reinforcing negatives • Standard advice is to ignore such behaviour. • Practically, this is rarely possible. • What is more important is that the teacher is not seen to react to such behaviour. Attend to the child without making obvious that it is her/his behaviour that gets the attention. be more aware of being seen to reinforce negative behaviour

7. The interactionist… cares • Remember five of your own teachers? • Those recalled in a positive connotation somehow boosted your self-esteem. This is a positive life experience and associated emotions are referenced in similar sit’ns. • The whys and hows are not important as we deal here with the sub-conscious, raw feelings, raw emotions. Accept that life experiences are stored here, negatives and positives.

8. Teacher attitudes • A positive attitude and high teacher self-esteem will impact upon the implementation of the BMP The whole school is involved in planning but success depends on: • the individual operating BMP principles in the classroom, eg. playing to fair rules …and • on the support provided by peers... when things do not go to plan.

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10. Mainstream..1 FOR • unless they are incarcerated for life children with EBD will develop into adults who will be part of society. How ready will these children EBD be to take up their rightful place in society?PSE framework recognises this. • School exclusion = social exclusion ?

11. Mainstream..2 AGAINST • The rights of the individual cannot be allowed to overide the rights of the majority.

12. Elton Report 1989 …because most disruption is at a minimal level… • 97% : Talking out of turn • 87% : work avoidance • 86% : hindering others • 82% : lateness • 77% : non-verbal noises others… include getting out of seat...

13. interactionist • Believes that a person’s self esteem affects behaviour presented. • Make a child feel good about her/himself and she/he is more likely to be amenable. • You must learn to love yourself before you can love others.

14. playing to fair rules • Five is maximum • basic rights must be known… • rights of the majority, • right to learn, right to feel safe and secure. • Explicit • positively phrased • community oriented (we will..)

15. rules • Display prominently. • the teacher must promise to honour the rules • use it as a contract • Issue reminders. Give examples as to what behaviour upholds the rules and what behaviour breaks the rules. Rewards and sanctions may also be agreed. TASK

16. TASK - convert to positives and cover the tenets • don’t lean on chairs • don’t swear • don’t run in hall, in room • don’t use a hard ball in PG • don’t scribble on table • don’t take anyone’s stuff • don’t laugh at Jon cos he’s no good at nothing • don’t gang up against Kim • don’t spit in the dining room • don’t pull the chair away from under anyone • don’t talk when miss is • don’t show up people • don’t be rude • don’t bully people or make them afraid • don’t shout out