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Training Trainers and Educators Unit 7 – Managing Group Behaviours

Training Trainers and Educators Unit 7 – Managing Group Behaviours. Aim To provide an overview of managing challenging behaviours by individuals within groups Learning outcomes Discuss ways of managing challenging behaviours by using a range of tools

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Training Trainers and Educators Unit 7 – Managing Group Behaviours

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  1. Training Trainers and EducatorsUnit 7 – Managing Group Behaviours Aim • To provide an overview of managing challenging behaviours by individuals within groups Learning outcomes • Discuss ways of managing challenging behaviours by using a range of tools • Apply strategies for managing challenging situations • Discuss the importance of effective role modelling

  2. Considerations of Group Dynamics • Flexible teaching style • Understand learning style • Educational hierarchy to establish right foundation of learning • Stage of transition of individual learners within the group? • Multiple relationships within the group • Importance of good feedback

  3. Considerations of Group Dynamics

  4. ManagingGroup behaviours • Personal conduct 2. Professional conduct 3. Competence and performance issues 4. Health and sickness

  5. Working Environment Health and sickness Competence and performance Personal conduct Professional conduct External Environment

  6. SHARE your concerns with others • INVOLVE the learner in those concerns and discussions • DOCUMENT - Keep detailed specific documentation • SID Tool

  7. Changing Behaviour Assessment of readiness to change Motivation to change 0-------------------------------------------------10 Confidence to change 0-------------------------------------------------10

  8. Changing Behaviour PROS CONS Change No change

  9. What? Why? Who? How? • A tool to find a solution

  10. Ability or Motivation

  11. Changing Behaviour Cycle of ChangeProchaska and Diclemente 1982

  12. A powerful teaching strategy • Learning from role models occurs through observation and reflection • Role models inspire and teach by example • Role Modelling

  13. Clinical competence • Knowledge and skills • Communication • Clinical reasoning and decision making • Teaching skills • Student centred approach • Effective communication and feedback • Personal qualities • Compassion, honesty and integrity • Interpersonal relationships • Enthusiasm and quest for excellence • Characteristics of Role models

  14. “People seldom improve when they have no other model but themselves to copy”Oliver Goldsmith “ The most important single influence in the life of a person is another person….who is worthy of emulation” Paul D Shafer • Role modelling

  15. Role Model Summary ‘We must acknowledge….That the most important, indeed the only, thing we have to offer our students is ourselves. Everything else they can read in a book’ D C Tosteson (1979)

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