About this session
Some pupils consistently display challenging behaviours. This can lead to disruption in the classroom and make them very challenging to work with. They may also refuse to do as they are asked and become oppositional.
This session provides practical guidance designed to understand where this behaviour is coming from and help deal with it more effectively. We explore creating a calmer learning environment for all pupils and their peers.
We will:
- Explore the basics of neuroscience and behaviour
- Explore strategies to prevent challenging behaviour occurring in the first place
- Explore strategies to respond to challenging behaviour in the moment
Useful for those working with or caring for:
- Primary aged children who consistently display challenging behaviour, and stand out from their peers in this respect.
Suitable for:
- SENCos/ALNCos
- Teachers
- Pastoral Teams
- Learning Mentors
- Learning Support Assistants
- Governors
- Parents/Carers
- Alternative Learning Providers
Also included:
- Summary Sheet of Key Points
- Certificate of Attendance
Session Leader: Denise Snook
Denise is an experienced trainer specialising in supporting children and young people with Special Educational Needs and Disabilities (SEND) and Social, Emotional and Mental Health (SEMH) needs. She has taught in both mainstream schools and special schools and held management, advisory and leadership roles. Denise now works as a consultant with parents, carers and professionals. Her training sessions reflect her broad and detailed knowledge in SEND and SEMH, and course participants will appreciate her responsive, compassionate and realistic support.
SEND Station
You will receive a warm welcome from us.
Our sessions are informal and informed, delivered with humility and humour and scope for interaction.
‘Sometimes learning is simply better online…SEND Station is a great destination to explore fresh, practical and great value training for those working with and supporting children with Special Educational Needs and Disabilities.’