Final session of the unit 008 of the PTLLS covering E&D, challenging behaviour and points of referal.

2.  Explain how Equality and Diversity is
contained within your practice
 Identify why some people behave in an
aggressive/irresponsible way
 Apply strategies to deal with challenging
behaviour
 Review points of referral
 Use the 2 medals and a mission technique to
peer assess an assignment

3.  Diversity Bingo
Obtain the signatures of as many people s
possible who match the description listed in
the squares
The first to get a full line shout „Bingo‟!

4.  What perceptions and assumptions were made?
 How did you perceive others?
 What assumptions did you make about other
people?
 How were you perceived by others?
 What assumptions were made about you?
 Which blocks were the easiest to fill?
 Were there characteristics about which you
hesitated asking? Why?
 What other categories could have been included?

5.  The Equality Act (2010) aims to simplify, streamline
and harmonise the law
 9 protected characteristics
◦ Race Consider:
◦ Disability
Teaching style,
◦ Gender resources, activities,
◦ Age vocabulary, your
conduct, personal
◦ Sexual orientation
presentation, images,
◦ Religion and belief personal views etc
◦ Gender reassignment
◦ Pregnancy and maternity
◦ Marriage and civil partnerships
 Bullying, harassment and victimisation are regarded as E &
D issues.

6.  Consider what a tutor can do practically to
promote Equality in the following areas
Communication
Resources
Teaching methods
The environment

7.  respond positively to the diverse needs of
your learners.
 how you communicate with learners
make sure they can understand –
use appropriate vocabulary and
terminology, ensure your
comments will not be taken as
discriminatory or offensive, check
that your body language is
appropriate

8. consider whether they could
be viewed as discriminatory
or stereotypical and that are
they suitable for the learners‟
needs

9. make sure all learners
can participate and that
the methods are varied
and support all learning
styles

10. ensure everybody is being
included, check that the room
is accessible and safe
especially for people with
sensory disabilities or lack of
mobility

11. Attitude Constant lateness
Laziness Talking
Aggression Fidgeting

12.  Remember your school
days.
 What challenging
behaviours can you
remember?
 What caused this
behaviour and how did
the teacher deal with it?

13.  „Diamond 9‟
 Working in groups, place
the cards showing a
number of challenging
behaviours, in order of
severity, having
discussed reasons for
choice with your
colleagues
 Be prepared to feedback

14. • They see it • Dysfunctional
works so do it /functional
again home life?
Learned Conditioned
The result Purposeful
of a bad day
• Tiredness, • Young people
hunger, personal often test limits,
problems attention seek

15.  Review the video – „out of
control‟
 Make notes – strengths
and limitations
 Be prepared to discuss
with the group

16.  Simon Cusworth, an educational psychologist,
promotes a concept called „selfish altruism‟
YOU are the key to
managing behaviour
To manage classroom
behaviour you must look
TEACHER after your own emotional,
physical and psychological
well being
If you are stressed you are
likely to react in a way that
will escalate situations

17.  It‟s not personal – often when a student loses
control, they are telling the world to “get
lost”, not you
 Never „bite‟ – if we do, we lose control of
ourselves and the class
 Partial agreements
◦ ie “you‟re not the teacher ….!!!”
◦ Partial agreement: “you are right Fred, but I am
assisting with this class and I am responsible for
your behaviour”

18.  Students need to know what is expected of
them (remember our ground rules from week
1?)
◦ Class rules – large print, inclusive language
◦ These rules need to be reinforced with reminders
 “Darcy, I need you to switch your mobile off during
class time, it‟s a class rule. Thank you”.

19. „Take up‟
time
„The Look‟
Pause
Tactically ignore
Physical
proximity
Class rule
reminder

20. HIGH
MEDIUM
LOW

21. Reaffirm the
Non verbal Giving brief
rule being
signs instructions
broken

22. Give a
Remove
Time out realistic
audience
choice

23.  If we get to this stage, emotions could be running
high
 To re-focus
◦ Calm yourself first
◦ State what you want the students to do –
 Emphasise that it is their choice
 Keep your body language relaxed
◦ State consequences of non-compliance
 Calling security etc
◦ Follow through with given consequences – learners
need to know that we mean what we say!

24.  Although inclusion is about supporting
learners‟ needs, it is not always possible for
teachers to do this without support
themselves. You should be aware of the limits
of your responsibility and know when and
where to access support both for yourself and
your learners.

25.  Review the case studies and consider what
the point of referral would be:
 Line manager
 Learning support department
 Skills for Life specialists
 Careers advisors
 Counsellors
 Someone else

26.  Richard has difficulty with his reading and
writing. He is on a catering programme and
hopes to get a qualification so that he can
find work. His inability to read the recipes
provided by his tutor is proving to be a major
block to his progress. What could his tutor
do?

27.  Mary has enrolled on a Creative Crafts course.
She has hearing difficulties and will need
additional support. What will Mary‟s tutor
need to find out about Mary?

28.  Michael has just started teaching a return to
work course being offered to people who
have been unemployed for over a year. On
the first session he discovers that the group
is very diverse and he will need to include
some study skills for those who left school
with no qualifications. Others in the group
are able to write effectively but lack the ability
or confidence to present themselves
positively at interviews. How can he include
all the learners without dividing the group?

29.  Log onto the VLE and
watch the remaining videos
 Consider the strategies
suggested for promoting
appropriate behaviour