Hi recently retired from full time teaching. I spent the last 9 years in sixth form teaching (psychology and sociology) with a little PHSCE and KS3 science on the side. before that I worked as a behaviour support consultant for 8 years in all key stages and nursery. I have led inset on all aspects of behaviour management. I have also worked in PRU and EBD settings and have and still do individual mentoring. As someone with mild Asperger's I am particularly interested in all aspects of ASD.
Hi recently retired from full time teaching. I spent the last 9 years in sixth form teaching (psychology and sociology) with a little PHSCE and KS3 science on the side. before that I worked as a behaviour support consultant for 8 years in all key stages and nursery. I have led inset on all aspects of behaviour management. I have also worked in PRU and EBD settings and have and still do individual mentoring. As someone with mild Asperger's I am particularly interested in all aspects of ASD.
This is a lesson to go with the first. it includes a student directed activity (Foxes thinking tool based) with instructions to help them get to grips with the arguments and theories.
This is a lesson with activities to introduce qualitative methods. These is a lot of content in this so you may want to split into two. The basic content could also be adapted for psychology too. Students need to understand PERVERT for an exercise included here but it is fully explained in a slide you can use or print out as a "mat" for lessons
This is one of a series of lessons aimed an KS2 children. You will need a recording of the piece and some recorders and possibly a stringed instrument for practical work. I developed this for use in a behaviour unit but could equally be used for mainstream
A document explaining how to help a child meet their targets by focussing on the positive. These are the opening words of this 3 page document with useful diagrams:
When you look at a child’s target sheet it is easy for the eye to be drawn to where they have failed and the negative comments that are sometimes there.
If you comment about these the child will focus their energy on where it went wrong and their “failure”. It is a bit like saying to someone balancing on the edge of a cliff “Don’t look down!” Their eyes and whole body are drawn to the very things you don’t want them to do!
If this negative focus continues, it can then build into feelings for the child such as “I got it wrong” “every time I try I fail” “I can’t do it”. This then gets translated into “I am a failure” “I am bad”.
The overall effect is a spiral where the child behaves how he/ she thinks they are perceived and the behaviours we are trying to change become worse not better. The child may even fail to show his/her target sheet to you or “lose” it.
Being “solution focussed” turns this on its head. It works on where the child got it right and builds on that. The approach relies on noticing, commenting on and magnifying where the child has “got it right” and subtly ignoring the failures. (This doesn’t negate the need for sanctions for breaches of accepted standards of behaviour).
This was part of a short course in enterprise and employability it provides case studies of different kinds of enterprise and where financial backing can be obtained from.
It is a video presentation. It is designed to help the student explore issues with the definition of abnormality, specifically relativism and social construct.
WARNING: Images which may cause some people distress students affected by the issue need to be screened first. It focuses on celebrity and well know acts of suicide plus Durkheim's classification
This is a 3 page document to use when talking to parents or even staff in a pastoral context for pupils who have behaviour targets. The problem has always been the focus has been to home in on what they haven't done right rather than what they have. This is a complete script/ take away to help focus on behaivour change
I have run this game each year for about 7 years. I developed it because I found that most sixth form students are victims of “false class consciousness” and need a vivid understanding ofa different perspective not given to them by the media. They believe meritocracy without evidence but won't approach Marxism with an open ming (I find) For this game you will need large amounts of stickle bricks or other construction blocks (ebay or car boot sales are a good source) copies of the role play cards and a large box of Heros or wrapped sweets of some kind). You will need to print out labels for The factory and shop. The aim of the game is to illustrate the role of the worker in the economy and what happens when they do not share in the wealth created by their labours. The PPT also contains some other optional slides to introduce Marxism which can stimulate discussion before or after the exercise.
A lesson looking at the key concepts of ethnicity and the media. Includes references to the concept of moral panic and students need to be aware of this before the lesson
This is a 7 page document of the key terms which needs to be known for the A level exam. I had two versions one as a hand out and the others with the definitions but minus key words. Student then had to fill them in.
This is an inset 2 hrs session for teachers and nursery nurses. It focusses on how to develop a positive behaviour managment style and better use of language in particular. It can be modified to meet your particular needs. It will save time in yourp reparation
