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
Diversity BingoObtain the signatures of as many people spossible who match the description listed inthe squaresThe first to get a full line shout „Bingo‟!
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?
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.
Consider what a tutor can do practically to promote Equality in the following areas Communication Resources Teaching methods The environment
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
consider whether they couldbe viewed as discriminatoryor stereotypical and that arethey suitable for the learners‟needs
make sure all learnerscan participate and thatthe methods are variedand support all learningstyles
ensure everybody is beingincluded, check that the roomis accessible and safeespecially for people withsensory disabilities or lack ofmobility
Remember your school days. What challenging behaviours can you remember? What caused this behaviour and how did the teacher deal with it?
„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
• 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
Review the video – „out of control‟ Make notes – strengths and limitations Be prepared to discuss with the group
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
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”
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”.
„Take up‟ time „The Look‟Pause Tactically ignore Physical proximity Class rule reminder
Give aRemove Time out realisticaudience choice
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!
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.
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
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?
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?
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?
Log onto the VLE and watch the remaining videos Consider the strategies suggested for promoting appropriate behaviour