Wellbeing at Work - Dealing with Difficult Behaviour
- Duration: 15:00 minutes
- No Subtitles
- Published: 10 02 2010
- Licence information for Wellbeing at Work - Dealing with Difficult Behaviour
- Part of the series Wellbeing at Work
Summary
A panel of experts watch a dramatic reconstruction of a disruptive classroom, and discuss ways in which to deal with similar situations.
The panel includes motivation and creativity consultant, Richard Gerver, counselling psychologist Dr Victoria Galbraith, and Hannah Essex of the Teacher Support Network.
Based on real events, the panel watch a reconstruction of a science teacher's experiences of a disruptive class and analyse his attempts to end the chaos and instil discipline.
They look at what actions should have been taken and suggest strategies for teachers trying to restore order and authority, as well as advice on how to deal with pressured situations and where to find support.
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Comments (5)
The teacher need at least to be told about the information of the students in order that he would not be shocked. And it is better that this teacher be accompanied by another teacher who has some experiences about this group of students
came across this whilst i was giving meself some cpd this morning and i thought you may like to listen to some of the tips for your year 8 pse and year 11 gcse
The first thing to realise is that what is being called "difficult behaviour" is (as once well-recognised) BAD behaviour - and would be better so expressed and thus more widely conceived.
The solutions to so many problems of schooling are largely to be found in modern teachers' conceptual conditioning - their managed (often trained) minds. Listening to experts merely labelling and describing rather than explaining is a part of their problem.
But even the nature of those misplaced mental inductions are not without influence from other sources. When, for instance, listening to the media today, will you ever hear the words "bad language". Never. It is always referred to as "strong language".
So will it be conceptually seen as our weaker brethren who cannot sustain what is misleadingly called "strong" language.
What we suffer from is the fear and insufficiency of really "strong" language, that which is really such, but which is NOT thereby "bad" language.
The fundamental problem however was stated in the film - "They would even break equipment deliberately; KNOWING THAT I WOULD NOT BE ABLE TO DO ANYTHING ABOUT IT."
When I attended 13 different schools (peacetime and wartime removals of my air-force father) discipline was no problem at any single one of them- simply since bad behaviour was in our minds totally connected with punishment that was distinctly unpleasant. And it was just the knowledge of that alone, which meant that such real unpleasantness was even then rarely used - but when so performed and witnessed was almost totally mentally effective as a future deterrent.
No teacher would have then been so stupid as to call us, or our behaviour, "difficult" - rather than punishable.
And the film presumes, that the solutions to that bad behaviour shown, lie within any given teacher's own individual hands, when they constitute those of the profession and of those mere laballing experts themselves.
I agree. Why is it so difficult for schools in this country to take a harder stand on discipline and if necessary expel students. There seems to be too many chances given which sends the wrong messages to the students in the school. It is so frustrating.
But is expulsion the likely answer? When I was at school being expelled would have been my goal rather than my punishment. The question is surely whether by "discipline" we also mean punishment, or the fear thereof. And how you get the one without the other - from otherwise unwilling, unreasonable, unco-operative, and immature, badly-behaved youngsters.
Len Burch