Created by
Start dates From September 2023
Trainer Robin Jones-Ford
Course type Live session (online)
Training type School-wide
Price per school £795 £495 +VAT
(back to school offer)
By the end of this course, teachers should be able to:
Understand what low level disruption looks like and what the effects are | |
Utilise school culture to set expectations for behaviour | |
Use the SCARF model to influence student outcomes | |
Set rules and routines that contribute to positive behaviour | |
Give optimised feedback to students for better behavioural outcomes |
This live CPD course looks into low level disruption and its impact on learning.
It draws on trauma informed practice and motivation theories as well as neuroscience & brain development to help you understand the underlying causes of everyday disruption | |
The session aims to empower staff to build their own positive and productive learning environments and avoid common pitfalls that cause time drain and frustration | |
Your teachers will learn simple and actionable approaches to behaviour management that can be incorporated into your behaviour policy | |
It takes 60 minutes with our CPD trainer, including time to ask questions | |
All slides used will be available to you and your staff after the session, as well as a handout |
The reactive behaviour management systems that are currently in place at most schools do nothing to address the underlying problem, leaving staff to manage an endless stream of quick fixes that waste time and can cause immense stress. These systems don't work well for students either, punishing them for misbehaviour that they don't always know how to manage themselves, or that is caused by a poor environment.
This course focusses on proactive strategies that break this cycle of stress and disruption, looking into the root causes of misbehaviour and low level disruption to teach staff how to have a long term positive impact on their students and reduce their own workload at the same time.
By the end of this course, teachers should be able to:
Understand what low level disruption looks like and what the effects are | |
Utilise school culture to set expectations for behaviour | |
Use the SCARF model to influence student outcomes | |
Set rules and routines that contribute to positive behaviour | |
Give optimised feedback to students for better behavioural outcomes |
This live CPD course looks into low level disruption and its impact on learning.
It draws on trauma informed practice and motivation theories as well as neuroscience & brain development to help you understand the underlying causes of everyday disruption | |
The session aims to empower staff to build their own positive and productive learning environments and avoid common pitfalls that cause time drain and frustration | |
Your teachers will learn simple and actionable approaches to behaviour management that can be incorporated into your behaviour policy | |
It takes 60 minutes with our CPD trainer, including time to ask questions | |
All slides used will be available to you and your staff after the session, as well as a handout |
The reactive behaviour management systems that are currently in place at most schools do nothing to address the underlying problem, leaving staff to manage an endless stream of quick fixes that waste time and can cause immense stress. These systems don't work well for students either, punishing them for misbehaviour that they don't always know how to manage themselves, or that is caused by a poor environment.
This course focusses on proactive strategies that break this cycle of stress and disruption, looking into the root causes of misbehaviour and low level disruption to teach staff how to have a long term positive impact on their students and reduce their own workload at the same time.
Low level disruption refers to minor or relatively mild forms of misbehaviour that can still disrupt the learning process in a classroom. These behaviours are typically not aggressive or overtly disruptive, but they can accumulate and create an atmosphere that is not conducive to effective teaching and learning. Examples of low level disruption include:
While each of these behaviours might seem minor on its own, they can collectively impact the overall classroom atmosphere and the ability of both the teacher and other students to focus on the lesson.
Robin is an Educational Consultant and Trainer who worked in UK and US schools as a Teacher and Senior Leader for over 30 years. He has led all areas of school development as well as specialising in special education, behaviour, inclusion, trauma informed practice and CPD/Staff development, with Masters qualifications in SEND and systemic thinking. He uses innovative teaching methods and technologies to enhance understanding and remove barriers to learning for students and staff alike.