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airy:

autismuk:

Yet more evidence that you have a different definition of 'challenging behaviour' to the rest of the world.

Yes. Mine would involve a class that I can't leave even for a second, never mind to go into the corridor and have a chat which may take several minutes...

This is, of course, an important point to discuss.

Early in my career I said the same thing.  But I was firmly told, provided the class know what they're doing doing, take the time you need.

It worked better than I expected (but not perfectly - but then what's perfect with these classes) but I think I only really appreciated the way the dynamics of a difficult set change when the teacher is not there until I became a HOD.  If things were kicking off down the corridor and another teacher couldn't cope, I'd be there and my class would be left.

What happened to my classes?  Some got on with work some didn't.  But the the behaviour was not extreme.  It was somehow more responsible than it had been before.  I'm finding this really hard to describe.  There was something about the way the dynamics change when the teacher is out the room that isn't what you expect.  I'm not saying they were angels at all, but I am saying benefits of working with students one-to-one in this way I've described were worth the costs.

weebecka:

This is, of course, an important point to discuss.

weebecka:

But I was firmly told, provided the class know what they're doing doing, take the time you need.

weebecka:

If things were kicking off down the corridor and another teacher couldn't cope, I'd be there and my class would be left.

What happened to my classes?  Some got on with work some didn't.  But the the behaviour was not extreme. 

weebecka:

I am saying benefits of working with students one-to-one in this way I've described were worth the costs.

airy:

Herding a girl into a corner and telling her how much they'd like to f*ck her? Having a *** in the back row? Throwing jotters at the kid they think is a swot? Rifling through the teacher's dedsk to get the class keys and lock teacher and other child out? I could go on...

Okay Airy, I hear you. I've been working on one theme but I'll change direction and talk about extreme situations like this for a while if you work with me.

Don't believe all the stuff Autismuk writes about me passing classes like this on to SENCOS.  That's just him.  I said in some cases where it was best for the students I've put them with SENCOs.  It's NEVER been about dumping them on someone else and I've always taken the toughest classes myself.

Right.  To work with you I will invitably get things wrong at first because I don't know very much about your situation yet.

First of all - are the students like this for everyone?

weebecka:

Because if you don't separate the two when you attack the behaviour you attack the child.

Cr@p

Aka CR@P

airy:

weebecka:

Don't believe all the stuff Autismuk writes about me passing classes like this on to SENCOS.  That's just him.  I said in some cases where it was best for the students I've put them with SENCOs.

I was there when you posted about it. I don't need to rely on Autismuk for anything.

Then I'm just lost, because I know who I am and what I did and somehow you've got the wrong impression.  Could you give me the post numbers?

airy:

weebecka:

I don't know very much about your situation yet.

I don't have a situation. I was responding to your scenario by describing what some of the kids I have taught or known of in the past would do if their teacher had acted the way you suggested.

Okay.  I find it easier to say relevant things to specific situations.  This sounds like a very low attaining SEN class.  In this case it can be more appropriate to talk to students about their behaviour in class and, in some cases, to involve other students in the discussion.  Expected modifications in behaviour should be small and frequently rewarded.  If discussing behaviour with a student when others can hear proves counterproductive, a way should be found to have those conversations in private.

airy:

weebecka:

First of all - are the students like this for everyone?

Some of them are. Others kick off at random depending on how they feel that day. There's not really a pattern.

I always put a lot of effort into talking to other teachers who have the same students to ensure we learn from each others successes and mistakes.  

My attitute to how to teach class like this is going to be very different depending on their age.