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weebecka:

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?

If you know this why did you not use your real persona when you first started posting ? What is your real persona ? 

People get the 'wrong impression' partly because you are collecting material for an ATM presentation which you somehow forgot to mention until someone else found it out.

weebecka:

Okay.  I find it easier to say relevant things to specific situations.  This sounds like a very low attaining SEN class.

Very low attaining SEN classes are usually much better, (what one might call genuine SEN rather than just yobism) but then they aren't the most challenging behaviour ones.

Challenging behaviour children however are usually nowhere near C grades.

weebecka:

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

Not practical in state schools often due to time pressures and sometimes compulsory curricula. Also won't have an effect on yobs who know what they are doing and why.

weebecka:

Expected modifications in behaviour should be small and frequently rewarded.

Small behavioural changes in very challenging classes are not going to set the world on fire, and then you get into the 'well-done-Ryan-for-not-hitting-anyone-for-10-minutes-heres-a-prize' issue.

weebecka:

If discussing behaviour with a student when others can hear proves counterproductive, a way should be found to have those conversations in private.

If you want to keep your job this is a very bad idea. Especially if you are a bloke. Yes sir, I really do keep taking these boys into my office in free time for chats about behaviour, honest.

Lilyofthefield:

I too read "take child on to corridor for understanding chat with all the time in the world whilst the rest of the class may or may not get on with some work" and thought it best just to not even comment

It wasn't even that until someone pointed out that this supposedly really behaviourally challenged class is unlikely to just get on with their work whilst you go out for the chat.

Also the child put out in the corridor is the most .. upset / frazzled ... can't remember the exact phrase used, but the idea was this was the one upset or disturbed the most, not the problem causer. 

Four obvious issues arise. One, the "upset" child is hardly likely to be pleased about being sent out when the causer is left in class. Two, the causer is still in the class and is unlikely to suddenly start working independently. Three, the "upset" child may well not wait for you to calm the class down, especially if they are fed up with being sent out. Four, the causer seems to have got away with it.

weebecka:

I did nearly two years at Ehenside (I was invovled and sorting stuff out in the term before I started, actully I was in before the summer too).  I also had a diverse range of formal and informal responsbility in previous schools. My students have delivered very good results in very difficult circumstances.  There you go - that's my experience, no more no less.

The problem for you Rebecca is no one believes you

This is for lots of reasons but primarily :

(1) anyone involved with remotely difficult children can see your ideas are virtually all unworkable or at best questionable

(2) you weren't up front about your reasons for being on the TES forum.

 As a slight aside, is it only me who has a problem with rewarding badly behaved children who show instances of good behaviour?

What about the children who are always well behaved? What message are we giving them?

Good behaviour should surely be an expectation not an achievement to be rewarded?

And again, what about the poor kids who always behave?

Sorry to thread crash but this really bothers me.xx

airy:

Phoenixchild:

As a slight aside, is it only me who has a problem with rewarding badly behaved children who show instances of good behaviour?

No. I try really hard to recognise the good kids as well as the others - it's something that can really alienate the nice kids in a class if you don't.

Me neither:

"weebecka:Expected modifications in behaviour should be small and frequently rewarded.

Small behavioural changes in very challenging classes are not going to set the world on fire, and then you get into the 'well-done-Ryan-for-not-hitting-anyone-for-10-minutes-heres-a-prize' issue."