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autismuk:

airy:

I do. I have considerable expertise which I shall tell you all about later. I had an amazing time last week sharing this expertse witha group of quite experienced teachers who understood me perfectly. I don't want to suggest that I'm a great big know it all though, so I'll just trust that I have said enough to facilitate an open and interesting discussion and encouarge others to share. These are all good points. Post 786 would benefit from further discussion.

 

Bearing in mind the need to counterpoint the surrealism of the underlying metaphor, why do you think this is ?

curlygirly:

ou know what this forum could do with? What we really need is a facilitator. If only we had one...

Well my mate Charlie says that showing a bunch of fives is often all you need to ge order...

DM:

I respect Charlie's viewpoint but perhaps he needs me to reacquaint him with neo-constructivist pedagogy?  I have vast experience and have discovered that wearing green trousers will defuse any unpleasant situation before it starts to escalate.   I intend to encourage all my eager trainee teachers who hang off my every word to deeply embed green fabric thinking into their professional wardrobes during the course of their school placements.

Some interesting thoughts there, I'll have to put them in my mental microwave and come back to you once I've run them up the behavioural flagpole. I wonder what others think of this scenario, is it something someone would like to expand on?

Maybe what is needed is a synthesised solution whereby we can visualise, construct and implement a Charlie centred paradigm, that empowers a holistic, yet specifically targeted & epistemolgically facing solution. I have much experience in this field and can bring to the table a wide number of knowledge schemata that have proved successful, but will let that ride for now as I want to hear what others think and whether they can live up to my high standards (although I doubt that).

PS She's going to have a field day at this seminar/presentation (and I bet none of it will be out in context!!!)

autismuk:

MissedOpportunity:

Middlemarch:

send them out of the room'

I couldn't find weebecka's post - I'm not misquoting you. Do you make them a cup of tea, too?

 

It is post 111.

Here is the guts of it 

"Sitting chatting to some other mums last week we talked about how we handle situations where a child is disrupting a lesson. (assume this is a child and a class I don't know).

I said - I send one child out - taking care to ensure I pick the one who's most stressed (rather than necessarily the protagonist) as taking the child who is most stressed out of the situation helps settle it down effectively in the short term.

I leave the child for a while until I can get the class into a state where they are working independtly of me, then I go into the corridor quietly and with an attitude that shows I've got plenty of time.  Instead of confronting the child I will stand beside them with non-threatening body language and wait.  I'll use body langage to encourage them to talk.

Typically I'll get a complaint about what another child is doing and the child will say the other child is doing his head in or whatever. 

I'll accept that comment and ask the child what they think should happen next.  We'll work out agree appropriate consequences together and set expectations for the rest of the lesson."

 

weebecka:

I've got a wide range of skills now which I deliberately use to make conversations richer, more coherent and more effective in answering questions.