Tel: 01803 762331 
Current Courses 
 
Example courses with Rob Long 
Loss & Separation - 
bereavement and broken attachments 
 
All children and young people suffer losses.   
While most loss is coped with, there are some issues that can have school implications. 
 
Areas to be covered include: 
How loss impacts on learners in school 
Listening skills 
Bereavement 
Family breakdown 
Attachment 
Whole-school and classroom support systems 
 
delegates will: 
understand how loss impacts on learners 
consider how schools can offer support 
 
The intended outcome for children and young people will be: 
school staff able to offer understanding and practical support during stressful and sensitive times. 
 
 
 
 
The Future is Not Over Yet - managing change 
 
Education is understandably about change. School staff are teaching and supporting learners who are coping with a very different world from the one that existed for most staff when they were young. The only certain thing is that change will happen. 
 
Areas to be covered include: 
Emotionally literate organisations 
A model of change for staff 
Promoting attitude to change 
Reluctant and resistant learners 
 
delegates will: 
detail core change techniques 
plan support systems for the phases of change 
explore models for understanding and supporting hard to reach students 
 
The intended out come for children and young people will be: 
an awareness of how their thoughts, feelings and actions interact, combined with ideas to develop self-control and motivation 
 
 
 
 
 
Behaviour for Learning 
 
Learners with SEBD are a continuing concern for school staff.  The difficulties encountered 
have many causes and this complexity defies simplistic solutions. 
 
This day will explore: 
Support and Management for these students 
Classroom Management - principles and practices 
Behaviour Protocols for Learning 
a three tiered approach to behaviour 
 
delegates will consider: 
professional and personal issues of  SEBD and Inclusion 
a tiered whole-school model of positive responsible behaviour,to include values, beliefs, personal qualities, theoretical models 
evidence-based principles and practices of classroom management strategies 
effective classroom reactive and proactive techniques to promote appropriate behaviours 
behavioural protocols essential for learning across the curriculum 
the relationship links between learners and the curriculum, themselves, their peers and adults 
the impact disadvantage can have on learners’ social, emotional and cognitive development 
individual classroom plans to include learners with specific additional social, emotional, behavioural and cognitive needs 
skill-teaching and disposition-strengthening for disadvantaged learners 
 
The intended outcome for children and young people will be: 
they will be taught, by informed and understanding school staff, the necessary skills to engage more successfully in all curriculum areas 
 
 
 
Punished by Rewards 
 
Motivating learners to learn remains a key challenge for all school staff. Evidence shows that an over-reliance on rewards and punishments can have the opposite effect to that intended - resulting in a ‘what’s in it for me’ attitude. 
 
This day will explore: 
The problems with rewards and punishments as motivators 
motivation - theory and practice 
intrinsic v. intrinsic motivation 
promoting responsibility and addressing learner needs 
creating the intrinsic classroom 
 
delegates will understand: 
the problems with mechanistic responses to motivate learners 
the nature and function of motivation in the classroom 
negative influences on motivation, mastery v. helplessness and mindsets 
the role of key learner needs for active classroom involvement 
evidence-based principles and practices for promoting intrinsically motivated learners 
 
The intended outcome for children and young people will be: 
that classrooms are designed to promote intrinsically motivated learners who rely less on extrinsic consequences