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