Hero image

Granvilleey1's Shop

Average Rating3.00
(based on 1 reviews)

Hi recently retired from full time teaching. I spent the last 9 years in sixth form teaching (psychology and sociology) with a little PHSCE and KS3 science on the side. before that I worked as a behaviour support consultant for 8 years in all key stages and nursery. I have led inset on all aspects of behaviour management. I have also worked in PRU and EBD settings and have and still do individual mentoring. As someone with mild Asperger's I am particularly interested in all aspects of ASD.

74Uploads

11k+Views

592Downloads

Hi recently retired from full time teaching. I spent the last 9 years in sixth form teaching (psychology and sociology) with a little PHSCE and KS3 science on the side. before that I worked as a behaviour support consultant for 8 years in all key stages and nursery. I have led inset on all aspects of behaviour management. I have also worked in PRU and EBD settings and have and still do individual mentoring. As someone with mild Asperger's I am particularly interested in all aspects of ASD.
Primary Behaviour Audit Toolkit
granvilleey1granvilleey1

Primary Behaviour Audit Toolkit

9 Resources
These are model resources for you to use as they are or to modify for your own needs. They are not perfect (though I am a dab hand at designing good questionnaires) but will save you loads of hours or give you an aunt sally to work from. Although towards the end of my career i worked mainstream, I was a behaviour support teacher for 8 years and used these resources successfully.
How to work with parents on behaviour targets as part of Behaviour Plans
granvilleey1granvilleey1

How to work with parents on behaviour targets as part of Behaviour Plans

(0)
A document explaining how to help a child meet their targets by focussing on the positive. These are the opening words of this 3 page document with useful diagrams: When you look at a child’s target sheet it is easy for the eye to be drawn to where they have failed and the negative comments that are sometimes there. If you comment about these the child will focus their energy on where it went wrong and their “failure”. It is a bit like saying to someone balancing on the edge of a cliff “Don’t look down!” Their eyes and whole body are drawn to the very things you don’t want them to do! If this negative focus continues, it can then build into feelings for the child such as “I got it wrong” “every time I try I fail” “I can’t do it”. This then gets translated into “I am a failure” “I am bad”. The overall effect is a spiral where the child behaves how he/ she thinks they are perceived and the behaviours we are trying to change become worse not better. The child may even fail to show his/her target sheet to you or “lose” it. Being “solution focussed” turns this on its head. It works on where the child got it right and builds on that. The approach relies on noticing, commenting on and magnifying where the child has “got it right” and subtly ignoring the failures. (This doesn’t negate the need for sanctions for breaches of accepted standards of behaviour).
Venn Diagrams with Doctor Who
granvilleey1granvilleey1

Venn Diagrams with Doctor Who

(0)
Thi is a resource designed for teaching the basics of Venn diagrams with the questions based around Dr Who. It is designed for tutors working with pupils who may have obsessions - for example pupils with high functioning autism. The question pages can be edited to respond to a pupil’s interest and focus. It could also be a reource for pupils using student support and/ or small groups.
An Overview of Restorative Conferencing
granvilleey1granvilleey1

An Overview of Restorative Conferencing

(0)
This is a distillation of what I learned doing practical restorative conferencing in primary and secondary setting. Sometimes it was pupil/pupil sometimes pupil/teacher or even parents. It is designed to be used in 2 hr inset session.