[senco-forum] support for behaviour student

Hi Janice
  Grandmothers and eggs come to mind but here's my two pennorth.
  I think about using the time for monitoring her.  Maybe some 1-1 time with a TA looking at where her 'hot spots' are and why.  This could be in tutor time - ours is just after lunch which can be very handy.  
  Praise for successes.  We've had some good results from praise books where teachers are invited to write positive comments only.
  Maybe take her out of some lessons for positive reinforcement work.  Some of my kids drop out of really 'stressful for them' subjects and we do alternative work, which might be based on what an outside agency advises.
  If your gut instinct says don't put a TA in the room for her, then you mustn't but you might decide to put a TA in for someone else so that they are there.  I also believe in observation by TAs.  I've learned lots by getting TAs to sit back and just look at what pupils are doing.
  It would be very interesting to see what others think.
  Amanda
  Secondary SENCO
  Cornwall

WrayJanice Wray <jwwray14 at hotmail.com> wrote:

I think (please Lord, ) that a request for a statutory assessment has gone 
through for a girl with attachment disorder (she's 12), opositional 
behaviour etc. Loads of problems but we're coping with outside advice etc.
Now, if she is fially awarded, say, 7 hours or so - what would I do with 
T.A. support.
She's a bright lass - performing well but not as well as she could.
Has anyone ideas for supporting a behaviour problem in class - she won't 
want anyone sitting anywhere near her, that's for sure.
Ideas incredibly welcome

Janice Wray
Secondary SENCO, Herts

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Amanda
Secondary SENCO
Cornwall