Week 4

Explain how Equality and Diversity is contained within your practice

Identify why some people behave in an aggressive/irresponsible way

Apply strategies to deal with challenging behaviour

Review points of referral Use the 2 medals and a mission technique

to peer assess an assignment

Objectives of this session

Diversity Bingo

Obtain the signatures of as many people s possible who match the description listed in the squares

The first to get a full line shout ‘Bingo’!

ACTIVITY

What perceptions and assumptions were made? How did you perceive others? What assumptions did you make about other

people? How were you perceived by others? What assumptions were made about you? Which blocks were the easiest to fill? Were there characteristics about which you

hesitated asking? Why? What other categories could have been included?

Discussion topics

The Equality Act (2010) aims to simplify, streamline and harmonise the law

9 protected characteristics◦ Race◦ Disability◦ Gender◦ Age◦ Sexual orientation◦ Religion and belief◦ Gender reassignment◦ Pregnancy and maternity◦ Marriage and civil partnerships

Bullying, harassment and victimisation are regarded as E & D issues.

Equality and Diversity

Consider:

Teaching style, resources, activities,

vocabulary, your conduct, personal

presentation, images, personal views etc

Consider what a tutor can do practically to promote Equality in the following areas

CommunicationResources

Teaching methodsThe environment

ACTIVITY

To promote equality in your classroom respond positively to the diverse needs of

your learners. how you communicate with learners

make sure they can understand –  use appropriate vocabulary and

terminology, ensure your comments will not be taken as

discriminatory or offensive, check that your body language is

appropriate

the resources you use

consider whether they could be viewed as discriminatory or stereotypical and that are they suitable for the learners’ needs

the teaching methods

make sure all learners can participate and that the methods are varied and support all learning styles

the environment

ensure everybody is being included, check that the room is accessible and safe especially for people with sensory disabilities or lack of mobility

Attitude

Laziness

Aggression

Challenging Behaviour

Constant lateness

Talking

Fidgeting

Remember your school days.

What challenging behaviours can you remember?

What caused this behaviour and how did the teacher deal with it?

ACTIVITY

‘Diamond 9’

Working in groups, place the cards showing a number of challenging behaviours, in order of severity, having discussed reasons for choice with your colleagues

Be prepared to feedback

ACTIVITY

• Young people often test limits, attention seek

• Tiredness, hunger, personal problems

• Dysfunctional /functional home life?

• They see it works so do it again

Learned Conditioned

PurposefulThe result of a bad

day

Understanding behaviour

Review the video – ‘out of control’

Make notes – strengths and limitations

Be prepared to discuss with the group

ACTIVITY

Simon Cusworth, an educational psychologist, promotes a concept called ‘selfish altruism’

Changing behaviour

TEACHER

YOU are the key to managing behaviour

To manage classroom behaviour you must look after your own emotional, physical and psychological well being

If you are stressed you are likely to react in a way that will escalate situations

It’s not personal – often when a student loses control, they are telling the world to “get lost”, not you

Never ‘bite’ – if we do, we lose control of ourselves and the class

Partial agreements◦ ie “you’re not the teacher ….!!!”◦ Partial agreement: “you are right Fred, but I am

assisting with this class and I am responsible for your behaviour”

Achieving self-altruism

Students need to know what is expected of them (remember our ground rules from week 1?)◦ Class rules – large print, inclusive language◦ These rules need to be reinforced with reminders

“Darcy, I need you to switch your mobile off during class time, it’s a class rule. Thank you”.

Theory into practice

NIP IT IN THE BUD!

Tactically ignore

Pause

‘The Look’

Physical proximity

Class rule reminder

‘Take up’ time

HIGH

MEDIUM

LOW

Strategies

Non verbal signs

Giving brief instructions

Reaffirm the rule being

broken

‘Low level’ strategies

Remove audience Time out

Give a realistic choice

‘Medium level’ strategies

‘High level’ strategies If we get to this stage, emotions could be running

high To re-focus

◦ Calm yourself first◦ State what you want the students to do –

Emphasise that it is their choice Keep your body language relaxed

◦ State consequences of non-compliance Calling security etc

◦ Follow through with given consequences – learners need to know that we mean what we say!

Points of referral Although inclusion is about supporting

learners’ needs, it is not always possible for teachers to do this without support themselves. You should be aware of the limits of your responsibility and know when and where to access support both for yourself and your learners.

Review the case studies and consider what the point of referral would be:

Line manager Learning support department Skills for Life specialists Careers advisors Counsellors

Someone else

ACTIVITY

Case study 1 Richard has difficulty with his reading and

writing. He is on a catering programme and hopes to get a qualification so that he can find work. His inability to read the recipes provided by his tutor is proving to be a major block to his progress. What could his tutor do?

Case study 2 Mary has enrolled on a Creative Crafts

course. She has hearing difficulties and will need additional support. What will Mary’s tutor need to find out about Mary?

Case study 3 Michael has just started teaching a return to

work course being offered to people who have been unemployed for over a year. On the first session he discovers that the group is very diverse and he will need to include some study skills for those who left school with no qualifications. Others in the group are able to write effectively but lack the ability or confidence to present themselves positively at interviews. How can he include all the learners without dividing the group?

Log onto the VLE and watch the remaining videos

Consider the strategies suggested for promoting appropriate behaviour

Homework