Courses :: Module, FROM CRISIS TO CALM: SUPPORTING CHILDREN'S BEHAVIOUR

	Overview
	This module focuses on communication and relationship-building skills Creating an inclusive learning classroom environment using a restorative approach. It works to establish classroom management and organisational skills, establishing routines and procedures as proactive strategies in managing challenging behaviours. Critical evaluation of using rewards and consequences in the classroom is facilitated. A whole-school approach from policy to practice is modelled founded on empathy and trauma-informed practice. Creating and maintaining a safe, interactive and challenging environment is prioritized by using strategies that promote and maintain positive behaviour, in accordance with school policy, and by working with parents to support behaviour for learning. Utilising the Continuum of Support, a Behaviour Support Plan is created. Triggers and phases of escalation are identified and positive physical interventions and restrictive practices introduced.

Overview

This module focuses on communication and relationship-building skills Creating an inclusive learning classroom environment using a restorative approach. It works to establish classroom management and organisational skills, establishing routines and procedures as proactive strategies in managing challenging behaviours.
Critical evaluation of using rewards and consequences in the classroom is facilitated.

A whole-school approach from policy to practice is modelled founded on empathy and trauma-informed practice. Creating and maintaining a safe, interactive and challenging environment is prioritized by using strategies that promote and maintain positive behaviour, in accordance with school policy, and by working with parents to support behaviour for learning.

Utilising the Continuum of Support, a Behaviour Support Plan is created. Triggers and phases of escalation are identified and positive physical interventions and restrictive practices introduced.

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes

Autumn Supplementals/Resits

	Additional Reading
	Bonfield, T. and Horgan, K. (2016) Learning To Teach, Teaching To Learn. Dublin: Gill. DES (2010) Behavioural, Emotional and Social Difficulties: A Continuum of Support - Guidelines for Teachers. Available at: https://teacherinduction.ie/en/component/edocman/behavioural-emotional-and-social-difficulties-a-continuum-of-support-guidelines-for-teachers-neps-des-2010. Accessed 15.12.2021. Dix, Paul (2017) When The Adults Change, Everything Changes: Seismic Shifts in School Behaviour. Carmarthen: Independent Thinking Press. NCSE. Behaviour Resource Bank. Available at: https://www.sess.ie/behaviour-resource-bank. Accessed 15.12.2021. Souers, K. and Hall, P. (2016) Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom. Alexandria: ASCD.

Additional Reading

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FROM CRISIS TO CALM: SUPPORTING CHILDREN'S BEHAVIOUR

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