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TA's being hit!

Discussion in 'Behaviour' started by grumpyta, Jan 31, 2011.

  1. The situation is interesting especially to teachers dealing with behavioural issues.(SEN).I feel their is no obvious alternative as different policies apply in different countries and intervation methods.
    You could share it out with the SEN Department for some ideas.Having similar challenges,my approaches were
    a) Rewards , Punishment like isolation room, witdraw of previlages ,consquence chart ,school rules ,school breaks to re enforce positive behaviour.
    b) Parent school relationship.This narrows the gap of incidences as each other provides fast information of how the situation was before the next stage .
    c)Other professional like pysio therapist,Psychatric doctors to be brought on board especially on the I.E.P and design of a routine structured environment.With all that i have seen great improvement and less friction.A m not sure if it works for you.

  2. All staff in all settings should have training in positive handling techniques ( eg Team Teach) which are designed to keep everyone safe .
    Such techniques are not just aboout restraint but are also about de escalation and diffusion.
    The restraint or Restrictive Physical Intervention techniques will protect both staff and children from harm and those used within Team Teach are effective and humane as well as being educationally and therapeutically sound.
    Children who exhibit such dangerous behaviour need to be taught another way of having their needs met without hurting anyone and hopefully without being excluded.
    All schools are required have a policy on the use of restrictive physical intervention , shared with staff, parents/carers, governors and children and staff need to be trained to understand what they can do and how to safely do it.

  3. This. ^

    I've been a TA in primary, secondary mainstream, PRU, EBD and PMLD. In NONE of those settings is it acceptable. For the kids as much as the staff. They need to learn that violence is not acceptable and out of school, has MASSIVE consequences.
    Many kids, hit out in these 'safe' environments. They know if they push a member of staff, they won't get it back, or that if they start a fight, they'll get restrained. As my old dad used to say: 'One day, you'll go out on the street, and you'll do it to the wrong person. And that will be that.'

  4. And also, it's worth pointing out that not so many years ago, in one of the schools I worked in, a teacher was KILLED by a student. Did they smash their skull in? stab them? No, they pushed her. That's all. She fell and smashed her head against a stone floor and it caused a bleed. Another guy i worked with, sadly, had his kneecap smashed when he fell down during an incident and it was stamped on by a student. Even pushing is serious stuff, and your school need to get seriously tough.
  5. mlbarker can you please tell me
    a)What help had been put in place for this child before the incident?
    b)What other things will take place before the childs return?
    I ask because i know of a similiar situation and the school don't seem to be doing much at all. I can see it being repeated again as soon as the child returns. I can't see how three days at home is going to help, without the school using the time to evaluate how they can support the child and teacher on the childs return.
    Do six year olds understand what exclusion is about?
  6. You express my thoughts exactly, appy Chappy. Fighting a losing battle. This was my words to the new TA who said the behaviour was terrible in the class and she seen specialist schools have better control. I think you are correct about Head teachers not wanting to admit there are behaviour issues. We are a very small school and the behaviour has become worse since the new HT started. The blame has been passed onto to other TA's - that it wasn't handled properly. At one point we were not allowed to use any sanctions only rewards. The decline in behaviour was soon noticed. Our children walk out the class when they feel like it. Refuse to do there work. Throw chairs in a temper and don't think twice about hitting pupils or staff. What on earth are they going to grow up like! Respect - we haven't had that in our school for a very long time!
  7. Thanks for everyones thoughts. I see it is still one of those subjects that is not always dealt with. I thought I would give an update. One child that had kicked me several times because I wasn't giving theml any attention ( was having a tantrum under the table) went on to attack another TA. She was very upset and the pupil was excluded for that afternoon and the following day. As for the pupil that head butted me etc etc he/she raised their fist to my face because they were not allowed on the computer I did raise my voice and said 'don't'' the pupil then tried to bite another TA. I I now write everything down and reported it to the HT. She said she would speak to her mum. Should I have just let the pupil hit me and then maybe cried? I am waiting to see if something is going to be put in place for this pupils behaviour.
  8. I have worked for an agency in many different school environments and the thing I have noticed that children are always better behaved where there are agreed, structured sanctions.
    The sanctions HELP the children, because they then understand what the rules are and what the consequences will be should they break these rules. I have also worked at several schools, where parents have to sign contracts agreeing that their children wil abide by these rules and sanctions and these seem to work the best.
    I hate this idea that we can only reward children - this does not teach children how to function in a normal society an surely can only being damaging. Children are, for the main, brilliant people but there are children who aren't so brilliant and need help in getting their behaviour back on track, which should be a joint effort between school, home and the LA. The onus should not be on teacing staff to put up with this sort of behaviour, no other job sector is expected to put up with this abuse and neither should we.By allowing the children to behave as they please with no consequence is setting them up to fail inlife, because that's not how it works everywhere else.
  9. Cathy, where is this idea put about? I can't remember ever seeing it, and would be interested to know where you've encountered it.
    Of course, it's going to vary from individual classroom to individual classroom, but as a general rule of thumb I quite like the 80/20 approach ... ie roughly speaking, over a period of time, if 80% of your behaviour management interventions are 'positive' (mostly simply comments and non-verbal signals, but sometimes explicit 'rewards') and 20% are 'negative' (comments, reprimands or, in a sensible and graduated way, application of whatever sanctions your school policy prescribes), then you'd be establishing the right sort of environment for a healthy classroom.
  10. In post number 25.

    I also do believe that there should be more positive than negative feedback to children. However, if there is a pre-agreed set of sanctions, then the children know the boundaries and most will saty within them, (as long as you follow the sanctions closely when dealing with those that don't!)
  11. The whole point of a rewards and consequences system is that children get what they deserve for behaving in a particular way. Therefore I don't think it is helpful to set targets for the number of rewards and sanctions that should be given to children in school because it can only lead to inconsistency, unfairness and in some cases appeasement of poor behaviour.
  12. JamesTES:
    Cathy was referring to my comment. We were told not to use sanctions and to use more rewards. TBH the sanctions were a standard 1 min punishment no matter what any way and they really didn't care. Sanctions were then removed. Behaviour went completely down hill. Even the well behaved children became chatty in class when the teacher was talking. I can't really go into too much detail as I will probably have been identified already. It has proved a point that schools do not work on rewards alone. What I get fed up with is the system constantly protects the children that cause trouble in school and little thought is given to the children that have also been hit or had their art work ruined by the same children over and over again. But of course they can always do another one. Why is it we always have to think of the self-esteem of some naughty kid? Do well-behaved children not have feelings? We had one pupil who used to sit next to a child and kick him under the table etc and yet we had to 'ignore' his behaviour and reward the other child for not responding. Where is the fairness in that? Obviously he was moved in the end because it didn't work. I sometimes feel we have all fallen for this wishy washy human rights **** that is only out to protect the wrong doer and never the poor victims! How will these children ever learn right from wrong? God help us when they have to go into the real world where this behaviour will not be tolerated.

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