How much is your class disrupted by bad behaviour?

[Catinthetwat]

I was just wondering how much of a problem behaviour is in the classroom. I keep hearing that it's getting out of hand.

Interested to hear from teachers and TA's...

Miraculously

Stupid autocorrect

Claw01

Yes I have agreed that "behaviour difficulties is SEN" and this is were we continue to circle.

I would hope if a child’s behaviour was severe enough, it would be investigated!

Yes and the results are not always SEN.

I work in primary education and the hardest thing about it is dealing with behaviour issues. The kids that act up have bad home lives - sexual abuse, physical abuse, neglect. They need a lot of attention and they often are not ready to learn because more important needs aren't being met.

Again there seems to be some confusion about what SEN actually is!

Severe behavioural difficulties is SEN! Regardless of the cause. You cannot investigate severe behavioural difficulties and conclude no SEN. Severe behavioural difficulties, alone is SEN!

Kids shouting out in class is (for me) easily dealt with - a quiet word, then a warning and then a sanction (such as time off break time) usually works, sometimes a desk move for some calm down time. We have fiddle toys for those that need them (but these are sometimes abused and launched across the classroom in a fit of anger), differentiated learning, and access to (limited) resources as well as building in movement breaks and partner work. Some kids however don't want to feel different to anyone else and will refuse help/support.

It's the ones who use aggression and violence towards each other and the staff that are the issue. Problem now is it's not just the odd one child, it's a few in each class in my experience and it's too much for one teacher to deal with. Interestingly a link posted previously by @Maldives about fully inclusive classes in the US had two teachers in each class!

Claw01
Again there seems to be some confusion about what SEN actually is!

No there isn't, the thread has been dragged down a path where all disruptive behaviour should apparently be seen as SEN.

This is not nor has it ever been the case.

"behavioural difficulties" and "classroom disruption" are not the same thing.

But as we are now down the rabbit hole of any poor classroom behaviour, is from behavioural difficulties their really is no point in continuing a discussion.

Claw01 you clearly want to discuss "severe behavioural difficulties" and not classroom disruption.

claw

Thing is with primary school though is that they started at 4 and werent like that. Could these issues in some possibly many cases be a result of ineffective management from the beginning

Things like different expectations for the boys and girls.

Using buffer zone kids as opposed to dealing with the actual behaviour

Assuming theres something wrong with them and having that affect how you deal with it

I have corrected inaccurate information.

This seems to have offended you.

I will leave the thread and go sun myself!

Claw01
I have corrected inaccurate information.

This seems to have offended you.

You have done neither because I have agreed with the first and am not offended.

I will leave the thread and go sun myself!

Not sure why this needs an exclamation mark.
but enjoy.

Kids shouting out in class is (for me) easily dealt with - a quiet word, then a warning and then a sanction (such as time off break time) usually works, sometimes a desk move for some calm down time
It might feel easy to you but it's a PITA to the other kids in the class. It just shouldn't be tolerated at all.

@MinisterforCheekyFuckery sorry I didn’t get a chance to respond as I received some bad news recently. But in response to your post. Yes you are right I should have known that SEMH falls under SEN. Truth is I should gave known that. My point being was that my approach to a child with global delay for example, would be different to a child with SEMH.
But the fact that I didn’t know is a huge issue. This once again highlights the issues in schools. Where’s the information, the training? The roles we are expected to do that are not in our job description. Examples like this is why children with SEN are struggling.

@Claw01 now back at work and have asked about the EHCP in more depth. I’m fact I have a few separate cases you may be interested in.....

Asked SIL as my niece has autism. She has waited 18 months before an official diagnosis was put in place, she is not at the start of the process of getting an EHCP. She has pushed.

My colleague’s son received an official diagnosis 18 months ago. Still waiting for EHCP. She has not pushed.

Spoke to SLT regarding 20 week time frame. I received a giggle and ‘wishful thinking.’ The giggle was more of an uncomfortable one.

We received an official diagnosis 2 days ago for a child. Diagnosis was received from CAMH’s alone and now we are asking why this diagnosis was given without the input of other bodies e.g. EP.

The truth is this is a lengthy battle and there are many obstacles in your way. Claw01, you sound like an educated person who understands their position and you are willing to push. Unfortunately the vast majority of our parents are not educated, some unable to read etc. A lot of the issues may be that they are missing appointments, so a failure on both parts.

I'm not a class teacher but manage behaviour in a secondary school.
It isn't getting out of hand, but it is getting harder and harder to support the most vulnerable children. We have to fight to get the right provision for those with SEND and whose behaviour is unmanageable (and the vast majority whose behaviour is really bad either have SEN or are vulnerable/under social care etc). It is really sad. Getting the balance between ensuring they don't disrupt the learning for everyone else but are still provided for is really hard - you can't please everybody and sometimes we don't get the balance right but are constantly looking at it and reflecting on how it can be done better.

I think the point is there isn’t one problem.

I was a badly behaved child in the 80’s. Why I had an awful homelife. I was in a middle class family and it was unsafe to act out at home. I am not sure there was a solution as I trusted no one.

I have my own child with Sen’s . I have contacted teachers when his reports come out and his effort requires improvement or there are issues that need addressing. He actually loves learning but finds the demands of sitting still and writing very challenging. He has never been sent to isolation.

I do know other children in my son’s school that have and actually I think the behaviour justified the response. One of the children I have seen the way he speaks to his mum it is disgusting, my son has told me about bothering way other children have spoke to their parents on the phone and it is shocking.

Another child I know with Sen’s spends most her time out the classroom with a Ta as she can’t manage the classroom. This is not inclusion.

My point been . There is not one problem so therefore not one solution.

I do agree with the poster who said the resources been stripped from everywhere and it is all falling on the school along with there budget cuts.