8 Teaching Assistant courses in Gainsborough

This is a practical ‘non medical’ day for front line  practitioners working with children and young people with serious attachment issues arising from loss, trauma and abuse. We look at what Psychology may help us in our understanding of children who have faced issues with love and attachment. Splitting, handling projected feelings, constancy and permanence are explored. Online Course now available via Teachable Platform [https://inclusive-solutions-school.teachable.com/courses] – Understanding Attachment [https://inclusive-solutions-school.teachable.com/p/introduction-to-attachment] Learn at your own pace… lots of text and video support https://inclusive-solutions-school.teachable.com/p/introduction-to-attachment COURSE CATEGORY Meeting emotional needs Behaviour and Relationships Inclusion Teaching and Learning DESCRIPTION This is a practical ‘non medical’ day for front line  practitioners working with children and young people with serious attachment issues arising from loss, trauma and abuse. Drawing from the international research and literature and our own experience over many years as educational psychologists of the challenges of children with major social and emotional needs, we will explore together what the best practice can and could look like. We explore the language of attachment and outline very practical classroom strategies. We look at what Psychology may help us in our understanding of children who have faced issues with love and attachment. We explore the feelings of being on a desolate island of relational poverty or to imagine swimming with sharks. We  explore the themes of violence, anxiety and experience of being a victim as young people grow older. We look at telling lies and explore how we can respectfully understand this. We reveal the new and innovative compass of vulnerability – the cognitive errors to which some are much more vulnerable. We look at triggers, self regulation and unpack a range of strategies.  Transference and counter transference are examined along with splitting, handling projected feelings, constancy and permanence. We explore what young people with these difficulties really need from us. We also spend time looking at the emotional impact on practitioners working with children with such needs and what helps at an personal and team level. We can all do something – we do not have to wait for expert therapists to arrive!  TESTIMONIALS > Very moving presentation > I will always try and think behind the behaviour now > It had a huge impact on all levels > We all seem to need it > Belonging and feelings are so important > Very user friendly > Excellent! LEARNING OBJECTIVES 1. Increased confidence regarding developing inclusive practice for children with serious attachment needs in mainstream schools 2. Simple understandable explanation of attachment understood 3. Access to a wider range of practical strategies to impact on social and behavioural needs 4. Deeper understanding of core values surrounding inclusion of emotionally disabled children 5. Opportunity to reflect on professional attitudes and behaviour towards parents and pupils with complex emotional needs 6. New skills, scripts and processes to make inclusion successful WHO IS IT FOR ? * Practitioners working in schools and other settings with children and young people of all ages * Key workers * Teaching Assistants with support roles * Heads and deputies * SENCOs * Advanced skills teachers * Primary and secondary classroom teachers * Parents * Local authority support services COURSE CONTENT The course explores the questions : * How can we start to develop an understanding of children with attachment needs? * What is the true impact of loss, trauma and abuse? * What else can we do to go about including high profile children or young people with challenging emotional needs? * What useful psychological constructs can we use to guide us? This course also explores practical strategies and language for key adults rebuilding relationships with individual pupils. This is a participative day that aims to be explorative and practical. Opportunities to develop empathy with the children of concern will be created.

Coaching is an art, and getting it right is crucial for future coaching events, the expectations of others who may require coaching (word travels fast), and the smooth operation of the business. This workshop takes subject matter experts and helps them understand the art of interactive coaching. It begins with identifying what people want from a coach and the coaching experience. It then moves into our Coaching Structure and examines each element, ensuring the reason for each is discussed and clearly understood. We look closely at why the environment can be critical, even when coaching in their workplace. And we prove the need for Emotionally Intelligent thinking and actions. We delve into the practical aspect of reverse engineering the desired outcome. Participants will learn how to create what we refer to as Snap Objectives, a technique that establishes the coaching objective before the session begins, even in ad hoc or unexpected sessions. By the end of this workshop, your coach will be equipped with the necessary knowledge, skills, and confidence to conduct effective coaching sessions. They will also be able to design coaching plans that adhere to a consistent approach, ensuring all coaching sessions are impactful. -------------------------------------------------------------------------------- LENGTH 2 - 3 Days NEXT COURSE START Let's chat and confirm a date. COURSE DELIVERY Face-to-face only (happy to explain).  -------------------------------------------------------------------------------- SUITABILITY - WHO SHOULD ATTEND? WHO SHOULD ATTEND AND WHY? Who?  ANYONE involved or soon to be involved in helping people improve Skills, Knowledge and Understanding (SKU). Why?  It is not enough to have trainers who are certified or qualified in their professional skills. We must also ensure that those responsible for coaching others, even those who coach others only occasionally, are certified. Think about this. If your child needed coaching at school, would it be okay for anyone to do that, or would you insist that they be certified teachers or teaching assistants? Likewise, with driving, would you think it ok for someone who gives coaching sessions to someone to improve their driving skills if they were not licensed to drive themselves? The skills of your coaches are inextricably linked to your employee's performance, output and error margins, so that alone means you need certified coaches. Coaching will always be required in industries where updates occur, practices are updated, or legislation is changed. TRAINING COURSE CONTENT * The difference between Coaching and Training. * What is a Sat-Nav coach, and why must we avoid this at all costs? * We discuss why there is a need for Emotional Intelligence (EI) in a coaching session for coaching needs analysis. * We discuss our recommended Coaching Structure and why it is designed that way. * We discuss various question techniques and what each is good for or why it should be avoided. * We discuss the phrase 'two ears, one mouth' in relation to great coaching and why we must be clever about listening. * We touch on Learning Styles to see what you think of each and how we can cater for them. * We delve into our SAS Feedback model and why we think feedback must be facilitated and not given. * We help you plan and prepare for your final session on the second day. * You deliver your final mini-coaching session. We record them (HD). We chat as a group. COURSE DELIVERY DETAILS This is a two-day workshop where participants facilitate a coaching session on day two. All attendees have the chance to coach a fellow participant and receive an HD recording of their session. When you consider the content we deliver, we are sure you will understand why we always prefer to deliver our workshops, courses and programmes face-to-face. Face-to-face workshops and courses can be held at a location of your choice or, if you wish, a central UK location, at the Macdonald Burlington Hotel in Birmingham, located directly across from the Birmingham New Street train station. We can deliver our workshops, courses and programmes online, although this will mean splitting elements into manageable learning events to suit the online environment.

Who is this course for? Newly qualified teachers, teaching assistants, learning support assistants   What will be covered? * learning and progress * working memory & long-term memory * how we learn * strategies for making sure pupils learn * using assessment effectively * feedback and progress * using prompt, structure interventions

This workshop outlines strategies for making sure that learning takes place and that pupils in non-association independent schools make progress in the limited time they have.

This session is for those who find themselves teaching even though they have not gone through teacher training. It is designed to give you the basic tools you need to begin delivering to ensure that learning takes place.

How purposeful, high quality feedback can be used effectively to drive progress.

When used effectively, questioning is a useful teaching and learning strategy. During this workshop we will discuss how questioning can be used effectively to assess, challenge and stretch pupils progress.

Get strategies for developing numeracy and literacy across the curriculum.