Those following this blog will know about our book-study group; a number of us meet monthly to discuss a chapter from Dr. Perry’s iconoclastic The Boy Raised as a Dog and I try to convey a sense of the chapter and our discussion afterwards. Our most recent get-together focused mainly on the issue of physicalContinue reading “Professional Hugs – A reflection on Chapter 4 of Boy Raised as a Dog”
Author Archives: Mary Meredith
What secondary schools can learn from primary about changing behaviour: a reflection on chapter 3 of ‘Boy Raised as a Dog’
This is the third in a series of what will be ten posts inspired by Dr. Perry’s case-studies. It was a small (but perfectly formed) group that met for Chapter 3 and this post captures an element of the discussion that has haunted me since, as a secondary teacher and SENCo reflecting on what IContinue reading “What secondary schools can learn from primary about changing behaviour: a reflection on chapter 3 of ‘Boy Raised as a Dog’”
“Give me someone I can talk to” Reflecting on Chapter 2 of Boy who was Raised as a Dog
Last week our Think2Speak based book-study group met for the second time to discuss Chapter 2 of Dr. Perry’s ‘The Boy who was Raised as a Dog’. It was lovely to welcome new participants and it’s worth reiterating that people are free to join our conversation at any stage – either by coming along to Gainsborough or virtually, via a Zoom link.Continue reading ““Give me someone I can talk to” Reflecting on Chapter 2 of Boy who was Raised as a Dog”
Chapter 1 of ‘The Boy who was Raised as a Dog’ & key messages for educators
Our book-study group I read ‘The Boy who was Raised as a Dog’ (TBWWRAAD) on a family holiday this year and I found that I really wanted to talk about it. Strangely though, apart from one animated discussion about the fact that people will always speak English with a foriegn accent if they learn it afterContinue reading “Chapter 1 of ‘The Boy who was Raised as a Dog’ & key messages for educators”
A behaviour problem is just a new skill to learn.
Dr Ben Furman recently led Kids’ Skills training in Lincolnshire, as part of the Local Authority’s strategy to promote inclusion through relational, strengths-based and solutions-focused support for pupils. This redacted child’s plan, from Brant Broughton Primary, was written soon after the training. With guidance notes beneath it, also produced by the school, it needs no explaining.Continue reading “A behaviour problem is just a new skill to learn.”
A primary school assembly on behaviour and fairness. Towards #traumainformed
As promised, a primary version of the secondary school assembly I posted last week. The content has been modified for a younger audience but the messages are broadly the same…designed to help pupils understand distressed behaviour and to have compassion for their struggling classmates, and to help those classmates begin to understand themselves. Also, to contribute towardsContinue reading “A primary school assembly on behaviour and fairness. Towards #traumainformed”
An assembly about behaviour and fairness #trauma-informed
Why an assembly on behaviour, fairness and trauma? Lincolnshire is one of a growing number of LAs promoting trauma-informed practice in schools, and leaders – some already well well ahead on this agenda – are extremely receptive to the conversation. However, a concern that is often articulated relates to ‘consistency’. How can we be both trauma-informed and consistent?Continue reading “An assembly about behaviour and fairness #trauma-informed”
Why exclusion worsens behaviour
Exclusion is our sanction of choice in England. When a pupil’s behaviour is deemed unacceptable, he or she is separated from the community; internally or externally, for a fixed period or permanently. It’s standard practice, normalised here, accepted uncritically by most as the way to discipline pupils when they cross those ‘lines in the sand’Continue reading “Why exclusion worsens behaviour”
Consequences not working? Try this.
Dr Greene maintains throughout Lost in School that “kids do well if they can; if a kid could do well, he would do well.” (p54) Challenging behaviour occurs when the demands placed on a pupil outstrip her skills to respond adaptively. To enable the precise identification of lagging skills, Greene recommends his ALSUP (Assessment of LearningContinue reading “Consequences not working? Try this.”
The consequence of consequences
is unfairness. It’s as simple as that. But I will elaborate for the benefit of those who stuggle with an idea that for inclusive educators has always been blindingly obvious. Consequences are great when they work, but less great when they don’t work. And they often don’t work for the very children to whom theyContinue reading “The consequence of consequences”
Mary Meredith 