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OTB/INTO 2017 Online Summer Course - Managing Behaviour: STOP, THINK, DO!Online Book now Button

OTB are collaborating with the INTO to bring teachers this 20-hour, DES approved, online summer course for 2017.

This Stop Think Do multimedia-rich online course outlines an evidence-based behaviour management framework and approach called ‘Stop, Think, Do!’ It is well recognised that pupil behaviour has a significant impact on teaching and learning at individual, classroom and whole school level. Pupils who have the skills to manage their emotions and behaviours can better understand the learning process and relate more constructively to their peers, teachers and school/home communities. The ‘Stop Think Do!’ approach supports pupil behaviour, learning and motivation through the explicit and implicit teaching of social skills. Course materials explain this approach to behaviour management contextualising it, in particular, within the SPHE and English curricula. See full details of course content below.

BOOKINGS: To Register for this course - Please Click HERE (Please note that you will have to Log in/Register on the moodle.intolearning.com website to gain access)

Group Bookings Discount Available - Enquiries to: This email address is being protected from spambots. You need JavaScript enabled to view it.

Approved for EPV Days

Under DES rule 58 of the Rules for National Schools, teachers are entitled to Extra Personal Vacation (EPV) after completing this summer course.

Click HERE for information on STOP THINK DO materials and resources.

For other online summer courses please go to: ww.otb.ie/summercourses

COURSE CONTENT:

This course acknowledges that pupil behaviour has an impact on pupil learning and classroom interaction at both an indivdual, classroom and whole school level. It acknowledges that pupils who are better able to manage their emotions and behaviours can better understand the learning process and better relate to their peers, teachers, school and home life. The course proposes an evidenced-based framework and approach called Stop, Think, Do, to support pupil behaviour and learning management and motivation through the explicit and implicit teaching of social skills. The approach is contextualised within the SPHE and English curricula and also supports school improvement target setting. The course will explore the following areas:

  • the relationship between pupil personalities, needs, emotions, behaviours, motivation and learning
  • the behaviour tendencies of pupils with special education needs and dependent and power personalities
  • the concept of of social skills development (cognitive-behavioural skills & emotional-motivational skills)
  • the Stop, Think, Do approach to social skills development at Junior, Middle and Senior levels
  • assessing social skills and how such assessment may contribute to school improvement target setting and school self assessment
  • friendship, making and keeping friends including dealing with unfriendly behaviour, teasing and bullying
  • the concept of peer mediation
  • involving and supporting parents in pupils’ social skills development

Discrete SSE:

This course will provide:

  • An overview of how the SSE process can support the evaluation of where a school is at with regard to:
    • (a) teaching social skills within the context of SPHE
    • (b) creating a positive school environment;
  • An exploration of the ways in which evidence of teaching and learning in social skills and positive behaviour related skills can be gathered and analysed (particularly the use of pupil profiling) to identify unmet needs and needs that need further support deficits
  • A plan for teacher upskilling
  • An understanding of how the STOP THINK DO programme can support the enhancement of social skills teaching and learning (and hence the SPHE curriculum) and the creation of a positive school environment

LEARNING OBJECTIVES FOR TEACHERS:

Participants will gain an understanding of:

  • the relationship between pupil personalities, needs, emotions, behaviours, motivation and learning
  • the behaviour tendencies of pupils with special education needs and dependent and power personalities
  • the concept of social skills development (cognitive-behavioural skills & emotional-motivational skills)
  • the Stop Think Do framework and approach to social skills development and the evidence underpinning it
  • how pupils’ social skills can be assessed, developed and improved upon and how such assessment may contribute to school improvement target setting and school self assessment
  • how teachers can identify and remediate their own social skills and ‘bad habit’ interactions with pupils
  • pedagogies to support explicit teaching of social skills at junior, middle and senior primary level
  • particular lesson exemplars to support explicit teaching of social skills at junior, middle and senior level (which can be adapted and modified to suit individual schools/classes/pupils)
  • how the Stop Think Do framework and approach supports the learning objectives of the SPHE and English curricula
  • how the Stop Think Do framework and approach can be integrated into school Code of Discipline policy and into school improvement targets
  • the concept of peer mediation and how it may be implemented at a classroom and and whole school level
  • the concept of friendship (for pupils), making and keeping friends, understanding friendship options and consequences, dealing with unfriendly behaviour, dealing with criticism and conflict, saying ‘No’, teasing and Bullying including sample scenarios of same and a walk through of strategies to support resolution
  • involving and supporting parents in pupils’ social skills development

Discrete SSE:

Teachers will gain an understanding of

  • the SSE process including the details of the Guidelines for Primary Schools in particular the Quality Teaching and Learning framework - this will include the completion of activities
  • how to gather and analyse evidence, in particular pupils profiling, of the teaching and learning of social skills within the context of the SPHE curriculum to identify unmet needs and needs that need further support deficits with the aim of creating a positive school environment
  •  how to plan for teacher upskilling
  • how the STOP THINK DO programme can support the enhancement of social skills teaching and learning (and hence the SPHE curriculum) and the creation of a positive school environment

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