Training for Teachers to Ensure Students are Emotionally Regulated and Ready to Engage with their Learning

ALL STAFF

Teachers, SENCOs, Leaders, Support Staff 

• Comprehend the Foundations of Low-Level behaviour: Participants will gain a clear understanding of what constitutes low-level behaviour in educational settings. They will explore the underlying causes and triggers of such behaviours, enabling them to recognise patterns and identify when students may require additional support. 

• Master Self-Regulation Techniques: Educators will learn effective self-regulation strategies that can help them manage their own emotional responses in challenging situations. By developing their self-awareness and emotional intelligence, participants will be better positioned to create a calm and controlled classroom environment conducive to learning. 

• Explore and Implement Regulatory Strategies: The course will provide practical strategies for helping dysregulated pupils regain control and focus. Participants will learn to implement evidence-based techniques and interventions tailored to individual needs, fostering resilience and emotional regulation among students experiencing low-level disruptions. 

• Cultivate Proactive Approaches to Classroom Management: By the end of the course, educators will understand the importance of being proactive rather than reactive in their classroom management practices. Participants will gain insights into developing preventive measures and strategies that promote positive behaviour, reduce instances of low-level disruptions, and enhance overall classroom dynamics. 

These aims will guide participants in developing the skills and knowledge necessary to effectively address low-level behaviour, ultimately creating a more positive and productive learning environment. 

• Enhanced Identification of Low-Level behaviours: By the end of the course, participants will be able to identify common low-level behaviours exhibited by students, understand their underlying causes, and differentiate between various types of disruptions. This skill will enable educators to respond more effectively to these behaviours in real-time. 

• Improved Self-Regulation Skills: Educators will demonstrate improved self-regulation skills, evidenced by their ability to manage their emotions and responses in the face of challenging behaviours. Participants will be able to apply self-regulation techniques to maintain a positive classroom atmosphere, further promoting effective behaviour management. 

• Implementation of Tailored Strategies: Participants will be capable of implementing a diverse range of strategies to support dysregulated pupils. They will be able to customise interventions based on individual student needs, demonstrating an understanding of how to adjust their approaches to facilitate emotional regulation and positive behaviour changes. 

• Creation of Proactive Classroom Management Plans: By the conclusion of the course, educators will develop proactive classroom management plans that prioritise prevention and positive reinforcement. Participants will be equipped with tools and techniques to establish a supportive classroom culture that minimises low-level disruptions and encourages constructive behaviours. 

These intended outcomes will ensure that educators leave the course with practical skills and strategies that can be implemented immediately to improve classroom dynamics and support student well-being.