Children with Behavioural and Emotional Difficulties: Complex Children, Complex Training for Teachers

Power and Curriculum: Engaging all School Stakeholders

“…Teachers and students need assurances that their rights will not be infringed upon and that there are consistent behavioural expectations for both; not protecting rights likely contributes to unacceptable levels of stress for both teachers and students. Workshops of this nature have proven to be invaluable for staff development, cohesion and a better sense of morale between colleagues and students (Burnard & Yaxley, 2000). Staff members need to know that there is a place and a forum to discuss the difficulties they are having in the classroom in a non-judgmental environment in which teacher's dialogue and share their concerns and the success strategies they have been able to implement.…”

“…Staff members need to know that there is a place and a forum to discuss the difficulties they are having in the classroom in a non-judgmental environment in which teacher's dialogue and share their concerns and the success strategies they have been able to implement. A collective "shared brain," is initiated through dialogue and contributes positively to a teacher's sense of job satisfaction and competence (Burnard & Yaxley, 2000). The most effective schools are the ones that bring the many problems associated with classroom management into sharp focus with all staff contributing, listening, and empathizing with one another (Burnard & Yaxley, 2000).…”

“…A collective "shared brain," is initiated through dialogue and contributes positively to a teacher's sense of job satisfaction and competence (Burnard & Yaxley, 2000). The most effective schools are the ones that bring the many problems associated with classroom management into sharp focus with all staff contributing, listening, and empathizing with one another (Burnard & Yaxley, 2000).…”