This paper approves that pPractitioners were engaged in an on-going re-evaluation of their work through formal development days, training and advice from LEA support services or through staff working groups. Lessons learnt led to adjusted practice and Cole et al. provide further evidence of ‘learning’ schools. Teachers and LSAs are then willing to use their school’s Behaviour Co-ordinators, details of whose roles are given later, to observe and discuss their classroom performance and to review school systems. Behavioural difficulties are usually linked to underachievement and to learning difficulties. Missed schooling or social and emotional upsets are likely to be combined to make young people acutely aware of their recurrent failure in front of their peers. Their reaction is commonly ‘fight’ or ‘flight’, and help needs to be channelled diplomatically to address their learning difficulties.
This report makes a conclusion that for a school to minimise feelings of disaffection and resulting challenging behaviour, form tutors have to embrace and not resist their pastoral role as mentors and supporters. In primary schools, there is more likely to be a tradition of caring and talking and of creating inclusive cultures in which all pupils and their families feel welcome. The challenge is clearly greater in large secondary schools, particularly those having catchments areas with a history of resistance to schooling and less local faith in teachers. Cultures can, however, be changed: pastoral staff and subject specialists can alter practice until they are perceived by pupils more as pastors than agents of punishment. ...Show more