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Get out of my face, it’s not fair and you don’t understand me at all
A course for teachers and parents on Behaviour for Learning
This resource is part of the Teacher Training for Students with Neurodiversity course.© Get into Neurodiversity www.getintoneurodiversity.com 1
Session 2
A course for Teachers and Parentson Behaviour for Learning
Fintan O’[email protected]
Get out of my face, it’s not fair and
you don’t understand me at all
You’re
now on
Session 2
• Why we should focus on
mood instead of
behaviour management
• How motivation
complements mood
• Applying this in practice
Session 2
Mindset
1. Your intelligence is something very basic
about
you that you can’t change very much
2. You can learn new things but you can’t
really change how intelligent you are
3. No matter how much intelligence you have,
you can always change it quite a bit
4. You can always substantially change
how intelligent you are
Carol S Dweck - Mindset
Get out of my face, it’s not fair and you don’t understand me at all
A course for teachers and parents on Behaviour for Learning
This resource is part of the Teacher Training for Students with Neurodiversity course.© Get into Neurodiversity www.getintoneurodiversity.com 2
Session 2
Mindset - Intelligence
Your intelligence is something very basic
about you that you can’t change very much
You can learn new things but you can’t really
change how intelligent you are
No matter how much intelligence you have,
you can always change it quite a bit
You can always substantially change
how intelligent you are
Carol S Dweck - Mindset
1. You are a certain type of person and there is not
much that can be done to really change that
2. No matter what kind of person you are you can
always change substantially
3. You can do things differently but the important
parts of who you are can’t really be changed
4. You can always change basic things about the
kind of person you are
Mindset
Carol S Dweck - Mindset
John Wooden
Get out of my face, it’s not fair and you don’t understand me at all
A course for teachers and parents on Behaviour for Learning
This resource is part of the Teacher Training for Students with Neurodiversity course.© Get into Neurodiversity www.getintoneurodiversity.com 3
Session 2
is learned
is purposeful in a social setting
is chosen
communicates information about needs
can be the result of BDS
can be changed
can be taught
Behaviour
Your mood
The mood of the child
The mood of the others
The 3 key moods youneed to think about are:
“Don’t be the drain, be the radiator.”
Get out of my face, it’s not fair and you don’t understand me at all
A course for teachers and parents on Behaviour for Learning
This resource is part of the Teacher Training for Students with Neurodiversity course.© Get into Neurodiversity www.getintoneurodiversity.com 4
Session 2
Your Surroundings
Your Physical health
Your Relationships
Your Knowledge
Your Nature
Key mood ingredients
Mood Mapping : Liz Miller 2009
Key mood agents
Your Surroundings
Your Physical health
Your Relationships
Your Knowledge
Your Nature
Mood Mapping : Liz Miller 2009
Get out of my face, it’s not fair and you don’t understand me at all
A course for teachers and parents on Behaviour for Learning
This resource is part of the Teacher Training for Students with Neurodiversity course.© Get into Neurodiversity www.getintoneurodiversity.com 5
Session 2
No relevance for them
Fear of failure
They feel inadequate
Uninspiring tasks
Special Education Needs (SEN) issues which may be difficult to admit or resolve
Why might some studentsnot be motivated?
Plevin 2010
www.GetintoNeurodiversity.com
Specific Learning Difficulties
Input: Visual Perception/Auditory Perception
Integration: Sequencing, Organisation, Abstraction
Memory: Short Term/Long Term
Output: Motor/Oral
Dyslexia – some definitions
“Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be lifelong in its effects. It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual’s other cognitive abilities.”
British Dyslexia Association –
Definition of Dyslexia (17 October
2007)
Get out of my face, it’s not fair and you don’t understand me at all
A course for teachers and parents on Behaviour for Learning
This resource is part of the Teacher Training for Students with Neurodiversity course.© Get into Neurodiversity www.getintoneurodiversity.com 6
Session 2
Main weakness and difficulties
Speed of processing
Short term memory
Sequencing
Auditory perception and processing
Visual perception and processing
Laterality difficulties
Organisation
Decoding written Language
Dyscalculia
Difficulty in understanding maths
concepts, rules and sequences especially
time and money
A tendency to make substitutions,
omissions and reversals when reading
and writing numbers
A poor sense of direction e.g. confusing
left and right
Poor mental maths skills
Difficulty in keeping the score in games or
working out strategies in games like
chess
Inattention Hyperactivity
Key symptoms
Impulsivity
Attention Deficit Hyperactive Disorder(ADHD)
A developmental disorder
Pervasive – affecting more than
one setting
Enduring – difficultiesbeyond
childhood.
Neurological condition
Get out of my face, it’s not fair and you don’t understand me at all
A course for teachers and parents on Behaviour for Learning
This resource is part of the Teacher Training for Students with Neurodiversity course.© Get into Neurodiversity www.getintoneurodiversity.com 7
Session 2
Oppositional Defiant Disorder(ODD)
Source: Attention/deficit/Hyperactivity Disorder. In: Diagnostic and Statistical Manual of Mental Disorders: DSM IV
4th ed. Washington, DC.: American Psychiatric Press; 1194: 78-85.
A pattern of negativistic, hostile and defiant behaviour lasting at least 6 months,
during which four or more of the following are present:
often loses temper
often argues with adults
often actively defies or refuses to
comply with adults requests or rules
often deliberately annoys people
often blames others for his or her
mistakes or behaviour
is often touchy or easily annoyed by others
is often angry or resentful
is often spiteful and vindictive
Motivating students... their views
(Sass 1989)
Instructor's enthusiasm
Relevance of the material
Organisation of the course
Appropriate difficulty level of the material
Active involvement of students
Variety
Rapport between teacher and students
Use of appropriate, concrete, and understandable
examples
Boredom
“Boredom is an emotional and
occasionally psychological state
experienced when an individual/s are
left without anything particular to do, or
are not interested in their surroundings
or feels that a day or period is dull or
tedious.”
Wikipedia 2020
Get out of my face, it’s not fair and you don’t understand me at all
A course for teachers and parents on Behaviour for Learning
This resource is part of the Teacher Training for Students with Neurodiversity course.© Get into Neurodiversity www.getintoneurodiversity.com 8
Session 2
Great teachers: Primary
TES 27.7.17
Funny
Helpful/supportive
Good Listener
Friendly
Fair
Approachable
Kind
Passionate
Inspiring
Knowledgeable
Funny
Fair
Understanding
Helpful/supportive
Good Listener
Inspiring
Knowledgeable
Patient
Passionate
Fun
Great teachers: Secondary
The keys to motivation
Belonging: to feel accepted, appreciated, needed, connected
Power: recognition, freedom, choice, success, contribution
Fun: novelty, intrigue, excitement, variety, adventure,amusement, surprise
Dr William Glaser - The Achieving Society
