BOOKS FROM ROB LONG/HOW TO BOOK ROB

Rob Long's Education Works objective is to provide high quality training, publications and other services which meet professional needs appropriately and effectively. We believe that our small business offers a more personalised service to people who are often having to deal with difficult and challenging situations. Our aim is to deliver quality products and services as simply and efficiently as possible. 

 Example courses with Rob Long 

Loss & Separation - 

bereavement and broken attachments 

All children and young people suffer losses.   

While most loss is coped with, there are some issues that can have school implications. 

Areas to be covered include: 

How loss impacts on learners in school 

Listening skills 

Bereavement 

Family breakdown 

Attachment 

Whole-school and classroom support systems 

delegates will: 

understand how loss impacts on learners 

consider how schools can offer support 

The intended outcome for children and young people will be: 

school staff able to offer understanding and practical support during stressful and sensitive times. 

The Future is Not Over Yet - managing change 

Education is understandably about change. School staff are teaching and supporting learners who are coping with a very different world from the one that existed for most staff when they were young. The only certain thing is that change will happen. 

Areas to be covered include: 

Emotionally literate organisations 

A model of change for staff 

Promoting attitude to change 

Reluctant and resistant learners 

delegates will: 

detail core change techniques 

plan support systems for the phases of change 

explore models for understanding and supporting hard to reach students 

The intended out come for children and young people will be: 

an awareness of how their thoughts, feelings and actions interact, combined with ideas to develop self-control and motivation 

Behaviour for Learning 

Learners with SEBD are a continuing concern for school staff.  The difficulties encountered 

have many causes and this complexity defies simplistic solutions. 

This day will explore: 

Support and Management for these students 

Classroom Management - principles and practices 

Behaviour Protocols for Learning 

a three tiered approach to behaviour 

delegates will consider: 

professional and personal issues of  SEBD and Inclusion 

a tiered whole-school model of positive responsible behaviour,to include values, beliefs, personal qualities, theoretical models 

evidence-based principles and practices of classroom management strategies 

effective classroom reactive and proactive techniques to promote appropriate behaviours 

behavioural protocols essential for learning across the curriculum 

the relationship links between learners and the curriculum, themselves, their peers and adults 

the impact disadvantage can have on learners’ social, emotional and cognitive development 

individual classroom plans to include learners with specific additional social, emotional, behavioural and cognitive needs 

skill-teaching and disposition-strengthening for disadvantaged learners 

The intended outcome for children and young people will be: 

they will be taught, by informed and understanding school staff, the necessary skills to engage more successfully in all curriculum areas 

Punished by Rewards 

Motivating learners to learn remains a key challenge for all school staff. Evidence shows that an over-reliance on rewards and punishments can have the opposite effect to that intended - resulting in a ‘what’s in it for me’ attitude. 

This day will explore: 

The problems with rewards and punishments as motivators 

motivation - theory and practice 

intrinsic v. intrinsic motivation 

promoting responsibility and addressing learner needs 

creating the intrinsic classroom 

delegates will understand: 

the problems with mechanistic responses to motivate learners 

the nature and function of motivation in the classroom 

negative influences on motivation, mastery v. helplessness and mindsets 

the role of key learner needs for active classroom involvement 

evidence-based principles and practices for promoting intrinsically motivated learners 

The intended outcome for children and young people will be: 

that classrooms are designed to promote intrinsically motivated learners who rely less on extrinsic consequences 

Cost £175 + VAT. Special offer price available for early booking and multiple bookings from same establishment. 

 To Book Rob contact