 wirwch cywifiedd o washaol, neu mae'n gallu rhoi na gweithio eich oedgio. Fel ychydig eich hun, ydych chi'n siaradau ymddiad. Rydwch chi'n credu fforddau yn gallu'r cyflodyniad. Mae'n cael eu gwirio'n meddwl i eich gael yma, ond yn wirio hyn. Wrth gwyno yw i'n cymryd yw Nysyswn. Rydw i'n cyfryd yw Nysyswn, rydw i'n cymryd yw Nysyswn? Felly mae'n amlwg ydw i'n gweithio ar draws eich pwynydd. your teaching may not be all that, so perhaps at the energy level a little bit, it's going oh! Come with me for two seconds, we're going to go有 gwyntgar o bobl yn cael gwyntiaeth measureth and off you go. Because by doing that you will then put yourself back in control and the children who are in your room will start to see you as the person in charge rather than the person just managing a situation. Redirection. So, if they are fiddling with somebody else, if they are interfering with something on the table that you don't want them to fiddle with, this is ground breaking, put the goddamn resources under the table, they don't disappear. I know there are TAs that have an absolute breakdown if you move the pen tray off the table, but put it underneath them, they haven't got anything to fuss with, and then you can redirect their behaviours to where you need it to be. And that isn't about being draconian going all eyes on me, give me five, because that's some of my ADHD children, they will do some interesting signs when everything is at the same time. Think of how you can control that without it looking obvious that you are redirecting that behaviour, because you will start to see what gets them interested. So, if you are in early years and you have got them on the carpet, if you are keeping them on the carpet for more than ten minutes, I would fiddle, I would be interesting, I have been touching my friend, I have watched you all sitting here now and you are either writing on your pad or you are doing this with your phone or you are fiddling with your hair or you have gone to that zen place of it will stop in a moment. We all do it, so why are you expecting a small person to be able to regulate themselves? You have to help with that, so if you know that they cannot concentrate for that long period of time, then think about your planning, think about what your lesson structure looks like. Do you have to do more, let's go and do something else for two minutes and then we come back and do that, because if you are going to spend 20 minutes unpicking somebody's behaviour, losing two minutes for you doing a nice distraction activity is a big payoff I think. Managing expectation. So, if you are in your classroom and you know that that child will start doing this when you are talking and nobody outside of our profession understands how irritating this is, because I bet you have gone home and talked to your other halves and gone, they went up and down. They just look at you and have to say, why? Why is that annoying you? You could snap at any moment, especially when you catch their eye and they stop. Nobody outside of our profession, you can do that anywhere, do that anywhere and you watch teachers suddenly lose their necks. But if you know that's going to happen, then manage your expectation of what you're going to do. Is that something you can live with? Because if you can live with it with one kid, could you live with it with two doing that or three doing that? If that's not your expectation in your classroom, then put a stop to it. Remove the things that they can tap with. Give them something like fiddling frenzy. Little bits of play don't play with. Stuff that won't get you hurt if they decide to fling it. Don't forgot to give them fidget spinners because they can smash windows. But a little bit of glue tap. Salotate that round so they can stick it together. All sorts of stuff you can give them to get them to concentrate and not wiggle and annoy you. We use something called Do Disco. Is there any early years people? So we are spread the happiness school. So we use Do Disco with ours because it doesn't stick to the carpet and you don't get your cleaner giving you a filthy look. And also it's non-triggering for ASD children. The colour is a good colour. The smell isn't too ridiculous. And it will stay soft for about eight months. It's a good investment. You get 10 pots for about six quid. So it's not that expensive. If your expectation level for you is different from the TA or the TA's expectation level is different to yours, you need to become consistent because that's the only way it's going to work. So you have to allow some of your battles to drift a little so you can deal with the big things that you've got to deal with. So if the biggest challenge for you is to stop them shouting out, that's the thing you work on. You manage the other bits but you work on the one thing that really is going on your nerves. If they're going into the hall and they can't line up, practice lining up. If they can't line up after playtime, practice lining up. It was the stuff that I used to do when I first qualified back in the good old days where you had a nature table and nobody really cared what the national curriculum was. But practising those things are brilliant, especially when you've got interesting children because taking them into a bigger space makes them excited and anxious all in one go. If you've ever taught them years when you take them into the hall, the immediate thing they do is slide across the floor or they run round going... Well, if you know that happens, why haven't you practised taking them in without that happening so that when you're going to full school assembly you haven't got the senior leadership team staring at you with daggers because one of yours has decided to be really stupid at that precise moment. If you are going to practice, I would practice with your interesting children being in different places in the line because normally we put them at the front and we hold their hand really tight late. Now, very good when somebody else has distracted you of manoeuvring themselves to the middle of the line and you haven't worked out where they are until you've got into the assembly and they're sitting down. And it's usually when you've got visitors in. And there's you on one side and you're TA on the other side and that child's being interesting in the middle and you've got that choice of can I direct them without looking like I'm directing. So you're either sitting there going... ...and then you're trying to signal to your other half... ...and you're waiting for a hyn. Hopefully something's going to happen that they will stand up that you can walk up and bring evidence. Never does and you start to panic and then you've got that whole problem of either you going off your chair or sending the poor TA across that line off her chair doing that whole travel. Because there's always a child that gets in your way and trips you up as well so you've got 48 and killing three rows of infants. You have to think you would not go into your classroom to do maths in English without being prepared. So if you're going into your classroom and you know you've got interesting children and you haven't prepared for it, well shame on you ladies, shame on you. You're the professional, be prepared for it. There are some things that children will do that you can never be prepared for and sometimes your most interesting children will actually outperform you. They will go, oh my god, look at this, I've got an audience and then you're like, oh no, don't quite know what to do. But what you do from that is manage it and then learn why it happened. You don't learn why it happened, it's going to keep going on. The one thing if I can get you to do, the last two things on this bit, is simplifying your requests and laughing. Because if you think about yourself when you go home and you've had a bad day and you've been chattering to yourself on however way you get home and you go through the front door and you discover that the cat has been sick and nobody's cleaned it out. The cat is just looking at it and the dishwasher hasn't been emptied and the things that you've asked to be put away have not been put away and you suddenly snap. You suddenly have that whole meltdown moment and the person that's with you at that time says one thing like, should I put the cat on? And you go off at them. The reality is that's how your children are feeling on a day to day basis, minute by minute in your classroom if they're interesting. So if you want them to do something, there's no point doing a whole nice big verbose speech, simplify it. I need you to sit. I need you to sit down. Sit, I don't get where you sit. Sit down. Let's not be too specific about where. Let's just get you sitting down and then I can deal with the next bit. Think about your language. If your voice is starting to sound very robotic while you are talking to them, you are losing it. So simplify how you speak. If you are going to be in control, be in control. If you don't laugh at what you see, you'll take it home and be sad. So it's really important and what we do at Waterside is that we debrief every day for five to ten minutes and we talk about all the brilliant things that have happened in the day and then we talk about all the things that have been a little bit interesting so that every member of staff can check in so that before they go home we've parked what's in our brains because the last thing you need to do is to take home those children in your head.