Neuroteachers

top 10 tips on how to manage conflict

10 Top Tips for Parents and Educators: managing conflict

Disagreement is a natural part of human interaction. This is particularly the case when dealing with sensitive issues such as the care and education of a child. In this guide we will look 10 top tips which can help prevent conflicts arising or mitigate their effect when they arise. What is open discussion? Be transparent […]

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Fostering inclusion

“Fostering Inclusion: How School Leaders Are Transforming Work Environments for Teachers with Special Needs and Disabilities”

Introduction: In today’s educational landscape, fostering inclusivity for staff with special educational needs and disabilities (SEND) is a crucial aspect of creating a supportive work environment for educators. As with pupils, there are 4 main categories of SEND in adults; physical, medical, and sensory needs, cognition and learning needs, communication and interaction needs and social,

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school refusal

School refusal – Who is refusing? And how can we help?

School Refusal You can probably tell from the title, that I don’t like the term ‘school refusal’. Firstly, it isn’t accurate. The child or young person is not refusing to go to school. They can’t or won’t go because they have experienced school-based trauma. When I’m talking about this topic, I refer to the learner

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school-and-parent-relationships

A SERVE AND RETURN : SCHOOL & FAMILY RELATIONSHIPS

SCHOOL AND FAMILY RELATIONSHIPS ‘Research from Ofsted finds poor relationships with parents can add significantly to low morale and poor wellbeing in teaching’ (Independent Education today, 2019).  On reading this article by Julian Owen on the importance of school and parent relationships, I was compelled to put pen to paper – not only to reiterate

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Differentiation for your neurodivergent learner

Differentiation for your neurodivergent learner tip 1

Adjust the rate of information and allow processing time During my 23 years of teaching, the one thing that has made the greatest difference to both learning and behaviour in my classroom has been allowing processing time. This can be done by adjusting the rate of information or giving more time and space to process,

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image of numerous safe lock combinations illustrating working memory

What is working memory? How can allowing more processing time help working memory issues?

The working memory is function of the mind and brain where we store pieces of information which we only need to remember for a short period of time.    This may include pattern, sequences, codes or instructions. To give you a day-to-day example of this, imagine that you’ve got some kind of passcode from your

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