This book offers a much-needed shift within the realm of classroom management. The focus is often upon the behaviour of children, and the adults' behaviour is not always examined.
“Talking for a Purpose” increases accountability. It is ‘adult self-management focused’ in that all educators have to manage their behaviour, language and responses, before addressing any behaviour challenges displayed by a child.
This book takes the reader through each sub-section utilising classroom-based examples and scenarios with reflective activities. Readers will be able to implement a consistent language-based approach which empowers the reader to make regulated behaviour decisions when facing a range of classroom challenges.
After fifteen years of working within mainstream and residential schools for children with challenging behaviour and also for organisations including National Evaluation of Sure Start and the Special Needs and Psychology Service, Ms.Morrish (MSc) moved to Baltimore USA to become the Behaviour Consultant for the University of Maryland. She spent six years working in inner-city schools supporting head teachers, specialist teaching staff, school psychologists, teachers and parents to effectively manage children’s behaviour. Ms.Morrish (MSc) was also a member of the University of Maryland’s clinic team, at the Centre of Infant Study.
On returning the UK, Ms.Morrish (MSc) utilised her expertise and experience gained throughout her career to develop Change Behaviour, Empowering Teachers Parents and Children. Ms.Morrish (MSc) is the original creator for all of Change Behaviour programmes. She utilises a combination of coaching, mentoring, NLP and consultancy to create a consistent framework that increases feelings of empowerment and confidence for all teaching staff.
My behaviour at school was not always the best. However, in my opinion, neither was the behaviour of some of my teachers. I was quickly labelled as a troublemaker and, at times, a ‘difficult to manage student’. I was often in detention where my ‘punishment’ was to write out and copy a page from the telephone directory.
This disciplinary action in no way helped me positively change my behaviour. In fact, I quite liked detention, especially on a cold day. I got to see my friends, write a few lines keep warm. All the while, there was a teacher at the front of the room, not engaging with any of us. It was as if we were not even there.
Regarding both my primary and secondary schooling, I can name many, many teachers that just could not control the class and could not manage, not just my behaviour but the behaviour of my peers. Many of my teachers appeared disengaged with teaching and just did not appear as though they wanted to educate us.
Several teachers would just ask me to leave the classroom, even when I felt I was complying with class requirements. I questioned why these adults had made the conscious decision to become educators.
I often wondered what it was that initially motivated these individuals to choose education as their profession. Yet, now, after working for over twenty-five years with thousands of educators, my perspective has changed. My question now, instead of why they chose to be educators, has shifted to how prepared were they to understand not only basic classroom management principles, but much more importantly, how their language, responses and behaviour has had a direct impact upon every single pupil that they teach.
The purpose of writing this book is so that all people working in the education sector have a clear understanding of the key principles underlying “Talking for a Purpose”. It is about delivering knowledge and skills to successfully implement each of the subsections within educational establishments.
This book has been written with a clear vision to encourage all educators to examine classroom management through an alternative lens. This means changing the focus from children’s behaviour and refocusing it on adult behaviour; by empowering all adults to take complete ownership of their behaviour, language and responses within the school setting.
Finally, I simply wanted to write this book so that children are not treated in the way that I was treated at school.
We have implemented “Talking for a Purpose” within our school for the past nine years. Due to the consistency of the adult’s language, “Talking for a Purpose” provides time and recognition that creates a platform for the development of positive relationships between ALL adults and ALL children.
Talking for a Purpose allowed me to feel more in control of any behaviour situation. I felt a huge increase in my confidence as a teacher. All aspects of “Talking for a Purpose” has helped me to flourish as a teacher.
Ms Morrish is THE most influential person I have met on my teaching journey, hands down. Wonderful to have her in the education industry.
The impact that “Talking for a Purpose” has had within our school is remarkable. Teaching staff are now much more confident when faced with behaviour challenges as they not only now know what to say but how to say it.
“Talking for a Purpose” has empowered our staff to take 'back control'. This has resulted in significant improvements in children's behaviour that is commented upon by everyone that now visits our school.”
“Talking for a Purpose” allowed me to feel more in control of any behaviour situation. I felt a huge increase in my confidence as a teacher. All aspects of “Talking for a Purpose” has helped me to flourish as a teacher.
