By Jenny Mosley and Zara Niwano
(See blogs here and here mentioning this book!)
A really practical book for those working with children who can’t, or won’t, respond to the existing classroom behaviour systems. Full of ideas to help children through Circles Of Support. Lots of teachers, learning mentors and support workers claim that this book gives them the practical ideas they need to help boost these young people’s self-esteem – at the same time as teaching them how to develop self-discipline. Very successful programmes for small group work have been built around this book.
“Recently we completed and evaluated a ‘Circles Of Support’ group. The main instrument we used was the excellent book ‘They’re Driving Me Mad’. It helped nearly all our children ‘beyond’ develop a more positive self image. We heartily endorse the ‘Circles Of Support’ as advocated by Jenny Mosley” – Thora Grant and Liz Duthie, SEBDA. Issue 17, Summer 2009.
Format: (LDA) A4, 48pp, b&w paperback
For essential open training courses for positive behaviour, social skills, SEAL, emotional wellbeing, self-esteem CLICK HERE.
To book Jenny Mosley for your school or early years setting CLICK HERE.
For all training enquiries, phone 01225 767157 or email circletime@jennymosley.co.uk
1 review for They’re Driving Me Mad! Running Circles of Support for Children Whose Behaviour Pushes You Beyond Your Limit
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Review in “Learning Support” Summer Term 1 2008 by Rose Rickford. This is a clear, usable guide to how to organise and run support groups – called “Circles of Support” – for children whose behaviour disrupts the class and whose social and emotional needs cannot be well met by strategies used with the rest of the class. The groups are meant to be used as part of a whole-school programme of supporting children with challenging behaviour and as an extension of the quality circle time (QCT) strategy. The authors briefly outline QCT which is used in many schools, and explain why it may not meet the needs of all children. They give detailed plans for how to run supoprt groups for these children. They include step-by-step guidelines and the theory behind them, allowing adults to understand how the support gruops work, and how to adapt them to the needs of specific children. The book is clear, thoughtful and easy to use and woul dbe a useful tool for TAs working in schools where this particular model of behaviour management and support is being impemented.