INSET should be organised by two or three members of staff (including at least one member of senior staff). The materials may be presented by the organisers, or responsibility for particular sessions may be delegated to other course leaders.

The guidance provided in Challenging Behaviour assumes little or no specialist knowledge, but it will not make you expert in any of the techniques and approaches described. If you wish to develop these skills further, you should consult the appropriate part of the recommended further reading, or consider taking an advanced course in an appropriate subject. Throughout the text, references are provided to the bibliography, should you wish to pursue a topic further.

If Challenging Behaviour is being used for continuing professional development (CPD), the course leader(s) should familiarise themselves with at least the literature and models provided, before offering workshops, etc. Whilst it is possible to use individual activities in the context of other development, a knowledge of the territory and terms used is a distinct advantage.

The activities provided throughout the text can be used in INSET sessions. It is up to the course leader to decide how and when to present them. Most of the activities involve a handout or form to complete – it may be worth printing out or copying a number of these in advance of the INSET session, as well as having a master copy as an overhead transparency (OHT), or for use on an interactive whiteboard.

Most of the activities in Challenging Behaviour do not require extra resources. However, it may be useful to have flipcharts, marker pens, OHT slides, OHT pens, projection equipment and sufficient space for groupwork before you begin.

Note that some activities, eg observing pupils, need to be conducted in a classroom, before discussion can take place.

It is important to involve all staff (not just teachers) in some activities – particularly those concerned with understanding BESD. Note that whole school involvement of this type takes time, energy and considerable planning.

It is worth organising participants into groups in order to deliver the material provided in Challenging Behaviour. The size of the group depends on:

• the size of your school
• who is likely to be involved directly with assessment and intervention of BESD
• the experience of course leaders
• the existing level of INSET activity in your school
• the task in question.

To conduct specific activities during the INSET, it may be worth forming sub-groups. If you need to rearrange the grouping in a session, it is useful to explain why, and to explain the rationale for membership (for example, close colleagues, contrasting departments, etc).

It is important to remember that coping with BESD in schools is a sensitive topic. People who engage in professional development in this area must be prepared for the potential threat that the topic can provoke among staff. In the early stages at least, people can often be hesitant or resistant to disclosing concerns and anxieties about coping with BESD pupils, as this may challenge their feelings of competence and professional identity.

When taking part in any of the group activities, it is essential that participants recognise the need for confidentiality. Participants should only disclose personal information, including feelings, to a level with which they feel comfortable. Furthermore, participants must do so in an atmosphere of mutual trust and respect. It is important to:

• be clear about the group’s ground rules (especially confidentiality)
• be positive – avoid personal criticism, allow for professional disagreement and allow individuals to opt out without pressure.

Because of the sensitivity of the issues involved, it is important for staff to realise the need for a shared approach. It is not unusual for teachers who manage their own pupils well to encourage others to develop behaviour management skills, but fail to recognise their own role in the process – preferring to suggest that the problem is the incompetence or inexperience of the other teachers. The latter may in turn blame the pupil; the pupil blames the teacher, and so on. If we ‘externalise’ the problem in this way, we cannot maintain control of it. Conversely, if we accept that we all have some degree of influence on the situation, in an environment in which we are all a part, we can set about producing a response which is more likely to succeed.

Key points to consider:

• Select and order the activities according to your knowledge of the staff group, so as to ensure that you feel comfortable in delivering them.
• Send out details in good time – including any proformas you want the group to complete beforehand.
• Specify the reception, starting and finishing times, and stick to them.
• Ensure that rooms are booked and there are sufficient materials available.
• At the beginning of each session, make sure staff know what is expected of them, including time limits.
• If necessary, use ice-breaker exercises at the beginning of the course, and as new working groups are formed.
• Try to ensure that one person does not talk for too long.
• Brainstorm where possible.
• Value all contributions.
• Delegate wherever possible – the more people involved in the process, the wider the ownership and hence the more likely it is that agreed action will be carried out.

Questions to ask yourself at the end of a session:

• Were you happy with the way the session went?
• Were the aims achieved?
• What were you most happy with?
• What were you least happy with?
• What needs to be changed?
• Was the organisation appropriate for the activities?
• Was the planning adequate?

Questions to pursue with course members:

• What feedback did you receive from course members?
• Did they achieve their aims?
• What were they most happy with?
• What were they least happy with?
• What changes did they suggest?
• Were they happy with the organisation?
• Were they happy with the materials?
• What did they think was left out?