|Date||11 September 2012
View All Dates
|Cost||£279 + VAT|
|Arrival||9.00 for Refreshments|
Bad weather, strikes or non-attendance.
We recommend taking out the Cancellation Period extension. Otherwise, no refunds or transfers are available in the event that you cannot get to the venue for any reason.
Please read our terms and cancellation policy before booking
Managing Challenging Behaviour in The Library (WS4913)
School, College, University and Public Libraries
Student disruption in the Library is not a new phenomenon but, with the increase in courses delivered through resource-based learning and the introduction of more flexible learning programmes, it is an issue of increasing priority, especially for library support staff who may have had no formal teacher training.
Common problems include overcrowding at lunch and break times, arrogance from students (you’re not a teacher so ...), 'pack' behaviour from groups of students, students who won’t put away mobile phones/vacate computers, act a little more quietly when asked and/or those who decide it would be good fun to take out their frustrations on the library staff because they've just had a lesson that didn't go so well.
This course will explore the dichotomy between what staff and what students need. It includes tips for simple changes that can bring these needs closer together to minimise disruption. It helps develop techniques and strategies for coping with and supporting 'difficult' students, to achieve a win-win situation.
It is a highly practical interactive course for library or for other support staff, who wish to develop their student-management skills further. It will also provide an opportunity for participants to compare different techniques in dealing with challenging pupils and it considers which approaches work best in differing situations.
This workshop is for all those who take responsibility for working in/managing the library or learning centre, or those who support students in non-classroom settings. This includes representatives from:
- Public Libraries
- Independent Learning Providers
- Group and Club Leaders
'Gives you new points of view and techniques on how to manage behaviour.'
Supervisory Library, Stockport College
'An excellent day with time to reflect on good practice.'
Head of Customer, University of Bradford
'Interesting introduction to transactional analysis, that could be put to use in real life.'
Library Assistant, Greenhead College
'It will help to understand the dynamics behind conflict situations.'
Head of Facilities Management, Newcastle-under-Lyme College
Aims and Objectives
This fast-paced and exciting one-day workshop enables participants to understand better
- the differences in needs and expectations between Students and Staff
- what an 'effective balance' looks like and how to achieve it
- how to create guidelines for behaviour in the library
- how our responses can change the way others behave
- how to cope with anger – ours and other people’s
- strategies for controlling physical and non-physical aggression
- behaviour management strategies that work
This workshop is divided into 6 separate but related sessions
1. What do we want?
- What do the students want from us and what do we want from students?
- How realistic is this?
- What are aiming to achieve?
- How do we get the environment we want?
- Effective guidelines for behaviour in the library
2. The four goals of misbehaviour and strategies to cope with it
- Attention seeking
- Power seeking
- Revenge seeking
- Display of inadequacy
3. Changing others’ responses by changing our own
- Introduction to transactional analysis – the ego states
- Complementary and crossed transactions
- Fielding insulting, abusive and critical remarks
4. Anger and aggression management
- Handling our own anger and that of others
- Handling physical and non-physical aggression
5. Introduction to assertiveness – some techniques that work
- Definition of passivity, aggression, assertiveness and our rights as human beings
- The bill of rights
- How to say no
- The broken record technique
- Handling manipulation
6. Action Planning – what will I try first?
Learning Styles Used
The course is interactive; it includes formal input, group work and lots of opportunities to practise new strategies. There will be minimal theoretical input although all strategies come from a sound research basis. Staff will be encouraged to discuss issues, share good practice and try out techniques in a safe, supportive environment.
Internal Staff Training and Development
This workshop, as with most of our good practice workshops, can be delivered on your premises. This approach is favoured by many of our clients as it provides a quality, value-for-money and highly effective route for staff development.
Running workshops internally, allows participants explore how key issues will impact on them and their organization and as a team begin to agree development action and priorities.
Typical costs for a one day good practice workshop, excluding VAT, are just £1290 + £30/person. Even with groups as small as 6 costs per person costs for internal workshops are lower than attending our open events and savings increase further when delegate travel-time costs and convenience are factored in.
More information at:
Related Challenging Behaviour Workshops
- Combating Bullying & Harassment
- Managing Challenging Behaviour in the Classroom & the Training Room
- Managing Challenging Behaviour in The Library
- The School Visits - Handling Challenging Behaviour
Certificates of Professional Development.
Formal Certificates of Development will be issued, by post, to participants who complete this workshop. These certificates will detail the key learning aims and the face-to-face learning hours undertaken, enabling participants to update their CPD records and logs accordingly. The workshop also allows time, during the day, for participants to reflect on and record their personal learning development and consider how best to apply the knowledge gained on return to work. This element of the programme is designed to maximise the benefits from attending and enable participants to make better review judgments when recording their CPD activities.