What’s in a name…?
When I set out to run professional learning workshops I wanted to ensure I found ways to set Taylor Behavioural apart in what is a relatively crowded space. I knew that the area my skill set is most often applied to is the management of challenging behaviour. But, with lots of workshops already seeming to fit that brief – there are plenty with that title! – I wanted something different. It recently dawned on me just how important a name can be and how important I think it is for people interested in changing challenging behaviour for the better, to understand why I’ve chosen that name.
With ‘Teaching for Challenging Behaviour’, it is my hope that the emphasis is placed on what can be done about the behaviour without suggesting the source of the problem is the student; What lessons are we currently teaching when we respond to challenging behaviour in a certain way? What skills do we need to teach more diligently, to ensure the student has a more appropriate means to communicate what they want out of the situation they’ve found themselves in? In other words, I chose the word ‘teaching’ because I want to empower people with the knowledge to be able to teach behaviour, not simply a few tips to help manage.
Making sense of seemingly complex behaviours isn’t an easy task, but with an understanding of some essential principles, it becomes a much more achievable one.
Taylor Behavioural 