Peter initially was awarded a BA Degree in Psychology from University College Dublin. He felt drawn to Youth Work rather than Psychology and this led him to study for a qualification in Community Work in Maynooth University. He has over 35 years' experience of working with young people and their families in an effort to find solutions to emotional and behavioural difficulties which arise at home and at school and which may inhibit or prevent the young person in participating fully, or at all, in mainstream education. Peter initially worked as a Community Worker attached to a Special School in the North Inner City area of Dublin. Given his reservations regarding the individual model used in Education, when he began working with David Carter in Finglas, he trained as a Family Therapist, and subsequently also as a Systemic Supervisor. Peter is a registered psychotherapist with the Family Therapy Association of Ireland and the Irish Council for Psychotherapy. David Carter, B.Ed. Hons. studied at Froebel College and Trinity College Dublin before teaching in the inner city of Dublin. In 1989, he then took up a teaching post in a special school dealing with young people of the ages 10-16 years with SEBD (Severe Emotional and Behavioural Difficulties). He has 34 years of experience working in this school setting, teaching, supervising, and providing programmes for and working with at-risk youth, young people with Severe Emotional Behavioural Difficulties and with their families. Since 1998 he moved into a management position as Principal/Director of St Paul's Youth Encounter Project, Finglas, Dublin 11 and is still there at present. As associate trainer of TCI since 2001, he has worked on the implementation of TCI and adapting it to a school setting and has provided training to new and existing staff since that time. He became certified as a Professional TCI/S trainer in 2014. David has also given presentations and training on managing challenging behaviour and collaborative problem solving at several educational settings, within mainstream and special schools at both primary and secondary levels. David is also director of BEST Consultancy (Behavioural Educational Support & Training) which specialises in delivery of training and consultancy for organisations that provide care or education to children and young people who have difficulty in managing their behaviour in acceptable ways, training teachers, social workers, social care workers and by negotiation directly with families. Website: www.bestconsultancy.ie
Inhaltsangabe
Children and poetry: poetry and the National Curriculum the minds of young children poetry in the primary school the work of Clwyd Poetry Project poetry and the National Literacy Project the perspectives offered in this book. Ways of working with poetry: listening speaking reading memorising creatively conversing expressively engaging composing presenting, performing and publishing. Planning, assessment, recording and reporting: the making of choices aims and schemes assessing children's poetry-writing the literacy hour and beyond. Literacy hour lessons: interpreting the National Literacy Project's framework the literacy hour and the Clwyd Poetry Project model preparing for and conducting a poetry literacy hour a week's lessons for - reception, yr1, yr2, yr3, yr4, yr5 and yr6. Dreams and the imagination: children's thinking reverie and imagination developing imagination in the classroom using poets' work projects for Key Stages 1 and 2.
Children and poetry: poetry and the National Curriculum the minds of young children poetry in the primary school the work of Clwyd Poetry Project poetry and the National Literacy Project the perspectives offered in this book. Ways of working with poetry: listening speaking reading memorising creatively conversing expressively engaging composing presenting, performing and publishing. Planning, assessment, recording and reporting: the making of choices aims and schemes assessing children's poetry-writing the literacy hour and beyond. Literacy hour lessons: interpreting the National Literacy Project's framework the literacy hour and the Clwyd Poetry Project model preparing for and conducting a poetry literacy hour a week's lessons for - reception, yr1, yr2, yr3, yr4, yr5 and yr6. Dreams and the imagination: children's thinking reverie and imagination developing imagination in the classroom using poets' work projects for Key Stages 1 and 2.
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