{"id":2804,"date":"2014-11-11T00:00:00","date_gmt":"2014-11-11T00:00:00","guid":{"rendered":"https:\/\/stonebridge-blog.positive-dedicated.net2\/teaching-assistants-and-education\/the-use-of-body-language-when-dealing-with-difficult-children-2"},"modified":"2020-11-26T12:22:05","modified_gmt":"2020-11-26T12:22:05","slug":"the-use-of-body-language-when-dealing-with-difficult-children","status":"publish","type":"post","link":"https:\/\/www.stonebridge.uk.com\/blog\/teaching-assistant\/the-use-of-body-language-when-dealing-with-difficult-children\/","title":{"rendered":"The use of body language when dealing with difficult children"},"content":{"rendered":"<p style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Just how important can body language be when managing difficult children? The influence of body language should not be underestimated. Research has found that in our communication,<\/span><span style=\"font-size: 12.0pt; line-height: 107%;\"> just 7% of a message is conveyed in words, 38% by vocal tone and command and 55% non-verbally. It is therefore essential that we consider our body language and vocal tone if we wish to successfully manage behaviour and difficult children.<\/span><span style=\"font-size: 12.0pt; line-height: 107%;\"><br \/>\n<\/span><\/p>\n<p class=\"MsoNormal\" style=\"text-align: center;\"><span style=\"font-size: 12.0pt; line-height: 107%;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"\/userFilesD\/tpm3-2.png\" alt=\"how we communicate percentages\" width=\"300\" height=\"272\"><\/span><\/p>\n<p class=\"MsoNormal\" style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">To reinforce the importance of body language just think about how often we use it in everyday life \u2013 within the family or in the workplace. When we holiday abroad we often use it excessively when attempting to communicate, particularly in countries where we cannot speak the language. <\/span><\/p>\n<p class=\"MsoNormal\" style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Research at Manchester University by Professor of Linguistics, YaronMatras, found that nearly 75% of those surveyed had felt the need to gesticulate wildly when they did not know the local language. How often have you<\/span>:<\/p>\n<ul>\n<li><span style=\"font-size: 12.0pt; line-height: 107%;\">Pretended to write on the palm of your hand to indicate that you want the bill (48%)<\/span><\/li>\n<li><span style=\"font-size: 12.0pt; line-height: 107%;\">Raised an imaginary glass to your lips when you want a drink (28%)<\/span><\/li>\n<li><span style=\"font-size: 12.0pt; line-height: 107%;\">Pretending to open an imaginary book when you want a menu (25%)<\/span><\/li>\n<li><span style=\"font-size: 12.0pt; line-height: 107%;\">Mimed you are desperate for the loo when you need to find a toilet (17%)<\/span><\/li>\n<\/ul>\n<p><!-- [if gte mso 9]><xml> <w:WordDocument> <w:View>Normal<\/w:View> <w:Zoom>0<\/w:Zoom> <w:TrackMoves\/> <w:TrackFormatting\/> <w:PunctuationKerning\/> <w:ValidateAgainstSchemas\/> <w:SaveIfXMLInvalid>false<\/w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false<\/w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false<\/w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF\/> 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mso-style-parent:\"\"; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:8.0pt; mso-para-margin-left:0cm; line-height:107%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:\"Calibri\",\"sans-serif\"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-fareast-language:EN-US;} <\/style>\n\n\n\n <![endif]--><\/p>\n<p><!-- [if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG\/> <\/o:OfficeDocumentSettings> <\/xml><![endif]--><\/p>\n<p class=\"MsoNormal\" style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Leonardo da Vinci highlighted that people do not have the skills to read body language.&nbsp;<\/span><em><span style=\"font-size: 12.0pt; line-height: 107%;\"><br \/>\n<\/span><\/em><\/p>\n<blockquote>\n<p class=\"MsoNormal\" style=\"text-align: justify;\"><!-- [if gte mso 9]><xml> 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mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:\"\"; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:8.0pt; mso-para-margin-left:0cm; line-height:107%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:\"Calibri\",\"sans-serif\"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-fareast-language:EN-US;} <\/style>\n\n\n\n <![endif]--><\/em><\/p><\/blockquote>\n<p class=\"MsoNormal\" style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Getting the body language right during our initial interactions with children is essential. It is during this time that they will make assumptions about what type of person you are and whether they can get away with inappropriate and challenging behaviour. The body language we display will have a real impact on how successful we are in managing behaviour. Is there a congruence between our verbal and non-verbal communication? If we are talking tough, does our body language confirm or contradict this?<\/span><\/p>\n<p class=\"MsoNormal\"><!-- [if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG\/> <\/o:OfficeDocumentSettings> <\/xml><![endif]--><\/p>\n<p class=\"MsoNormal\" style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">It is important when dealing with difficult children to consider the following:<\/span><\/p>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Mark your territory \u2013 be at the classroom door and greet them on arrival to your class. Engage in eye contact and greet them in a low vocal tone.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">When speaking to the class avoid standing behind a barrier e.g. standing behind your table \u2013 stand in the open in an upright position with an open stance. Avoid closed body language such as folded arms.<\/span><\/li>\n<\/ul>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"\/userFilesD\/teacher_class_merit_pay_programs.jpg\" alt=\"woman in classroom teaching children\" width=\"397\" height=\"232\"><\/p>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">When speaking, use a strong confident voice and avoid a nervous tone. Practise speaking at the lower end of your two-octave vocal cord range. When nervous, we tend to speak at the higher end in a squeaky voice which indicates a lack of confidence.<\/span><\/li>\n<\/ul>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"\/userFilesD\/Image-Vocal-Tone-5.jpg\" alt=\"woman with letters coming out of her mouth\" width=\"396\" height=\"249\"><\/p>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Use of silence can be very effective and is a very powerful tool to use. If you ask for silence, wait until you get it. When giving a command or dealing with a disciplinary interaction use tactical pausing. Use the child\u2019s name, pause for up to 5 seconds then make your statement.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">When initially speaking to the whole class, stand in a position where you can scan or \u2018lighthouse\u2019 the whole group. It is important psychologically to be able to see the entire group. Position yourself so that you have a wide field of vision. Stand in your power position \u2013 which means if you are right eye dominant stand where you can scan the room from left to right, which means your right eye is more engaged. If you are left eye dominant, you would do the opposite.<\/span><\/span><!-- [if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG\/> <\/o:OfficeDocumentSettings> <\/xml><![endif]--><\/li>\n<\/ul>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Scan the group slowly or stop for a moment to engage in eye contact with the key influencers in the room (the alpha males and alpha females).<\/span><\/li>\n<\/ul>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"\/userFilesD\/gty_eye_writing_jef_120726_wmain.jpg\" alt=\"close up of female brown eye\" width=\"396\" height=\"223\"><\/p>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">It is essential that you patrol all areas frequently. Avoid having no-go areas. As Winnie The Pooh said \u2018<em>You can\u2019t stay in your corner of the forest waiting for others to come to you. You have to go to them sometimes<\/em>.\u2019 (Winnie ThePooh\u2019s Little Instruction Book). Patrol the perimeter of the room and always keep the maximum number of children in your gaze. A good position to stand is at the back of the room \u2013 as it is difficult for children to see where you are.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt &amp;quot;\">&nbsp;<\/span><\/span><\/span><span style=\"font-size: 12.0pt; line-height: 107%;\">Standing behind a child who is misbehaving and saying nothing can be highly effective.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Use proximity and level \u2013 moving into a child\u2019s 46cm personal space bubble but without saying anything can be effective. It is important not to move much closer. Sitting at the same level or at a slightly lower level can aid effective communication with a child displaying difficult behaviour. Doing this will reduce the chances of conflict escalating.<\/span><\/li>\n<\/ul>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"\/userFilesD\/5925.jpg\" alt=\"woman telling off little girl\" width=\"397\" height=\"264\"><\/p>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Bodily orientation \u2013 the angle and direction in which your body points can indicate a lot. If you point yourself away it can indicate negativity. Standing face to face can inflame conflict. It is best to stand at right angles to the person or in some situations it is better to stand,&nbsp;leaning slightly forward and square on to make more of your stature.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Facial expressions \u2013 avoid increased rate of blinking as this can indicate anxiety (20 blinks per minute is the normal rate). Narrowing our eyes or lowering our eyebrows can give a sign of dominance or control. Keeping our mouths set in a resolute position (horizontal mouth position) can be controlling.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Use appropriate non-verbal cues which will carry a clear, unspoken message, direction or reminder e.g. finger to lips when requesting quiet.<\/span><\/li>\n<\/ul>\n<p style=\"text-align: center;\">&nbsp;<img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"\/userFilesD\/Shhh_women-with-finger-to-lips.jpg\" alt=\"woman with finger to lips\" width=\"397\" height=\"397\"><\/p>\n<ul>\n<li style=\"text-align: justify;\">\n<p class=\"MsoListParagraphCxSpFirst\" style=\"text-indent: -18pt; text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Eye contact and gaze \u2013 appropriate use of eye contact is the key to successful behaviour management. With some children you need to keep your gaze in the triangular area between their eyes and the centre of their forehead. By doing this you keep in control of the interaction. Staff who manage behaviour effectively use their eye contact in a confident manner \u2013 they adopt smooth and slow eye movements and are not fazed by looking at a child for an extended period.<\/span><\/p>\n<p><span style=\"font-size: 12.0pt; line-height: 107%;\">Avoid giving off frightened or passive messages e.g. staring in the distance or looking at the ground. Eye dips are a submissive gesture. Also avoid eye shuttle (flicking eyes from side to side) which is a startle response and a submissive gesture. If a pupil is misbehaving, move into their line of sight and establish eye contact with a stare. Give your direction and move away to allow them take up time to comply. A child\u2019s eyes can tell you a lot about them \u2013 their pupil size might indicate (in the correct lighting conditions) if they are in a more positive frame of mind. Large dilated pupils will indicate this. Note that if their pupils are still small then they are still feeling angry.<\/span><\/li>\n<\/ul>\n<ul>\n<li>\n<p class=\"MsoListParagraphCxSpLast\" style=\"text-indent: -18pt; text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt &amp;quot;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<\/span><\/span><\/span><span style=\"font-size: 12.0pt; line-height: 107%;\">Body postures you adopt can also have an effect on your ability to successfully manage challenging behaviour. The posture you adopt can have an impact on your voice. Adopt a relaxed and upright posture to aid your vocal delivery. Avoid blaming postures which involve finger stabbing and non-fluid gestures which can be seen as aggressive. Placating gestures \u2013 a non-assertive posture should be avoided as it shows a significant sign of weakness. Distracting postures, where you use a variety of positions and movements of arms and legs which remove attention from yourself are not useful. It is best to adopt levelling and sequencing postures where the palms of the hands are facing downwards and measured, controlled movements are made from the side to the centre of the body. These movements can have a calming effect and give an indication that someone is being truthful.<\/span><\/p>\n<\/li>\n<\/ul>\n<p class=\"MsoListParagraphCxSpLast\" style=\"text-indent: -18pt; text-align: justify;\"><!-- [if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG\/> <\/o:OfficeDocumentSettings> <\/xml><![endif]--><\/p>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">We need to control gestures we use to support what we are saying. Some gestures are at an unconscious level and can give away our emotions or true feelings e.g. body tics \u2013 frequent switches and movements in the body, touching your face, fiddling with glasses, lip pursing, nostril flare, hair stroking, finger tapping or frequent adjustment of clothes.<\/span><\/li>\n<\/ul>\n<ul>\n<li><span style=\"font-size: 12.0pt; line-height: 107%;\">Building rapport \u2013When dealing with angry and badly behaving students it is important to think how to develop a rapport with them.<\/span><\/li>\n<\/ul>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"\/userFilesD\/496.jpg\" alt=\"grumpy girl with hands on face in tartan dress\" width=\"397\" height=\"223\"><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">&#8211; Angry students will speak using words of their sensory preference. Listen to this and mirror the language of their sensory preference back to them. For example if a student tells you: \u2018I can\u2019t see the point\u2019 theyhave a visual sensory preference and therefore you should reply using visual language: \u2018Lets look at it again.\u2019Alternatively a student with an auditory sensory preference might say \u2018I am frustrated because you are not listening to me.\u2019 Thus a suitable response on your part could be \u2018I hear what you have said\u2019: you could then paraphrase some of the things the student had just said. And once again, someone with a kinaesthetic sensory preference might say \u2018It feels like nobody likes me in this group\u2019. Whereby your response might be \u2018Hang on a minute\u2019 \u2013 followed by examples of where you and other students have been supportive of them.<\/span><\/p>\n<p><span style=\"font-size: 12.0pt; line-height: 107%;\">&#8211; Use mirroring, matching, and cross-over matching of students&#8217; body language:<\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Matching involves adopting the same body language as the student. If they rest their left hand on their right shoulder you should do the same.<\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Mirroring involves providing a mirror image, so you would need to put your right hand onto your left shoulder.<\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Cross-over matching involves you matching their breathing rate (breathing in unison) or responding to their blink breathing rate by tapping your hands on your side or tapping feet at the same rate. If you do this then the student should unconsciously feel a sense of connection with you.<\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">&#8211; Use mismatching and breaking the rapport. This is the opposite of matching and can be utilised in certain situations where you wish to indicate to the student that you have had enough of the stance they are taking on an issue. To do this you need to break eye contact, look at your watch, gaze over their shoulder, and use facial tells \u2013 raising your eyebrows, changing the sound of your voice, or walking away.<\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">&#8211; Listen to their speech patterns and try to adopt their rate of speech, using similar intonations and rhythms.<\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">&#8211; Use similar sentence length and colloquialisms.<\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">&#8211; Practise Interactional Synchronizing whereby you move in a similar way.<\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">&#8211; Build rapport through gaze by directly looking at the student for two to three seconds.<\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">&#8211; Try to gauge a student\u2019s emotional state and establish an emotional rapport by acknowledging their feelings and matching their strength of feeling in your voice.<\/span><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Spatial anchoring \u2013 Think about where you stand for different purposes in your learning environment. We all use spatial anchoring or spotlight states in our teaching. Imagine the classroom as a theatrical stage with spotlights set up to highlight certain areas where actors will congregate at different times in the play. You can then choose various spotlight areas that are suitable for your particular purpose and stand in these in order to evoke a specific response from learners. For example we will have a point in the room where we will stand in order to control the group and sanction them \u2013 this is the \u2018discipline position\u2019. We will also have a position where we will sit for informal \/ relaxed conversations and we will have a position we stand in when we are imparting knowledge. We may also have a variety of locations when we move around the room from which we praise students \u2013 for example, often making use of our proximity and level, and usually crouching to one side of a student. Remember that at the end of a session it is worthwhile having a relaxed ending \u2013 thanking learners for their input and say that you look forward to working with them at the next session. Adopting these various positions will help us in managing the behaviour of difficult children.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">If you practice a number of these strategies relating to body language then your work with difficult children will be easier.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-size: 12.0pt; line-height: 107%;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"\/userFilesD\/dave-image.png\" alt=\"man in white background\" width=\"81\" height=\"86\" align=\"left\" hspace=\"5\">Dave Vizard, <a href=\"http:\/\/www.behavioursolutions.com\" target=\"_blank\" rel=\"nofollow\">Behaviour Solutions<\/a><br \/>\n<\/span><\/b><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-size: 12.0pt; line-height: 107%;\">&nbsp;<\/span><\/p>\n<h2>References<\/h2>\n<p><!-- [if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG\/> <\/o:OfficeDocumentSettings> <\/xml><![endif]--><\/p>\n<p class=\"MsoNormal\" style=\"margin-left: 36pt; text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Borg, J. (2008), Body Language (Harlow: Pearson)<\/span><\/p>\n<p class=\"MsoNormal\" style=\"margin-left: 36pt; text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Churches, R. and Terry, R. (2007), NLP for Teachers (Carmarthen: Crown House Publishing Ltd)<\/span><\/p>\n<p class=\"MsoNormal\" style=\"margin-left: 36pt; text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Collett, P. (2003), The Book of Tells (London: Bantam Books)<\/span><\/p>\n<p class=\"MsoNormal\" style=\"margin-left: 36pt; text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Vizard, D. (2012), How To Manage Behaviour In FE, 2<sup>nd<\/sup> Edition (London: PCP\/Sage)<\/span><\/p>\n<p class=\"MsoNormal\" style=\"margin-left: 36pt; text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Vizard, D. (2009), Meeting the Needs of Disaffected Students (London: Network\/Continuum)<\/span><\/p>\n<p class=\"MsoNormal\" style=\"margin-left: 36pt; text-align: justify;\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Did you find this article useful? Check out our courses:<\/span><\/p>\n<p class=\"MsoNormal\" style=\"margin-left: 36pt; text-align: justify;\"><a href=\"https:\/\/www.stonebridge.uk.com\/course\/classroom-behaviour\" target=\"_blank\" rel=\"nofollow\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Classroom Behaviour<\/span><\/a><\/p>\n<p class=\"MsoNormal\" style=\"margin-left: 36pt; text-align: justify;\"><a href=\"https:\/\/www.stonebridge.uk.com\/course\/bullying-in-schools\" target=\"_blank\" rel=\"nofollow\"><span style=\"font-size: 12.0pt; line-height: 107%;\">Bullying in Schools<\/span><\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify;\"><!-- [if gte mso 9]><xml> <w:WordDocument> <w:View>Normal<\/w:View> <w:Zoom>0<\/w:Zoom> <w:TrackMoves\/> <w:TrackFormatting\/> <w:PunctuationKerning\/> <w:ValidateAgainstSchemas\/> <w:SaveIfXMLInvalid>false<\/w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false<\/w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false<\/w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF\/> <w:LidThemeOther>EN-GB<\/w:LidThemeOther> <w:LidThemeAsian>X-NONE<\/w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE<\/w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables\/> <w:SnapToGridInCell\/> <w:WrapTextWithPunct\/> <w:UseAsianBreakRules\/> <w:DontGrowAutofit\/> <w:SplitPgBreakAndParaMark\/> <w:DontVertAlignCellWithSp\/> <w:DontBreakConstrainedForcedTables\/> <w:DontVertAlignInTxbx\/> <w:Word11KerningPairs\/> <w:CachedColBalance\/> <\/w:Compatibility> <m:mathPr> <m:mathFont m:val=\"Cambria Math\"\/> <m:brkBin m:val=\"before\"\/> <m:brkBinSub m:val=\"--\"\/> <m:smallFrac m:val=\"off\"\/> <m:dispDef\/> <m:lMargin m:val=\"0\"\/> <m:rMargin m:val=\"0\"\/> <m:defJc m:val=\"centerGroup\"\/> <m:wrapIndent m:val=\"1440\"\/> <m:intLim m:val=\"subSup\"\/> <m:naryLim m:val=\"undOvr\"\/> <\/m:mathPr><\/w:WordDocument> <\/xml><![endif]--><a href=\"https:\/\/www.stonebridge.uk.com\/a-z\" target=\"_blank\" rel=\"nofollow\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-7249\" src=\"https:\/\/www.stonebridge.uk.com\/wp-content\/uploads\/2012\/01\/a-z-courses.png\" alt=\"A-Z book of courses\" width=\"690\" height=\"120\" srcset=\"https:\/\/www.stonebridge.uk.com\/blog\/wp-content\/uploads\/2012\/01\/a-z-courses.png 690w, https:\/\/www.stonebridge.uk.com\/blog\/wp-content\/uploads\/2012\/01\/a-z-courses-300x52.png 300w\" sizes=\"auto, (max-width: 690px) 100vw, 690px\" \/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>How important can body language be when managing difficult children? With over 30 years experience as a teacher, Dave Wizard gives us some great advice and tips to communicate with difficult children more efficiently.<\/p>\n","protected":false},"author":29,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[350],"tags":[],"class_list":["post-2804","post","type-post","status-publish","format-standard","hentry","category-teaching-assistant"],"_links":{"self":[{"href":"https:\/\/www.stonebridge.uk.com\/blog\/wp-json\/wp\/v2\/posts\/2804","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.stonebridge.uk.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.stonebridge.uk.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.stonebridge.uk.com\/blog\/wp-json\/wp\/v2\/users\/29"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stonebridge.uk.com\/blog\/wp-json\/wp\/v2\/comments?post=2804"}],"version-history":[{"count":9,"href":"https:\/\/www.stonebridge.uk.com\/blog\/wp-json\/wp\/v2\/posts\/2804\/revisions"}],"predecessor-version":[{"id":24519,"href":"https:\/\/www.stonebridge.uk.com\/blog\/wp-json\/wp\/v2\/posts\/2804\/revisions\/24519"}],"wp:attachment":[{"href":"https:\/\/www.stonebridge.uk.com\/blog\/wp-json\/wp\/v2\/media?parent=2804"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.stonebridge.uk.com\/blog\/wp-json\/wp\/v2\/categories?post=2804"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.stonebridge.uk.com\/blog\/wp-json\/wp\/v2\/tags?post=2804"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}