Do have a read of his material, and in particular, these two posts
An Inconvenient Truth
Roger Schank’s Top 10 Mistakes in Education
First published 15 Dec 2009
I like the approach Pete Reilly has when looking at the current thinking in T & L around the world. When working with some of the most disaffected students of all ages, it seems that the style, content and pace of the lesson can very often really impact their capacity to cope for a whole lesson or day. I have many similar ideas to Pete's but I thought he put it quite well in a couple of posts on his blog Ed Tech journeys, which has much content on the use of technology in the classroom, but is also involved in looking at T & L from a transformational point of view.
Do have a read of his material, and in particular, these two posts An Inconvenient Truth Roger Schank’s Top 10 Mistakes in Education First published 15 Dec 2009 The mention of the creative curriculum in conjunction with behaviour management sometimes gets the tumbleweed effect. Just a whooshing of dust and a roll of tumbleweed.
Yes, it's true most children can dredge on through their work without it being presented in an engaging, exciting and creative way. It's also true that creativity takes time, probably more time in the beginning and therefore requires more thinking and resources as well as differentiation. All these are complex and for some, quite challenging to implement. However, it still seems that creative classrooms produce happy children and high levels of learning. Most people will have seen the Ken Robinson videos on Creativity and will think that what he says rings true. Well it has rung true for the last 10 years. He was commissioned to write a report in the early Blair years 'Ten years ago this month a 243-page report on the importance of promoting creativity and culture in schools landed on ministers' desks.' First published 23 May 2009 While I keep pondering the direction behaviour management is taking in the UK, I can't help but wonder at the time that is lost to both the challenging pupils and the teachers. Time off from school is frowned upon and can lead to fines for parents. Holidays in school time are not allowed. But we still lose many days due to low-level disruption in schools.
A recent NAS/UWT study has found some disturbing results. The survey found that on average, secondary school teachers lose 50 minutes each day because of pupil misconduct. But for a fifth of these teachers there is an even greater problem, with 75 minutes being lost, the responses suggest. And for a tenth of teachers, there were two hours of teaching time wasted each day because of pupil disruption. There were also problems with behaviour in primary school, with an estimated 16 full days lost each year because of misconduct. The average primary teacher reported losing 30 minutes of teaching time each day. So, it's a real problem. We legislate to get the kids in school and then they don't listen. They disrupt others and cause a nuisance. On top of that, they lose valuable learning time for themselves and others. They also mention ..being unready to start a lesson. Unreadiness for learning is pivotal in the classroom management of behaviour. If they're not ready to learn and you're ready to start, there's a conflict. This can be sometimes, but not always, resolved using power and control techniques from the teacher, frequently the preferred option, or this can trigger a support programme that helps the student to become ready for learning, even if that means they don't access 100% of the lesson content. This is where support rooms and learning staff come into their own in an establishment focused on emotional wellbeing. Those who are not ready to learn can be assisted, possibly away from the classroom, with their issues and then begin the lesson with help if needed to ensure they and their classmates get the best from their attendance at school. I think loads of time is wasted for students who are classified as 'challenging' when they may simply be personally challenged as they are frequently removed completely from the learning environment and placed in isolation. Where is the education in that? 100% exclusion from the learning environment should be made illegal. Everyone has a right to learn, but not everyone learns in the same way and at the same time or pace. A number of pupils will not receive 100% in classroom learning. They may have a 50-50 situation where they attend selected lessons and achieve 100% success. That way, self-esteem grows and so does trust in the system. The best examples of this are frequently seen in the special schools and behaviour units, but I believe they are very easy transferrable skills that could transform the lives of many of our children in crisis. First published 14 April 2009 Following Elona Hartjes' post 'Why', I thought I'd respond here.
It's a really good question. Why? Why do we gravitate toward those students who will give us the most challenge and possibly the least reward for effort? Part of this answer is 'Because we can make a difference' Just because is good enough for me. Was I successful in all my interactions with challenging students - no? Did the students I work with always appreciate my interventions or my attention - no? Did I have to do this - no ? Did I do this for my own self-esteem - no? Then why is it that I was, and am still drawn to the most challenging, most awkward, objectionable, oppositional, defiant and angry young people? Because, somehow, I have realised I do make a difference. I am different and I use different techniques to others. I can succeed where others fail. I can build up where others tear down. I can connect where others seem to disconnect. What is it that I do? I suppose I care and genuinely believe I can make a difference. I believe that the most challenging kids are sometimes the best leaders and given the chance, they will lead and show they are strong and capable. The challenge in schools is that the role is normally occupied by the teacher, and there can't be two dominant leaders in the class without conflict. This is where I believe teachers can have a very different approach. If they engage the leader instead of fighting, them maybe they will have an ally instead of an opponent. In engaging the leader, they can find what makes them, tick and how to motivate them. They will not fit the normal mould and need special handling, because they are very demanding and beyond what most children require. Some of the best experiences I have had have been with these most challenging children in challenging outdoor education environments - sailing, climbing, ski slope, ice skating, canoeing, trampolining and many others. Where the risks are high, these children excel and enjoy pushing beyond their limits. Challenge and success drive them forward and motivate them. It's no surprise to see heavy use of practical, high energy, movement -based activities being used to re engage and motivate the disaffected and disconnected students in Pupil referal units, short stay schools, or whatever they're going to be called in the future. It's the pathway to tapping in and connecting Often the classroom is a low energy environment and too slow to keep them engaged. Pace, challenge, success, reward, competition, recognition are all things the challenging students need to give them the drive to keep on. 'Children are thinking faster than the education we are providing them' - Sir Ken Robinson Are you someone who also is drawn to the challenge - please add your comments First published 24 March 2009 First published 1 Feb 2009 Once again, I thought I'd share some observations in two different schools with Year 4 boys, around 8 years old, who were constantly in trouble for their poor behaviour in math. I'd been asked to sit in with them to assist, thinking that they were perhaps finding the math hard or struggling to manage the literacy skills needed for the problem solving. The teachers were both very angry that they were constantly interrupting or messing about.
Now I qualified as a math teacher so thought I might be able to help. Whispering quietly "What are we supposed to do?" "We're adding on in tens, starting at different numbers" OK, I thought, then this can't be too difficult, one-to-one. "Can you do this?" I asked "Yes, it's too easy" I often hear pupils say it's too easy or it's boring, which often translates "I can't do it" "Can I check that you can do this just for a little while" I confirm with the teacher that we're doing the work, to get the attention away from us. "Can you add on 10 from 30, 50, backwards for 20, 80, add on from 37, 82, take off from 91, 53" All answered in a flash "What about add on 20 from 35, take off 40 from 80?" Again all done mentally without hesitation. "Do you find this sort of stuff easy?" I ask, knowing the answer - I was one of these in school too "Yes, it's just boring" "I understand that. Can we try some other things?" And on we went, juggling numbers, he and I setting tasks for each other for the whole lesson. We finished up with 4 x 3 digit numbers to add up. They looked like this. 356 + 858 392 794 ----- ----- And you have guessed it, he could do this. He did need a pencil, on my suggestion to make a note of the carries, but he could do this in his head! Adding on in tens then, should we carry on with the original lesson? It's 2400, by the way. It's written down like this 21 --28 ---20 ------- 2400 ------- What comment did we get back from the teacher - "You don't add up from the left-hand side" "You do if you're doing it in your head" I added, and we carried on, lost in numbers In the other school, there were three boys, all in trouble, one was reading his book under the desk. Guess what I found out there too? In another lesson, the pupils were doing rounding up numbers, again 3 digit additions, on paper and then checking them with their calculators. Teacher writes up 3x3 digit numbers. Nathan shouts out "Eight hundred and seventy two" and then puts his head down again "Remember to put up you hand when you want to tell the class your answer. Nathan, we need to work out to the nearest hundred." "It's Eight hundred and seventy two", and it was! "I think he's added it up mentally to the correct answer, rather than rounding it up" I politely say for all the class and the teacher to hear "Very good, now who can tell me to the nearest hundred" "What's the point says Nathan?" I nod and agree First published 1 Feb 2009 I was just thinking of a pupil I used to see very regularly because of his behaviour. He was the goalkeeper and captain of the Year 9 school team and represented the district, quite an achievement. In class, however, things were far from satisfactory, he was frequently disruptive and inattentive and from all directions seemed to be underachieving. Paraded then derided However, a short while in many of his lessons indicated why. Rigorous and inflexible entrance routines. Long periods of inactivity, listening to the teacher talking, low interest worksheets and solitary routines. For some of the very high energy pupils we have, this is a recipe for disaster. Having to sit in silence, after a breaktime of high volume, high input, energetic and enjoyable football is a mission impossible for some.
How about a bit of a rethink from the teacher. A buffer zone at the beginning to allow the energy levels to drop slightly, ie less demand on silence - yes I know we all hear "Don't start speaking until they're all quiet", but sometimes that'll be a long time. Get them started and then begin steering towards directed activities. How about a group problem-solving activity that allows for the early arrivers to get ahead whilst the laggers can still be involved and not miss the actual lesson. How about ensuring that there are some energetic activities which require movement and seat changing. "Recipe for disaster" I hear but it will certainly engage the energetic and harness some of their attention. Group activities are what the pupils crave, but teachers resist as it's difficult to assess each pupil's contribution and noise levels can rise. The best teachers look like their classrooms are just on the edge of collapse into chaos, but the pupils are completely engaged and enjoying themselves. Fun, enjoyment, humour, laughter are all things that help to anchor information, if that's what we're trying to impart. If its got to be done, make it entertaining and interactive - especially if the material is a little lacklustre to start with Just a few ideas - what others do you use? It would be good to hear what works for you First published 23 Jan 2009
Elona has a great post I recently read on motivation and I think she just about sums up how I feel children should be treated in the classroom. Not just in a special needs classroom, but all classrooms.. In her post, she writes In order to meet the needs of my students, I have to be a really keen observer of student behaviour so that I can determine what needs students are trying to meet by behaving in a certain way. Once I determine that, then I can conduct my class so that students can meet their needs in positive ways, one that facilitates learning. I’m still learning how to do this and probably always will be. Read more here Nurturing intrinsic motivation in your students |
Mike Temple
I'm an independent consultant working in the field of educational Supportive Behaviour Management Useful links:
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