This item is pretty startling for our young people.
At the moment, we have the government and Mr Gove on one hand wanting to get back to 'discipline' and giving powers to teachers to initiate this, including searches and restraint and on the other hand the NSPCC offering these stats from survey of 2,275 children aged 11-17, and 1,761 adults aged 18-24 last year. It makes some chilling reading, especially if you overlay the two. I think the future for many of our challenging and challenged children is bleak and fraught with stress.
'Readiness for learning' was always one of my measures for how I should interact with a young person. Whether it was a message about their behaviour and how it might be improved for the future, or a piece of learning I wanted them to undertake, I always tried to consider if and how they could manage to take the message on board. If they were not in a state of readiness, either through stress, fear, hunger, worry or something else, I made it my role to try to facilitate the change for them or to keep them safe until they were ready.
What do I need to do to help you meet your needs at this moment? Is it a quiet space, another space, a different activity or another adult or perhaps discuss it later? All of these were considerations.
So I think schools will be on a collision course in the next few years and many more of our young people will become more disillusioned with education and its ability to care for them and meet their needs.
'Treat others as you would like to be treated' goes a long way in this context
Fis
rst published 15 Feb 2011
At the moment, we have the government and Mr Gove on one hand wanting to get back to 'discipline' and giving powers to teachers to initiate this, including searches and restraint and on the other hand the NSPCC offering these stats from survey of 2,275 children aged 11-17, and 1,761 adults aged 18-24 last year. It makes some chilling reading, especially if you overlay the two. I think the future for many of our challenging and challenged children is bleak and fraught with stress.
'Readiness for learning' was always one of my measures for how I should interact with a young person. Whether it was a message about their behaviour and how it might be improved for the future, or a piece of learning I wanted them to undertake, I always tried to consider if and how they could manage to take the message on board. If they were not in a state of readiness, either through stress, fear, hunger, worry or something else, I made it my role to try to facilitate the change for them or to keep them safe until they were ready.
What do I need to do to help you meet your needs at this moment? Is it a quiet space, another space, a different activity or another adult or perhaps discuss it later? All of these were considerations.
So I think schools will be on a collision course in the next few years and many more of our young people will become more disillusioned with education and its ability to care for them and meet their needs.
'Treat others as you would like to be treated' goes a long way in this context
Fis
rst published 15 Feb 2011