Some of you may be familiar with the term 'The Golden mean' - it's a mathematical ratio that is present in nature and is widely used in architecture to produce eye-pleasing shapes like windows and facades.
the golden mean = 1.61803399
Not everyone understands why this is relevant, especially if they haven't got a grasp of what is meant by ratio. If this were a key part of a lesson and you'd failed to 'get' it, it could easily lead you to go off task, wander off mentally, chatter, or just generally be disruptive. What would or response to this be? To take you out of math, to sideline you in another room, or would we see it was important to your development and perhaps assist you with extra help, possibly on a table with extra support for a small group of others, also struggling?
Failure to manage a curriculum skill or concept,generally doesn't lead to punitive actions by teachers. It generally leads to just the opposite - a more supportive and early intervention approach, aimed at getting the student back up to speed.
Except when it involves behaviour. Now we tend to see these actions as antisocial and deliberately designed to get attention and to disrupt the class. How is this any different from not managing concepts in a curriculum area? Children with poor social skills and lack of personal control need more help and early intervention too. One of the more useful areas of the curriculum is Golden time - a period of 1/2 - 1 hour, usually on a Friday afternoon, where the children have an opportunity to enjoy an open curriculum, often choosing activities and social groupings.
So why is it that this aspect of the curriculum is often used as a tool for deprivation against the very children for whom it is essential. We wouldn't consider removing a child from math because they couldn't manage, so why do we do this with Golden time? Because it smacks of revenge. It is a time the children love to take part in and should be an entitlement for ALL children, not used as a negotiation tool. If it is to be used as the latter, in my opinion, it shouldn't be on the curriculum as it is not available to all and therefore not an entitlement or inclusive in its nature.
There are many other, more suitable ways of supporting children whose behaviour has not been up to scratch during the week and saving it up 'till Friday is a very cruel way of trying to implement change. If Reece has had an incident on Monday afternoon, it is totally unreasonable to hold any sort of sanction over until Friday - it's simply far too long and has no connection for the child. I think it's possibly because it makes the management very simple for the teaching staff and I don't think behaviour management should be simple, it should be individual.
So let's stop being mean and let Golden time stand in the curriculum where it should, as an entitlement for all and not as a negotiation tool for the few. Lets get rid of the Golden Mean forever.
First published 17 April 2009
the golden mean = 1.61803399
Not everyone understands why this is relevant, especially if they haven't got a grasp of what is meant by ratio. If this were a key part of a lesson and you'd failed to 'get' it, it could easily lead you to go off task, wander off mentally, chatter, or just generally be disruptive. What would or response to this be? To take you out of math, to sideline you in another room, or would we see it was important to your development and perhaps assist you with extra help, possibly on a table with extra support for a small group of others, also struggling?
Failure to manage a curriculum skill or concept,generally doesn't lead to punitive actions by teachers. It generally leads to just the opposite - a more supportive and early intervention approach, aimed at getting the student back up to speed.
Except when it involves behaviour. Now we tend to see these actions as antisocial and deliberately designed to get attention and to disrupt the class. How is this any different from not managing concepts in a curriculum area? Children with poor social skills and lack of personal control need more help and early intervention too. One of the more useful areas of the curriculum is Golden time - a period of 1/2 - 1 hour, usually on a Friday afternoon, where the children have an opportunity to enjoy an open curriculum, often choosing activities and social groupings.
So why is it that this aspect of the curriculum is often used as a tool for deprivation against the very children for whom it is essential. We wouldn't consider removing a child from math because they couldn't manage, so why do we do this with Golden time? Because it smacks of revenge. It is a time the children love to take part in and should be an entitlement for ALL children, not used as a negotiation tool. If it is to be used as the latter, in my opinion, it shouldn't be on the curriculum as it is not available to all and therefore not an entitlement or inclusive in its nature.
There are many other, more suitable ways of supporting children whose behaviour has not been up to scratch during the week and saving it up 'till Friday is a very cruel way of trying to implement change. If Reece has had an incident on Monday afternoon, it is totally unreasonable to hold any sort of sanction over until Friday - it's simply far too long and has no connection for the child. I think it's possibly because it makes the management very simple for the teaching staff and I don't think behaviour management should be simple, it should be individual.
So let's stop being mean and let Golden time stand in the curriculum where it should, as an entitlement for all and not as a negotiation tool for the few. Lets get rid of the Golden Mean forever.
First published 17 April 2009