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
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