Some of the time recovery process has been covered but the main steps are
Small time to be spoken to after lesson or session - with possibly some more formal time recovery at lunchtime to complete work or to write apology letter
if there is refusal to do this, this should be referred firstly to a member of the support staff, perhaps the subject leader or a member of SMT who will assist to help this time recovery to take place
refusal to do this will possibly escalate to a headteacher's time recovery
The nature of this escalation is not to 'bring in the troops' but more to bring adults with perhaps better relationships into the situation to assist in its management and ultimately resolution. The last thing needed in time recovery is more conflict.
Adding a significant adult for that child also shows that you have a relationship with them and that can often rub off.
This gives the students many options and choices before any additional sanctions are imposed and allows them a degree of control over the outcome. If you face escalation, in the early days, it may be useful to let the students know where their refusal will lead without any threat or emotional stress being incurred -- matter of fact approach is best along with an attitude of disappointment at their choices.
A suggestion like
“I’m sure you don’t want this to happen, let’s try and sort this out now rather than make a big thing out of a small problem”
can often give the student the help they might need to move in a different direction.
Use of time out - with quality support staff in place, will offer a number of resolution pathways for the child to follow. Many schools use these, but with a hint of punishment and inconvenience attached, rather than a resolution, support and repair one
Time out in the classroom
Time out outside the classroom -- important to have support in attendance for H&S reasons
time away from the classroom to be in a neighbouring classroom where the student feels comfortable
in this is not appropriate, support staff could assist by taking student away to a quiet area, recovering the situation and re-entering them into the classroom
when the green room is in place some more sophisticated programs will begin to work in supporting the students
As you begin to set up the support room programme, there will be a move towards proactive responses in advance of children’s difficulties. This can include setting up target or tracker cards, programming additional support -- extra reading, social skills, anger management, paired work in lower age classes, work experience etc in order to maximise the positive aspects of the student’s school day.
The green room, initially, may be seen as a reactive programme which manages the needs of students and classrooms in crisis but ideally should develop to include non-challenging students having access to the room either in similar groups or grouped with challenging students.
This is an important aspect to develop as the perception of the room needs to be as a support programme to develop all aspects of all students, and not just as a room to cope with the difficult children. It is a clear message to get across to both parents and children.
On introducing its programme to staff, it may be useful to inform parents of the next steps as well as holding some team time in classes for the children to talk through how the programme will affect them in the future. This partnership is important especially as there are a series of consequences to their behaviours.
It may be useful to staff to note responses from students who have a negative view point and for a member of SMT to discuss this with them at a different time. As you can see, on paper, this programme is quite extensive and has a number of areas where errors can be made. It is therefore quite important to undertake training to ensure all are on track.