Due to a growing roll at Allandale School we have moved a number of students across our school. Karearea 12 has had a child put into our classroom from another classroom in our syndicate. This child has been involved in a RTLB referral for increased concerning behaviours.
Consolation was had with our syndicate teachers concerned before the move. Parents were also talked to and discussions were had about the benefits and best fits for all children.
A settlement time has been had (2 weeks) while the child settle into their new classes.
BRENT (Pseudonym)
How can we develop a classroom culture of caring where BRENT can feel valued and an important member of Karearea 12?
Our classroom learning environment is established. Our learners understand the routines and expectations. Learners are clear about their responsibilities and roles. Coming into a learning environment that is already established is difficult and can be challenging for a less confident and behaviourally challenged student. Children are familiar with our expectations and learning routines and this student is not.
What do we need to change in our practice?
Develop a in-depth culture of caring in our classroom. Provide support people for this student. Regularly conference with this student to provide him with guidance and an opportunity to share his feelings.
What is important?
Relationships - Relationships with Mum, Dad, Grandparents, BRENT and the school/classroom.
Provide BRENT with opportunities to feel good about school and while at school.
BRENT making friends and enjoying school.
BRENT developing strong social skills
Provide consequences to BRENT or his behaviours positive and negative.
Trusting relationships between Brent and children in Karearea
Keeping all students safe from violence and or uncalled negative attention.
Supporting this student is being a happy learner.
What strategies are mostly likely to help Brent?
- RTLB support
- Circle of Friends
- Cools School
- Friendly Children, Friendly Classrooms
Professional Blog and observation data
Praxis:
- Identify that he is important and get him to see that his peers like him. Class discussion
- Tell how you (chn) feel about our classroom. The Classroom Scale activity
- Who are our class peers that could possibly help our student - role models. Measuring social acceptance activity.
- Positive and negative descriptions activity.
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| Children mind mapping how we can use our hands to be helpful. |
First step - Collate all data from Circle of Friends data. From this data place Brent with peers that can role model and support him in his behaviour. These peers are supporting and role modelling great behaviour.
ReplyDeleteSecond step: Positive Praise Are we capturing the good behaviour enough? Does this child see himself as successful and are we support himself in recognising his success? Praise positive behaviours, making sure this is not empty praise. Praise for good, choices and decisions consequences for poor choices and decisions.
ReplyDeleteThird step: Outside view inside. We have organised our RTLB to come and observe Brent in the classroom with his teachers and peers. Getting an outsiders point of view can highlight things that you didn't realise.
ReplyDeleteForth Step: Meeting with all teachers and Mum and Grandad (Alan).
ReplyDeleteA meeting was held with Grandad, Mum, Janene and I. While Brent was with us we discussed our celebrations. Once Brent had left we discussed our problems and possible suggestions to solutions
Fifth Step: Introduce the social skill of keeping your hands to yourself. Children mind map possible ways of seeing this in our class and school. Conference with Brent about all the good things he has done today, write in his note book and get him to take it home.
ReplyDeleteReadings related to this inquiry thus far:
ReplyDeleteSpeaking Truth to power (P. L. Thomas and Christian Z. Goering English Journal 2015)
Learners in the driving seat (School Leadership Today Leading Learning Pedagogy)
The emotional labour of caring in teaching (Lynn Isenbarger & Michalinos Zembylas, Teaching and Teacher Education 2006)
In the collaborative research study, The emotional labour of caring in teaching (Lynn Isenbarger & Michalinos Zembylas, Teaching and Teacher Education 2006) Lynn (the teacher) talks about specific students and the behaviours. This article supports the processes I'm putting in place for Brent and describes the importance of of knowling the child. Being aware of prior judgements and historical knowledge but spending time on making your own thinking about a child. It also talks about meeting the needs of the child first and this could apposed to delivery of the curriculum. This article defined 'Caring as relational. As opposed to an ethic justice'. This article also talked about the notion of 'Emotional Labour'.
ReplyDeleteMeeting held with John Copeland (SWIs), Lorraine Millard (RTLB), Janene and I (classroom teachers) about our next steps for Brent. We shared our problems, celebrations and the strategies we are putting in place for Brent. Lots of praise (but not empty praise), positive notebook home, where the day is broken up into three parts of the day and social skills programme.
ReplyDeleteLorraine shared information from her family meeting and discuss the struggles Mum is having with Brent's behaviour. I suggestions that to help we (teachers) could get mum to write all Brent's positive behaviours in his notebook and we could share how proud we are at school.
Lorraine and John were impressed with the level of commitment Janene and I have already put in place for Brent and had no more suggestions. We all agreed to review Brent's progress in term 3 week 2.
Generally Brent's hurting behaviours are zero to minimal. Janene is buddying him up at lunchtimes and playtimes. These children have high social skills and are role modelling for Brent. Brent comes back from break times happy and is usually hot from running around.
ReplyDeleteOur next goal fro Brent will be to continue developing his social skills and we will continue to do this as a whole class and to minimise his avoidance to independent learning.
Great work on this inquiry Adrianne. Brent is an interesting student who has academic potential which is being hindered by his current behaviour. I have contacted his mum to suggest the positive comment idea in his home notebook.
ReplyDeleteAn incident occurred recent where Brent hit a child in the face. This was a reaction to being chased by a older child and Brent didn't understand way this boy was chasing him.
ReplyDeleteThis incident makes me think about Brent's survival behaviours - the flight or fight responses that happen.
Brent was sent home and Mum and I had a great talk about why this happened and why he needed to go home.
After this incident Janene and I agreed with Brent that we will always be available for Brent at brainfood break and lunchtimes, so if something happens and Brent is up set about anything he can come a see us and we will support him with the problem. Hopefully this strategy will support Brent in seeking help (flight) rather than fight.
Beginning of the term off to a great start for Brent. We (Janene and I) talked to Brent as soon as he came to school about our expectations. We also reminded Brent that we care for him and what he needs to do if he incounters a problem. He has had a great week out in the playground, making great choices and playing in a caring way.
ReplyDeleteI hope the resources requested and provided will be helpful to you both in terms of the language you use when working with Brent. All suggestions are from the Incredible Years Teaching manual. This programme is evidence based and fits in well with the PB4L philosophy which the school is undertaking. I also need to report some positive feedback from another staff member who is feeling very well supported by the PB4L and the support received school wide.
ReplyDeleteThat is always great to hear Lorraine. Focusing on positive behaviours have been extremely helpful for our staff.
DeleteBrent has had a great start to the new term. Janene and I, on day one explained the expectations to Brent and discussed how he felt about anything last term and what his goals for this term could be.
ReplyDeleteNow as we have moved into week two Brent has had to small physical challenges. Both were on the same day within 20 minutes of each other. After thinking about both incidents I noted...
1. both were in a confined space
2. both children brushed up against Brent
3. both victims said nothing to Brent
4. both victims were hit on the face by Brent
I have been really analyzing what actually happens before, during and after these physical outbursts and generally Brent's behaviours displayed when he is calm and relaxed.
Brent...
1. doesn't stand close to you when you are talking to him (this could be either in a positive way or negative)
2. doesn't look at people when they are talking to him (this could be either in a positive way or negative)
3. will turn his head and body to face the furthest from your face as possible (this could be either in a positive way or negative)
4. will remove his hand if you accidently touch it.
5. needs his own space when receiving instructions.
I would like to get a sensory assessment completed on Brent as I am lending towards a sensory sensitivity towards touch. While I complete the referral for this I will attempt to try and generally inform our children that we all have special sensitivities. I will also try to desensitize him by introducing positive forms of touching - shaking hands in the morning, walking Mrs McAllister over to Jam Jump etc.
That is a very interesting observation Adrianne, I wonder if his family has noticed the same sensitivities in the home situation. This proximity sensitivity is an interesting lead to follow. The fact that he is hitting people in the face however is worrying and some alternate strategies such as learning coping skills, role playing peer relationships, verbalising thoughts rather than acting them out might be helpful. Please let me know if you need any help with those. Your observations certainly tie in with Brents Mums thoughts about what might be triggering such behaviours.
ReplyDelete