Herons Six Interventions - Essay Example

Analyzing Heron’s Six Interventions A proponent of holistic and humanistic healing, John Heron developed six interventions, providing the healthcareor other organizational professional with a complete set of tools and supporting information with which to accomplish student and patient goals (Heron 2001). The formula can be applied in a one on one or group counseling setting or learning environment (Heron 2001). The six interventions are: perspective, informative, confronting, cathartic, catalytic and supportive. The specific intervention is the therapeutic focus identified by the professional, and delivered through a mode of facilitation (Heron 2001). The modes are the hierarchical, co-operative, and autonomous (Scaling Heights 2005). Each of the six interventions is a dimension within a delivery mode, and while the modes change impacting the role of the teacher/therapist and student/patient, the interventions remain constant dimensions within the modes (Scaling Heights 2005). Documentation is essential to the data gathering aspect of the process, and it will support the progress, or lack thereof, and guide the teacher or therapist in the planning elements and decide which intervention is applicable at the given point in time (Scaling Heights 2005). There is a suggested format for charting the outcomes which can be easily accessed on the ScalingHeights.com web site that is simple in nature, yet yields a wealth of pertinent information that help in the application of the interventions (Scaling Heights 2005). Heron’s goal, his South Pacific Center for Human Inquiry reports, is to equip the professional with the information and tools which facilitate the client gaining a “plan for rational living (1998).” The six intervention process is the culmination of Heron’s own work, which has been widely studied and used in the healthcare industry (OES 1999 Scaling Heights 2005 Scottish Executive 2005). The process is one of facilitator/therapist directing, relinquishing, delegating and sharing control in the patient/student or therapeutic or academic setting (Scaling Heights 2005). The formula was the basis for a handbook developed by the Differentiated Mentoring Project for use in schools (2004). The Prescriptive Intervention In the process, the intervention of “prescriptive” translates to planning, which depending upon the mode being utilized, rests with the therapist, or is shared by the group Scaling Heights 2005). Early on in the therapeutic relationship, when the therapist makes the decision to implement Heron’s course, the therapist will have to be firm in establishing the parameters within which the individual or group will work, establishing the learning objectives and evaluating the learning process through assessment (Scaling Heights 2005). Later, as the teacher and student group move through the other modes, the responsibility of planning, or the prescriptive dimension, will be shared by the group (Scaling Heights 2005). The objectives that are identified in the planning intervention will be identified by a review of the patient history, or the group histories (Scaling Heights 2005). Thus, the goal becomes one of directing behavior towards replacing the negative with positive (Scaling Heights 2005). Informative Intervention The informative intervention translates to “meaning” (Scaling Heights 2005). This intervention establishes the reasoning that lends itself to the teacher and student’s ability to make sense of what they have come together for (Scaling Heights 2005). Through this intervention, and in conjunction with the mode, the facilitator, patient, group impart and receive knowledge that facilitates learning of outcomes (Scaling Heights 2005). Again, in the beginning the therapist/teacher will have to work hard to establish the meaning of the process for the group (Scaling Heights 2005). Having planned the group’s time, topics, resources and methods, the therapist will have to convey the meaning of the work so that the patient or group can learn through the process, and later will participate in giving the sense of meaning to the work as the learning environment evolves to one of greater student participation (Scaling Heights 2005). Confronting Intervention The confronting intervention is intended to raise awareness as to the reason for the group coming together in the learning environment, and to confront and thereby eliminate the obstacles of resistance, oppression and ignorance that would limit the patient or group’s ability to learn (Scaling Heights 2005). Again, this intervention is one that is early on controlled by the teacher/therapist/facilitator, who works to identify the prescribed confrontation and interprets it for the group (Scaling Heights 2005). Later, as the patient/group moves through and between the modes, the teacher will delegate or relinquish control of the intervention to the group for a partnership in identifying and interpreting the obstacles (Scaling Heights 2005). Cathartic Intervention The cathartic intervention is the feeling dimension of the mode that is serving as the learning environment for the patient/group (Scaling Heights 2005). It is through this intervention that the patient/group/students will work to manage the negative responses of their emotions and learn to convert behavior into positive and productive responses (Scaling Heights 2005). There will be activities introduced in this dimension that allow for “opening and closing” doorways of positive and negative emotions (Scaling Heights 2005). Early on in the process, the teacher/facilitator controls the cathartic process, but, again, later delegates or relinquishes control to be shared and partnered by the patient or group (Scaling Heights 2005). Catalytic Intervention This intervention is the dimension of structuring the learning experience for the patient or group (Scaling Heights 2005). It is a process of identifying the environment and the methods for learning and the aspect of control over those elements (Scaling Heights 2005). Like the other interventions, the process requires the teacher/facilitator/therapist to control this dimension early in the relationship and course work, but later this will also be delegated to patient or group control and input (Scaling Heights 2005). Supportive Intervention The supportive intervention establishes the environment of exchange between the participants to create respect so that the patient or group knows there is a value attached to them as individuals, and to the knowledge that the patient or group brings to the learning environment that will contribute to a holistic experience for the participants (Scaling Heights 2005). As previously mentioned, the teacher/therapist/facilitator has control of this dimension of the coursework until she/he delegates that assignment to the group (Scaling Heights 2005). These interventions can be applied in a therapeutic setting, or an academic school setting, or any environment where an individual or group comes together to accomplish the objectives that have been planned by the teacher/therapist/facilitator (Scaling Heights 2005). By recording the particular intervention utilized, recognizing the mode through which it was delivered, and the patient or group’s response or outcome, the teacher/therapist/facilitator can use a process of repetition to help establish and continue a momentum of forward progress in negative to positive behavior modification (Scaling Heights 2005). The prescriptive, informative and confronting interventions are authoritative interventions reflect a balance of power that can shift between the facilitator/therapist/teacher and the student/patient/group (Scaling Heights 2005). The cathartic, catalytic and supportive interventions are facilitative interventions that are used in building positive self-image, self-determination, and supportive of emotional strength building (Heron 2001 5-6). Building A Healthy Attitude A positive attitude is one where a person feels control over his/her choices and direction, having confidence in understanding one’s self emotionally, and having confidence that the decisions we make for ourselves will result in social, academic and work goals being met (Scaling Heights 2005). The interventions are humanistic in nature and lead to co-operative participation in an individual’s attitudes and life perspectives (Heron 2001). Applying The Six Interventions in a Learning Environment The Differentiated Mentoring Project (TDMP), using Heron’s six interventions, developed a handbook to support teachers and “mentors” organizing and implementing the interventions in schools (Differentiated Mentoring Project 2005). The project adopted the views of John Heron from his work Helping The Client (2001), which is a revised and updated edition of his original Six Categories of Intervention Analysis (1975). “The view adopted in this handbook is taken from the work of John Heron (TDMP 2005).” The handbook provides a model for accomplishing Heron’s system (TDMP 2005). The diagram reflects the model that TDMP created applying Heron’s criteria (TDMP 2005). The Differentiated Mentoring Project 2004 The model successfully incorporates Heron’s interventions and provides the basis for moving forward with implementing the model and interventions in a learning environment (TDMP 2004). The model incorporates, too, Heron’s goals of a co-operative student/teacher/therapist/patient relationship based on a partnership in the learning experience (Heron Cooperative Inquiry 1998). It is the goal of the project to apply the interventions to strengthen school based mentoring (TDMP 2004). However, one of the important processes in preparing for the implementation of utilizing the six interventions is a process of introspection so that the facilitator/therapist/teacher identifies what prejudices or obstacles she/he brings to the process so that those prejudices can be dealt with and will not cause obstacles that are not student/group/patient related (TDMP 2004). Also, the teacher can expect to experience some self-awakening with regard to the fact that the control and delegation of control aspects of the interventions, which is essential to accomplishing the objectives that are identified through planning; requires a skill and focus that might at first seem foreign to the teacher or therapist because it is a complete departure from traditional processes (Co-Operative Inquiry 1998). In the above model, the mentor has already, as suggested by Heron’s model (Scaling Heights 2005), performed the task of self-evaluation to clarify his/her own feelings to identify what personal feelings and agendas might impact the group negatively (TDMP 2004). Having done this, and by definition, the personal feelings and agenda no longer pose a threat to the group and the mentor is ready to begin serving the group as a teacher (TDMP 2004). According to the model, the mentor (therapist/teacher/facilitator) in the prescriptive intervention, the handbooks says, “involves giving advice based on experience and knowledge (TDMP 2004).” Using that experience, the mentor directs the group toward through the plan toward identified goals (Scaling Heights 2005). Looking at the model, we see the mentor’s skills are those advising, explaining, and challenging in order to move the group forward (TDMP 2004). Here, the mentor identifies the obstacles that prevent the group from meeting the planned goals that have been early on worked out by the mentor (Scaling Heights 2005). The mentor incorporates the prescriptive intervention into practice (TDMP 2004) Using the skills as mentor and assessing the needs of the group, the mentor employs active listening under the prescriptive intervention, incorporating body language and facial expressions that support our role as actively listening (Scaling Heights 2005 TDMP 2004). The mentor has listened, and uses the research to move forward to the informative intervention (TDMP 2004). The informative intervention is one of demonstration and employing visual aids to help the group learn (Scaling Heights 2005 TDMP 2004). Again, the mentor performs the task of assessing the response to be satisfied the group is receiving the information, and, if necessary, the mentor will repeat the information until she/he is satisfied that the information has been processed by the group (Scaling Heights2005 TDMP 2004). Information requires support, to help the group understand that the information they are processing can be emotionally negative, but that the mentor is there to provide support in working through that obstacle (TDMP 2004). The mentor uses praise and reassurance to help build the confidence of the group in their own abilities, and to build the element of trust in the relationship (TDMP 2004). The supportive intervention will give way to the confronting intervention, where the mentor takes a proactive role in interpreting the problem, and providing the understanding of the outcomes by incorporating change in response (Scaling Heights 2005 TDMP 2004). There is reassurance given that the mentor will support the changes (TDMP 2004). There will be strong emotional reactions, and this falls within the cathartic intervention (TDMP 2004). The response on the part of the mentor will be one of sensitivity and support, and working through the negative feelings to the positive feelings that comes from having dealt with the emotional turmoil (TDMP2004). The mentor allows the group to examine the underlying conditions that are causing the problem, and in a co-operative fashion the mentor and group decide what is the best course of action for them at that point (TDMP). Based on the TDMP model, the process would work relatively the same if it is implemented in a group setting or used one on one (TDMP 2004). One on one would, of course be limited in depth as compared to a group setting, but it would still require the dimensions of the interventions in planning, meaning, confronting, feeling, structuring and valuing (TDMP 2004). The teacher or therapist role would be unchanged, and the co-operative partnership between the patient/student and teacher/therapist would still be evaluated (TDMP 2004). Transformation When we look at the traditional therapeutic and teaching environments, we can quickly realize that those environments are in stark contrast to the environments that support Heron’s system of interventions. In education, an environment not so different than of the therapeutic setting in terms of traditional roles where one person, the teacher or therapist, holds control and interprets and makes decisions for the group without substantial discussion as to why, or group participation in determining the best for the group (South Pacific 1998 TDMP 2004). The transformation from the traditional learning environment, therapeutically or in a school setting, will be one of relinquishing control and partnering with the students and patient group to accomplish the goals identified by the teacher/therapist (TDMP 2004 Heron 1998). The outcome is going to be one of a greater partnership of processing information and supplying feedback and a more humanistic approach and response by the therapist/teacher and the student/patient (Heron 2001). Author Experience In my own teaching experience I have used two of the six interventions, informative (meaning) and supportive (valuing). After a more thorough analysis of the six interventions, I can how I do not have to limit myself to any particular intervention, and realize that I can move seamlessly between the interventions as it corresponds to the dimensions of planning, meaning, confronting, feeling, structuring, and valuing. By utilizing all six interventions, I might realize greater results in accomplishing my planned objectives, and I will experience a reciprocal learning experience with greater input from my students in one on one setting, or the group setting. I can see, too, that I will have to be prepared to deal with the challenges that arise from implementing the other four interventions, and that, as Heron himself points out, it will take focus and practice in my role as teacher to be able to successfully manage all six interventions (TDMP 2004). The outcome, the FP-X GEN web site tells us, will be one of improved social and academic behavior, and a more cohesive team spirit and learning environment (FP-X Gen 1999). The success that comes from implementing the six is borne out by other organizations that have used it to accomplish organizational goals and team work, like the Scottish Executive Publications Beyond Boundaries (2006). Teachers are always looking to enhance the learning environment and experience, and it’s easy to envision the added dimension the implementation and moving between, back and forth, within the full range of the six interventions will bring to my experience and the shared experience between me and my student group. I look forward to the challenges that it presents that will cause me to improve my own skills as a teacher, and to the successes it will bring to my student group as together we are better able to identify and resolve the problems that are obstacles to learning. The interventions eliminate the role of the teacher as the authoritarian in that interventions call for group processing of problems and group participation in resolution. The process is followed with the “humanistic” elements of understanding, sharing, support, and encouragement (Heron 2001). The group will be able to move beyond barriers to learning with the sense of accomplishment and understanding by having participated in identifying the problem, and contributed to the resolution of the problem through the interventions (Heron 2001). The reward of perhaps helping students who might not otherwise achieve success, turn that around into successful accomplishment of the goals that we set for our group is a motivating factor that causes me to be excited about the work that is involved in altering our environment to facilitate the interventions. There is always room for good ideas. List of References Heron, J. (2001) Helping the Client: A Creative, Practical Guide. London: Sage Publications. Martin, M. Sutliff, P. The Differentiated Mentoring Project (2004) [on-line] available from Scaling Heights (2005) Heron (types of intervention) [on-line] available from http://www.resources.scalingtheheights.com/Herons%20Table.htm [2005] Scottish Executive Publications (2006) Beyond Boundaries, A Development Approach to Improving Inter-Agency Working [on-line] available from http://www.scotland.gov.uk/Publications/2002/06/15025/8306 [2006] South Pacific Center for Human Inquiry (1998) International Cyberspace for Cooperative Inquiry [on-line] available from http://www.human-inquiry.com/page10.htm [1998] South Pacific Center for Human Inquiry (1998) Helping Whole People Learn [on-line] available from http://www.human-inquiry.com/WholPeop.htm [1996] INTRODUCTION The Differentiated Mentoring Project, funded through the TTA Partnership Project, has allowed the development and trialling of resources that are designed to be useful for Lead Mentors organising Mentor Training within their own schools of for individual Mentor use. The Handbook is organised for quick reference in an easily accessible chapter format. Differentiated Mentoring is a complex and multi-facetted concept. We have tried to produce resources that can be tailored to meet the needs and experience to individual mentors’ needs and experience. Fundamental to this structured framework is an initial self-assessment profile. This is followed by a series of workshops created to develop specific mentoring skills. Throughout the project we have worked collaboratively and sought advice from a range of colleagues and Providers. It is hoped that the handbook will facilitate the delivery of workshop opportunities for individual schools and local learning communities and thus strengthen school-based mentor training and enhance CPD provision. Conscious of the time and resource constraints imposed upon schools, we have striven to develop ideas for 1 hour workshops which can either be undertaken as free-standing units or use in a flexible sequence as a structured course. In devising these workshops we have been mindful throughout of the wealth of existing expertise possessed by mentoring communities in schools. We are confident that these creative strengths and energy can be used in conjunction with the handbook to good effect. We view this handbook s a working document. We anticipate that colleagues may use the handbook guidelines and adapt and develop them to accommodate their own needs. We look forward to an ongoing professional dialogue around the theme of Mentoring Skills. Signed…………………………………………..………… & …………………….………………………………………… Pam Sutliff Sharnbrook Upper School Odell Road Sharnbrook Bedford MK44 1JL 01234 782211 psutliff@sharnbrook.beds.sch.uk Mary Martin Comberton Village College Comberton West Street Cambridge CB3 7DU 01223 262503 mmartin@comberton.cambs.sch.uk ESSENTIAL MENTORING SKILLS AND SELF-AUDIT In any Differentiated Mentoring programme it can be worthwhile to take stock and enable individuals to reflect on the skills required, identifying their personal strengths and weaknesses in order to position themselves on the mentoring spectrum. The following tools have been designed in order to generate discussion on the topic of “Essential Mentoring Skills”. We have created three different tools to allow for variation in approach. Practitioners may choose to use one or more of these tools as required. The Mentor Needs Audit may then be completed and will facilitate identification of further training requirements. GUIDELINES FOR USE OF THREE REFLECTIVE TOOLS: CLOUDBURST, MYSTERY AND MODEL CLOUDBURST – ESSENTIAL SKILLS FOR EFFECTIVE MENTORING As an introductory mentor training task (in pairs/groups), invite participants to suggest ideas for presenting the essential skills for mentoring. Example of cloudburst design is included overleaf but activity may generate other designs: e.g. skills mapped on human outline. Spokesperson from each group then offers feedback. MENTORING MYSTERY This task is designed to use with groups of mentors of varying experience. It is intended to provide stimulus for discussion of personal experiences and consideration of good practice. Templates will need to be photocopied, cut into individual cards and sealed in an envelope titled ‘Mentoring Mystery’. INSTRUCTIONS The facilitator outlines the ‘game’ activity and organises mentors into small groups (3 – 4) (5 mins) Instruction: ‘Work as a team to arrange the information on the cards to make sense of Mentoring Mystery. Discuss the specific issues facing the mentors? Identify any strengths or weaknesses and give the mentors advice to help them improve their practice? (35 mins) One spokesperson from each group should be nominated to give feedback on their groups’ discussion. (20 mins) Extension: Blank cards maybe provided so that mentors add further information, to improve the scenario or make the context specific to their own school. MENTOR DEVELOPMENT MODEL Using the model as a visual aid, ask participants: To identify the key professional qualities and practices required of someone carrying out a mentoring role. (REFLECTIVE PRACTITIONER). To identify the skills required for good mentoring. To discuss how different mentoring practices help to develop understanding of Teaching and Learning and is the core of CPD. MENTOR MYSTERY – template for Activity Cards Howard failed his ICT key skills test Joy used video to help Howard develop his self-evaluation skills. Howard is keen to take Year 12 students on a trip to the local hospital. Kitchen staff complained that Howard was rude and talked down to the lady serving in the dining room. Howard does not see it as part of the teacher’s role to ask students to tuck their shirts in. Howard has to travel 40 miles to school. Howard was a senior member of staff in the pathology lab. at Addenbrookes hospital prior to starting his GTP. Joy spent a long time trying to get a science key for Howard. She ‘phoned, e-mailed and talked to the site agents. Joy is worried that she doesn’t understand how Howard can provide evidence for standard 1.3. Colleagues frequently ask Joy for advice about carrying out chemistry experiments. Joy e-mails Howard’s weekly targets to other colleagues in Science and asks them for feedback on his progress. Joy’s timetable is very full in week A. She is tempted to rush mentor meetings. Joy really enjoyed the recent departmental night out to celebrate her 28th birthday. Joy has misplaced her GTP handbook. Lisa wants to carry out her research assignment on ‘Student Voice and the effectiveness of the School Parliament.’ Lisa can be a little over friendly with students in her tutor group. Lisa was a former pupil. She still recognises many staff who taught her. Lisa is a PGCE trainee, in school for professional placements in the Spring and Summer terms. Lisa is confident with using ICT, including the new interactive whiteboard. A parent rang Mike, concerned that his daughter, in the run up to her AS examinations, was being taught by a trainee teacher. Mike observed that Lisa’s voice gets higher in pitch when she shouts or gets annoyed. Mike incorporated ideas from Colin (a previous SCITT trainee) into the History departments schemes of work. Sometimes Mike’s mood is rather unpredictable. Mike always makes time for Lisa. Mike has weekly mentor meetings with Lisa in a busy staff room. Mike’s record keeping is brief but to the point. Howard doesn’t realise that he tends to use technical language that his students do not understand. Howard designed his own lesson plan proforma rather than using the template provided in his handbook. Joy feels inexperienced in giving feedback from lessons that she has observed. Joy tries to always give quick solutions to any classroom based problems that Howard encounters in his teaching. Mike struggles with his own time management and he spends a lot of time at home working. Howard seldom arrives at school before 8.25a.m. Howard is used to a very linear hierarchical management structure. He is confused by a system where a variety of staff have different responsibilities Lisa studied for a PGCE immediately after completing her degree. Lisa achieved a 2.1 (Hons.) in combined History with Politics from York. Mike can’t remember what the acronym SMART stands for in relation to target setting. Joy’s mentor meetings lack structure. Mike has been a mentor in the History department for four years. Mike has previously mentored both ITT and NQT. Mike intends to apply for the role of Head of History. The Head of Department in History is due to retire this year. Lisa is extremely conscientious. Lisa easily makes friends in the staffroom. Lisa is a bit daunted by teaching post-16. Lisa was very upset by the behaviour of some boys in her Year 10 class. Lessons start at 8.30a.m. Staff briefings are at 8.20a.m. every Monday and Wednesday mornings MENTOR NEEDS AUDIT Mentor: School: Please reflect upon your experience of being a mentor and for yourself evaluate what you perceive to be your strengths and weaknesses. Use this ‘Needs Audit’ to structure your thoughts and to communicate to us your ideas that will enable you to meet your needs. 1 = Very Good (with several outstanding features) 2 = Good (with no significant weaknesses) 3 = Adequate (requires significant improvement) 4 = Inadequate Area of expertise 1 2 3 4 Nature of ‘ideal support’ 1. Understanding the role of a mentor. 2. Interpersonal Skills: Active listening, giving advice, information and support, challenging, teasing out problems, open-ended questions. 3. Familiarisation with the QtT standards, including Target Setting. 4. Providing written and verbal lesson observation feedback that highlights areas of good practice and areas for further development. 5. Structuring a mentor meeting. 6. Other (e.g. using Student Voice, report writing etc) 7. Please use this space to highlight any issues that you feel should form part of your Mentor Development agenda and the follow up action and support required. INTERPERSONAL SKILLS USING SCENARIOS TO DEVELOP INTERPERSONAL SKILLS Objective: To give advice to fellow mentors in making positive interventions To prioritise issues Determine approach strategies and support mechanisms Set targets related to standards Five common scenarios/problems that mentors face with trainees: ACTIVITY 1. Introduction: identify the key Interpersonal Mentor Skills (see P12 – 14) Giving advice Giving information Giving support Challenging (Critical questioning) 15 minutes 2. Scenarios should be copied onto cards 3. Mentors work in pairs or small groups to read and determine responses to (one or more of) the trainees scenario problems 30 minutes 4. Feedback and whole group discussion. This can allow individual mentors to report relevant experiences. Overall the aim is to draw out key principles of good practice, such as: Identifying and maintaining professionalism in the dialogue Prioritising issues and action planning Setting SMART targets SCENARIOS – How would you advise the mentor? 15 minutes (Related QtT Standards in brackets) 1. You observe an RE trainee teach GCSE lesson on suicide. The lesson has been extremely dry and although objectives were set they were not linked to real learning. Activities included reading out loud, copying from text and a few closed questions. Pupils were quiet, co-operative but rather subdued and failed to engage actively with the ideas. It was actually a challenge to find any positive comments to make about the lesson at all. The trainee lacks confidence and commented that she has set up a highly structured lesson to minimise discipline problems. (3.3) 2. You have very high expectations of your trainee, a ‘fast tracker’ in MFL. The trainee is personable and outgoing and involved in a range of extra-curricular activities. However, lesson planning is superficial and lessons lack structure. When challenged, the trainee complains that the guidance for planning is inadequate and that there is a personality clash between himself and the mentor. (3.1) 3. You are mentoring an English trainee who has an excellent academic background and good subject knowledge. Lesson planning is meticulous, the trainee dedicated and keen to succeed. However, the trainee suffers with ME, lacks assertiveness and fails to project their voice in the classroom. (3.3) 4. A trainee in Science has an Environmental Science degree and significant gaps in her knowledge. She spends hours preparing lessons and produces very detailed notes that she then relies on in the lesson. You have identified that there is a resulting lack of confidence in teaching Post-16 and the current Year 10 Physics module. (2) 5. A talented and enthusiastic trainee in expressive arts has a tendency to be very casual in his personal approach with students. He encourages students to treat him as friend and occasionally socialises in the local pub (with Sixth Formers). As a result, the students are becoming over familiar in their manner and disrespectful in some lessons. (1) ITT MENTORING ACTIVITY AIMS – To develop Active Listening Skills: Sensitivity Digestion of information and determining areas for response Teasing out/chain of questioning Feedback to encourage reflection and progressive thinking Negotiation for greater understanding 1. Facilitator introduces the activity, organises triad and asks mentors to assign roles (15 minutes): Mentor Trainee Observer 2. Trainee in role imagines a challenging situation that they have faced and need help with e.g. a pupil is over-friendly 3. The mentor and trainee engage in a mini-mentor session where this issue is addressed. In silence, the observer monitors the interaction and makes notes to aid feedback (10 minutes). Guidance Note Possible skills for observer to comment on: Body language Positive intervention Avoidance of unnecessary interruption Helpful brief summaries Repeating statements (acknowledging comment, expressing interest) Choice of vocabulary and tone Adherence of neutral tone (e.g. not making comments personal) Avoidance patronising or intrusive comments Maintenance of focus Balance between obtaining information evidence and analysis FEEDBACK 4. Each participant (M, T, O) give their version of the experience saying (5 minutes): How they felt How successful was the interaction? 5. Repeat the triad activity with mentors assuming different roles (15 minutes). REFLECTION (15 minutes) 6. Evaluate the interaction as a whole 7. Whole group plenary INTERPERSONAL SKILLS We would like to thank Mike Berrill, Head Teacher, Biddenham Upper School, Bedford for his help with this background information extracted from his teams work. Whether you are giving informal advice, engaging in coaching activity or carrying out a full ‘Feedback and Target Setting’ meeting, you are engaged in professional counselling. At its heart counselling is about nurturing and springs from a genuine concern for the welfare of others. Though it springs from this spirit of ‘genuineness’, nevertheless, it involves particular abilities, which can be identified, practiced and developed. There are many competing views about how counselling is best approached. The view adopted in this handbook is taken from the work of John Heron (‘Helping the Client’, Sage, 1990). He argues that counselling involves two main kinds of activity: Active listening Making positive (or ‘therapeutic’) interventions. Active Listening This is something that most of us do naturally, and involves such things as: Giving the speaker all of our attention (e.g. facing them and making frequent eye contact) Using facial expressions and gestures to show we are listening (e.g. showing surprise, amusement or nodding in agreement at appropriate points). Adding comments to show that we understand (e.g. saying ‘I see’, or ‘I understand’) Seeking clarification where we may not understand (e.g. saying ‘When you say that, do you mean…..?’) Summarising (e.g. saying, ‘let me see if I understand what you are saying…?’) It is behaviours such as these that make a listener feel valued and cared for. Making Positive Interventions Heron argues that when are not actively listening, we are intervening, and he argues that there are only six forms this intervention can take: the first three we tend to be good at; the second three we tend to be less good at. Giving Advice (Prescriptive) This s a neglected aspect of traditional counselling, which involves giving advice on what individuals might do in particular situation. In its strong form, it involves being prescriptive and setting out imperative in professional practice (e.g. advising that a colleague should be punctual and take the register – a legal document – in a prescribed way). In its less strong form, it involves giving advice based on experience and knowledge of effective practice (e.g. advising that it is unwise to threaten pupils with sanctions that a teacher is unable or unwilling to carry out). In the context of mentoring, it is probably used to best effect when suggesting ways of experimenting with classroom practice (for example, in statements that begin ‘Why don’t you try….?’). It is important however, not to confuse imperatives – things we must do – with advice about experimenting with new ideas. Giving Information (Informative) On one level, this can mean simply keeping people informed by giving them the basic written information they need to carry out their professional duties (e.g. timetables, duty rotas, schemes of work, National Curriculum information). In the context of mentoring however, the most powerful ways giving information are orally (through feedback and advice) and by practical demonstrations. Teaching is essentially a practical activity; given the choice, busy teachers would rather be told or shown how to do things than be given written information. Often, teachers wrongly shy away from demonstration because it is thought to involve ‘mere’ imitation. As many commentators have argued however, imitation is a highly complex form of problem solving and should be encouraged. Coaching – a form of communication that combines both telling and showing – is the most powerful form of information giving of all. Giving Support (Supportive) This category of intervention is to do with maintaining the morale and self-esteem of a teacher. It involves adopting a nurturing and protective approach, giving encouragement, praise and keeping problems in proportion. Heron regards it as that most important form of intervention and argues that some people thrive on this category alone. He certainly believes that a supportive spirit should underpin each of the other categories of intervention to ensure that they are therapeutic. Every opportunity should be taken to affirm good practice and professional worth. It is particularly important that mentors are sensitive to teachers’ low morale and, by adopting a friendly and supportive approach, move quickly to counteract it. Half of being supportive is inspiring a teacher with confidence that the mentor will be available and supportive when needed. Challenging (Confronting) The first of the three kinds of intervention that Heron suggests we are not so good at is the one he thinks we find the most difficult. Many people find it difficult to confront others with unsatisfactory performance of poor working practices. This form of intervention involves developing assertive behaviour or the ability to make simple straightforward statements about performance that avoid passivity on the one hand, and anger, aggression or hostility on the other. The secret of successful confronting is preparation. It grows from being clear about: What the problem is The rationale behind why the behaviour has to change What new behaviour is expected How that new behaviour will be supported. Drawing our and Dealing with Strong Emotions (Cathartic) Sometimes individuals can become angry or emotional about situations, yet for a whole variety of reason, not mention them. These strong emotional states can seriously affect a teacher’s professional performance, limiting effectiveness and blocking any sense of progress or professional fulfilment. For the mentor, being cathartic has three distinct aspects: Being sensitive to the underlying tensions that arise in professional life and recognising when people are upset Skilfully drawing out this bad feeling and identifying the causes Working out practical strategies to overcome problems, and so reduce or remove bad feeling. This whole area is sometimes avoided because of the very real fear that personal rather than professional problems might be the cause of distress. Mentors are often anxious that by adopting a cathartic approach they might quickly find themselves ‘out of their depth’ or ‘sucked into’ problems that are not their concern. This should not deter those adopting a mentoring role from helping colleagues since (with permission) problems can always be referred to those with greater expertise. There is a whole range of specialist counselling agencies that can provide support when non-work-related problems have been identified. Ultimately it is important to recognise that people cannot perform properly when they are overwhelmed by strong emotions, and that unless the underlying causes are addressed, such problems tend to persist. Using Open-ended Questioning (Catalytic) There is a tendency with many people engaged in counselling to take a direct (and less time-consuming) route with issues, and move quickly to their own definitions of the situations. This ignores the fact that when individuals are encouraged to reflect upon and define situations for themselves, they learn far more. The central lesson here for counselling is that a well-formed question can set in train an effective piece of personal learning, indeed the whole non-directive counselling movement is based on this form of intervention alone. The key ability here is to draw out the main issues for the learner: What in simple terms is the problem under discussion? What are the underlying causes? What options does the person have? What are the potential outcomes of various options? Given these considerations, what is the best course of action? QTS STANDARDS The standards underpin all aspects of teacher training and therefore mentors and trainees need to be familiar with them. Our ‘easy-read’ version of the standards is one where key words have been enlarged to simplify and emphasise the main thread in each statement or set of statements. Qualifying to Teach – Professional Standards linked to qualities and skills. This document builds on Mike Berrill’s work by linking his descriptions of teaching competences directly to the QtT Standards. The detailed exploration of aspects of the standards will allow enhanced understanding for both trainees and mentors. Consultation of the document will facilitate more clearly focussed action planning and training activities. WORKSHOP TRAINING ACTIVITIES 1. Divide the standards into the five domains (1, 2, 3.1, 3.2, 3.3) and distribute among small groups of mentors with the instruction to agree possible sources of evidence for each standard (30 minutes) 2. Mentors and/or trainees use the ‘QtT Standards linked to Qualities and Skills’ document to carry out a ‘traffic light’ audit of their teaching qualities and skills. Each statement is coloured red, amber and green using the following key: Green Strength Amber Needs further development Red Little understanding or skills QUALIFYING TO TEACH – EASY-READ This easy-read concept is to enable mentors to have a quick reference facility and to provide focus on the main concepts of the standards and should not be used as a definitive version. Trainees must be assessed against full QTS Standards as detailed in Qualifying to Teach, Handbook of Guidance (TPU 1064) and Qualifying to Teach and Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training (TEA 0044/1p/45K/fmp/jul03) 1. PROFESSIONAL VALUES AND PRACTICE 1.1 High EXPECTATIONS of pupils. 1.2 RESPECT for pupils. 1.3 Concern for DEVELOPMENT of LEARNERS. 1.4 Capacity for COMMUNICATION. 1.5 Participation in CORPORATE School Life. 1.6 Understanding of SUPPORT Contribution. 1.7 EVALUATION of PRACTICE. 1.8 Awareness of TEACHERS’ statutory RESPONSIBILITIES. 2. KNOWLEDGE & UNDERSTANDING 2.1 Secure subject knowledge of: KS3 NATIONAL CURRICULUM Programme(s) of study KS3 STRATEGY if Core Subject. KS4 PATHWAYS for PROGRESSION KS4 Key skills. 2.2 CITIZENSHIP. 2.3 Key Stages EITHER SIDE of stage taught. 2.4 PUPILS’ DEVELOPMENT: physical, intellectual, linguistic, social, cultural, emotional factors affecting DEVELOPMENT. 2.5 Effective use of ICT. 2.6 SEN Code of Practice. 2.7 Strategies for promotion of GOOD BEHAVIOUR and a purposeful learning environment. 2.8 QTS Skills tests in NUMERACY, LITERACY and ICT must have been passed. 3.1 TEACHING - planning, expectations and targets. 3.1.1 Teaching and Learning objectives based on knowledge of PUPILS, EVIDENCE of PAST + CURRENT ACHIEVEMENT, EXPECTED STANDARDS, RANGE AND CONTENT OF WORK RELEVANT IN AGE RANGE. 3.1.2 Objectives used to plan LESSONS, SEQUENCES, ASSESSMENT (EOP). 3.1.3 Selection and preparation of RESOURCES (LANGUAGE, CULTURE, LSAs). 3.1.4 Contribution to TEACHING TEAMS. 3.1.5 EXTRA-CURRICULAR planning. 3.2 TEACHING – Monitoring and Assessment 3.2.1 Use of range of MONITORING and ASSESSMENT strategies and their use to inform PLANNING + TEACHING. 3.2.2 Constructive FEEDBACK – engagement of pupils in REFLECTION on performance. 3.2.3 Assessment of progress using NATIONAL CURRICULUM LEVEL DESCRIPTIONS and those of Awarding Bodies. 3.2.4 Identification and support of MORE ABLE, UNDER-PERFORMING, FAILING, BEHAVIOURALLY DIFFICULT pupils. 3.2.5 Understanding of EAL needs (given guidance). 3.2.6 SYSTEMATIC RECORDING of pupils’ progress – use of evidence to enable pupils to review own progress and inform planning. 3.2.7 Use of RECORDS as a basis for REPORTING. 3.3 TEACHING – Class Management 3.3.1 HIGH EXPECTATIONS – successful RELATIONSHIPS engaged on T + L – PURPOSEFUL Learning environment – valuing of DIVERSITY. 3.3.2 Capacity to teach expected of KNOWLEDGE, UNDERSTANDING + SKILLS in subject. Competent teaching of SPECIALIST SUBJECT using Programmes of Study. 3.3.3 Clearly STRUCTURED lessons + SEQUENCES of work – LEARNING OBJECTIVES clear, INTERACTIVE teaching methods + COLLABORATIVE group work, promotion of INDEPENDENT LEARNING. 3.3.4 DIFFERENTIATION. 3.3.5 EAL support (with guidance). 3.3.6 Awareness of CULTURAL DIVERSITY. 3.3.7 Organisation and MANAGEMENT of T+ L TIME. 3.3.8 Organisation and MANAGEMENT of PHYSICAL TEACHING SPACE. 3.3.9 Constructive MANAGEMENT of PUPILS’ BEHAVIOUR – CLEAR FRAMEWORK for classroom discipline. 3.3.10 Effective use of ICT. 3.3.11 Capacity to take RESPONSIBILITY for teaching over SUSTAINED period of time. 3.3.12 HOMEWORK set which CONSOLIDATES, EXTENDS and encourages PUPILS to learn INDEPENDENTLY. 3.3.13 COLLABORATIVE work with specialists or LSAs. 3.3.14 Recognition and response to EQUAL OPPORTUNITIES issues. QTS for ITT (KS3/KS4) Keywords/Statements – Reduction MM October 2002 QUALIFYING TO TEACH – PROFESSIONAL STANDARDS AND TEACHING QUALITIES QTS 1 – Professional values and practice What professional attitudes and behaviours will display in my work with others, and how do I like them to be with me? 1.1 Do I have high expectations of my pupils? Do pupils perceive that I: set challenging targets contribute to the setting of formal targets provide daily praise and encouragement challenge poor performance set clear boundaries for behaviour provide clear and just sanctions act as an advocate when necessary am a good role model constantly show I believe in them? 1.2 Do I demonstrate respect for pupils? What nature of relationship will I develop with my pupils? Do pupils perceive that I ensure an awareness and celebration of their social, cultural and ethnic backgrounds including: use of pupils’ names (correctly pronounced) knowledge of geographical origins knowledge of main dimensions of religious/cultural belief knowledge of important customs (including festivals and dress)? Am I: perceptive and sensitive to pupils’ feelings consistent firm vigilant about bullying, ostracism, name-calling, substance abuse, and physical, sexual and emotional abuse? Do I: maintain an objective, professional role adopt a guidance and counselling approach to problems treat all pupils equally investigate fully before reaching conclusions respect confidences (unless the pupil is “at risk”)? 1.3 Do I demonstrate concern for the development of pupils as learners? How will I foster a home-school partnership? In fulfilling my professional role do I ensure effective communication, including: Daily monitoring and liaison over pastoral issues Careful attendance monitoring Calls and letters to parents giving praise or expressing concern Thoughtful, accurate and informative reports to parents? In my professional work am I seen as being: warm calm and caring sensitive and sympathetic supportive and helpful honest and trusting consistent and fair a good listener someone with a constructive sense of humour approachable showing respect and liking for pupils patient a good listener empathetic and understanding? 1.4 Do I have a capacity for communication? Am I perceived as being open and enthusiastic, in that I am: committed to pupil achievement optimistic and positive intellectually curious keen to seek information and advice flexible, adaptable and willing to try new ideas or change tack keen to stimulate and motivate others someone who achieves job satisfaction? a good and timely communicator (written and spoken) assertive (not passive or aggressive)? Does my teaching performance display: the ability to gain attention with: confident and initial intervention, including: audibility clarity purposeful, energetic and positive tone effective ‘coming together’ routine (5-10 seconds)? the ability to hold attention with: enthusiasm for the lesson clarity of lesson purpose and direction fluent exposition early involvement of pupils (e.g. through questioning) (appropriate) sense of humour and warmth? effective use of movement, including use of gesture use of appropriate professional posture good mobility around the teaching space use of appropriate facial expression? effective use of eye contact, including: achieving initial engagement with pupils monitoring off-task behaviour (the ‘lighthouse’ effect) sustained use with an individual to reinforce praise sustained use with an individual to reinforce a reprimand? effective use of voice, including: loudness and energy (projection) clarity of diction well-judged pace use of emphasis variety of tone conveying enthusiasm? effective explanation, including: vocabulary and grammar matched to achievement level logical sequencing of ideas use of well-chosen examples and illustrations willingness to find alternative explanations patience and empathy? 1.5 Do I contribute to the corporate life of the school? Am I perceived as being reliable, in that I am: punctual well organised someone who can manage time by: listing prioritising and scheduling task to meet deadlines accountable to: established policy established practices and procedures someone with stamina and emotional resilience persevering (and honour commitments) someone who rises to challenges? a good, collegiate team player, in that I am: co-operative and value others make an active contribution draws out others and builds team spirit willing to express a professional view shares information tactful and diplomatic able to adopt different roles within a team, including: chair of meetings resource finder task finisher secretary aware of my own and others’ strengths and weaknesses someone who builds trust, respect and others’ self-esteem someone who deliberately avoids sarcasm moodiness withdrawal anger and hostility conflict willing to accept responsibility? In my teaching, do I demonstrate an understanding of the structure and functioning of the school, including: policy formation and the role of the governors funding the whole curriculum the timetable and staffing pastoral systems home-school partnership community links? Do I demonstrate an understanding of the structure and functioning of the organisations in the local environment and their relationship to education, including: County /Borough Councils: elected members (including the Chair of the Education Committee) officers (including the Chief Education Officer) Local Education Authority, including: Educational Welfare services Educational Psychologists Advisory services Finance and Personnel Youth Service Adult and Continuing Education Social Services Further Education Funding Council Learning and Skills Council? 1.6 Do I understand the contribution of support staff? Do I liaise proactively and positively? 1.7 Do I evaluate my own practice effectively? Am I seen as: able to prioritise and focus energy someone who shows initiative and creates opportunities a proactive problem solver (who thinks ahead): analytical (able to break problems down into key parts) someone who goes to the root of the problem someone who seeks information and evidence someone who uses facts and figures as part of logical argument recognises cause and effect identifies patterns and creative solutions confident and decisive strives for the best possible provision willing to set challenging targets and hold others accountable will challenge poor performance someone who can make the complex simple creates or adapts systems someone who has impact, influence and can inspire others? As part of my professional life do I: analyse my pupils’ performance against national value-added bench marks, in order to evaluate: the clarity and effectiveness of my planning the interest and motivation fostered by my teaching resources the stimulating nature of my teaching environment the energy and enthusiasm of my teaching performance the ‘tough care’ implicit in my relationships with pupils the feelings of orderliness and security in my teaching area the appropriateness of the pedagogies and teaching methods I use the effectiveness of my assessment and feedback methods the degree of flexibility and quality of professional judgement evident in my lessons the effectiveness of my attitudes, relationships and professional behaviours the adequacy of my subject and professional knowledge to the demands of my teaching my ability to evaluate and improve my professional, practice? Do I use these evaluations to reflect objectively on my strengths and weaknesses, and negotiate professional targets with appropriate line managers, including: the formation of challenging individual pupil learning targets, aggregated into whole class targets the identification of areas for improvements in specific aspects of professional practice the identification of areas for improvements in specific aspects of professional practice the identification of professional development needs the identification of support mechanisms? Do I reflect objectively on my strengths and weaknesses, and negotiate professional targets with appropriate line-managers, including: the formation of challenging individual pupil learning targets, aggregated into whole class targets the identification of areas for improvements in specific aspects of professional practice the identification of professional development needs the identification of support mechanisms? Do I proactively seek professional development opportunities, including: job enrichment/extension mentoring (ITT and NQT) membership of LEA working groups day courses extended courses? Do I engage in professional enquiry, including: informal enquiry as part of everyday teaching (e.g. plotting rates of improvement in reading ages) formal membership of school enquiry groups involved in: identifying a professional problem gathering existing information on best practice formulating the problem as a research question/focus for enquiry gathering, analysing and sharing evidence and data reaching conclusions about the implications for practice formulating policy and procedures? Do I continually experiment with aspects of my professional practice, including: modes of planning and preparation forms of inter-personal communication the management of learning general professional approach? Do I periodically review and make explicit my professional values and beliefs with respect to the overall aims and objectives of education the specific aims and objectives of my school the place of my subject(s) and teaching within the broader curriculum my role within the school my role within the broader community? Do I demonstrate flexibility and professional judgement? Do I respond positively to changes in the teaching environment and deploy the various elements of my teaching repertoire with sound judgement? As part of my teaching am I able to: adapt schemes of work including: to suit different achievement levels to suit differing degrees of educational need (e.g. refugees)? adapt lesson plans including: change in pace (e.g. to ‘wake up’ a lethargic group) change in activity (e.g. because of poor pupil response) change in tone (e.g. to challenge a boisterous group) in response to plan not working effectively? seize opportunities including amending a lesson plan: to take advantage of a visitor (e.g. a visiting governor who is a pilot) to go off on an interesting tangent suggested by a pupil (e.g. an interesting story about her family) in response to an artefact brought in by a pupil (e.g. 1st WW shell casing)? calmly improvise in response to the unexpected including: equipment failure (e.g. video, OHP, ICT) trauma affecting class (e.g. pupil injury, epileptic seizure) teacher/visiting speaker not turning up? find alternative means of explanation when existing ones are not working, including: finding other examples/illustrations (e.g. other ways of demonstrating electricity) sequencing ideas in another way (e.g. looking at patterns in a multiplication square before learning tables)? quickly switch from one form of teaching behaviour to another including: from relaxed to very firm from confronting to supportive from a rapport appropriate to year 5 to one appropriate to year 8 from a whole class voice register to a conversational one? use my professional judgement to deploy my professional repertoire to best effect, including: how to structure and pace my lessons what methodologies to employ when to persevere with a teaching approach and when to change it when to support and when to confront a pupil (or colleague) at what point to seek help and guidance with a professional problem at what point intervene in the problems of others what role to adopt in a professional team the degree to which one should consolidate and refine teaching approaches or experiment with new ones? 1.8 Am I aware of teachers’ statutory responsibilities? In my teaching do I show that I have an understanding of my contractual rights and obligations as set out in the Teachers’ Pay and Conditions document? QTS 2 – Knowledge and understanding 2.1 Do I have secure subject knowledge, including: understanding of KS3 National Curriculum KS3 strategy (for core subjects) KS4 pathways for progression KS4 Key Skills? How well do I know my subject(s) in relation to curriculum application, and how up-to-date am I in my broader professional knowledge? In my teaching do I show that I have: a secure, up-to-date knowledge of the subject(s) I teach, including: fluency in the use of subject terminology knowledge of recent developments (via subject journals etc.) an understanding of the relationship with other subjects (e.g. maths to science) an awareness of common mistakes/misconceptions and how to address them? an ability to support non-subject-specialist colleagues? a secure knowledge of the National Curriculum including (for different phases): progression from Early Learning Goals to KS3 the structure and requirements of the primary curriculum with regard to core and foundation subjects, including RE relevant programmes of study relevant level, and end of key stage descriptors the National Literacy and Numeracy strategy the Agreed Syllabus (for RE) KS3 and 4 courses including vocational courses framework of 14-19 qualifications my subject(s) contribution to the teaching and assessment of Key Skills? How well do I know my subject(s) in relation to curriculum application, and how up-to-date am I in my broader professional knowledge? In my teaching do I show that I have: a secure, up-to-date knowledge of the subject(s) I teach, including: fluency in the use of subject terminology knowledge of recent developments (via subject journals etc.) knowledgeof subject teaching methodology an understanding of the relationship with other subjects (e.g. maths to science) an awareness of common mistakes/misconceptions and how to address them? an ability to support non-subject-specialist colleagues? a secure knowledge of the National Curriculum including (for different phases): progression from Early Learning Goals to KS3 the structure and requirements of the primary curriculum with regard to core and foundation subjects, including RE relevant programmes of study relevant level, and end of key stage descriptors the National Literacy and Numeracy strategy assessment routines the Agreed Syllabus (for RE) KS3 and 4 courses including vocational courses framework of 14-19 qualifications my subject(s) contribution to the teaching and assessment of Key Skills? 2.2 Am I familiar with the Programme of Study for Citizenship? Do I understand: the role of my teaching subject in relation to the broader school curriculum relevant cross-curricular themes? 2.3 Am I aware of what is expected within the Key Stages either side of the stages I teach myself, including: the place of my teaching within the National Curriculum as a whole the relationship of my subject/phase to: the Core subjects the Foundation subjects other National Curriculum subjects areas of learning that lie outside of the National Curriculum? 2.4 Do I understand the developmental factors which can affect pupils’ learning? 2.5 Do I know how to use ICT effectively? 2.6 Do I understand the SEN Code of Practice? Does my teaching demonstrate an understanding of child development appropriate to my phase, including common disorders affecting learning and how to address them: dyslexia dyspraxia attention deficit disorder Aspergers syndrome (and autism) low self-esteem depression generalised anxiety emotional and behavioural difficulties? 2.7 Am I aware of strategies to promote good behaviour and a purposeful learning environment? In my teaching do I show that I have an understanding of, and personal position in relation to, major debates/issues in education, including: nature vs. nurture as determinants of human potential the nature of ability and intelligence the relevance of ‘preferred learning styles’ to classroom teaching setting vs. mixed ability teaching focus vs. breadth in curriculum provision? From this combination of broad overview and detailed knowledge, do I use/construct, schemes of work * that: contain appropriate subject matter and content separate the content into coherent and manageable lesson-sized parts employ pedagogies, teaching methods and learning tasks designed to provide challenge, progression and continuity employ a variety of learning channels to address differing learning styles move from the pedagogy of ‘instruction’ to increasingly independent modes of learning provide regular opportunities for: reinforcement/consolidation of learning assessment, feedback and target setting incorporating cross-curricular themes, including: literacy, numeracy and oracy health and environmental awareness citizenship and equal opportunities spiritual, moral, social and cultural development are available to colleagues and parents on request (where relevant) flow from the most appropriate choice of exam syllabus? Does my teaching show an awareness of pace and timing, including: accurate timing of different phases of the lesson effective balance of teacher talk and pupil learning activity In my teaching do I display effective use of pre-emptive measures, including: good planning and preparation whole class, teacher-led seating arrangements prompt and dynamic lesson starts clear, stimulating presentation clear, reinforced task-setting frequent praise and encouragement regular reinforcement of good behaviour (using reward systems) mobility around the room/proximity to problems? Do I insist on clear and consistent ground rules on: pupil entry-movement/leaving when the lesson is deemed to have started answering questions (e.g. use of hands) use of own and other pupils’ equipment seeking help when in difficulty pupil conversation/talking acceptable standards of work work deadlines and criteria for extensions sharing and co-operation in class/homework courtesy and politeness? Do I make effective use of reprimands, including: firm, professional tone of voice correct targeting emphasising what is required maintaining/sustaining eye contact criticising behaviour not the pupil avoiding anger and confrontation stating the rule and rationale behind the reprimand avoiding comparisons with other pupils not making empty threats avoiding a reprimand to the whole class? Do I demonstrate a geared response to authority challenge, including: investigation and academic help a counselling approach positive reprimand (emphasising what is required) firm, clear warning with threat of sanction implementation of sanction? Do I make use of available support/sanctions/communication systems for example: Home/school diary/planner loss of free time/privileges referral to pastoral/departmental staff use of daily reporting/support card s Read More