UNLEASH

ED

Tag: behaviour

  • Please Restrain Me

    Seriously. The latest in Ministry bull-hockey is in full swing.

    Many teachers were somewhat perplexed at the latest heightening of the issue of restraint in schools, when the Ministry introduced a layer of bureaucracy to the issue of restraining children who were out of control in the school.  In the bulletin dated 21 August 2017, the Ministry states that

    “New rules have come into force which require schools to notify, monitor and report on the use of physical restraint.

    Schools should be, and usually are, a safe and happy place. But there are times when things risk getting out of control and someone needs to step in.

    On rare occasions a student may need to be physically restrained and new rules have now been issued to give greater clarity about when it is okay to do so.”

    Trust is a two way street, and the Ministry here demonstrates exactly the level of trust that it has in it’s teachers. Due to this, teachers are naturally cautious to this, with many thinking of where this leads. While the Ministry say that this is purely for monitoring purposes and to see if the school needs help in managing the behaviour at the school, many teachers are much more cynical, and can see this leading to sanctions on individual teachers who restrain too often, or repercussions to schools who are required to restrain on a regular basis. What’s more, the chances of legal procedures also looms in minds around the country.

    Which is why now, teachers more than ever are hesitant, and on occasion flat out refuse to restrain children, even when student safety is in question. The hassle of filling out the form is one reason for ignoring it, but the process behind the form, and the repercussions it could lead to are much bigger deterrents.

    Of course, the first question on many of our lips was – “What constitutes restraint?”

    The bulletin listed some examples for us, to give us an idea:

    “The legislation says that a teacher or authorised staff member can use physical restraint if he or she reasonably believes that there is a serious and imminent risk to the safety of the student or others, and the physical restraint must be reasonable and proportionate in the circumstances. Situations where it may be appropriate include:

    • Breaking up a fight

    • Stopping a student from moving in with a weapon

    • Stopping a student who is throwing furniture close to others who could be injured

    • Preventing a student from running onto a road.”

    Suddenly, separating two students who are throwing haymakers (an activity that happens at least once a month, if not once a week in some schools) now requires a teacher to fill out a form and report to the Ministry. A copy also goes to their Board of Trustees. An interview (usually by phone) also occurs after the form is submitted.

    So what about if I have to remove a child from class because they refuse to follow my instructions and are disrupting the class? Another form. Another interview. But is it restraint?

    So naturally, schools began asking the Ministry these questions, hoping to seek some clarification around the new laws that were put in place. Somewhat expectedly, the MoE had no answers. They fumbled around and provided comments that amounted to not much more than “We don’t know”.

    Surely they had a plan in place? Surely they could foresee that there would need to be some clarification for those on the front line as they ducked and dodged the furniture being thrown at them?

    Hastily, they put together an all encompassing workshop: “Understanding Behaviour, Responding Safely” or UBRS for short.

    I had the privilege of going to one of these courses today.

    What an absolute joke. Bordering on pathetic.

    The whole basis for the workshop was “Minimising the use of Restraint”. This says one thing; that we (MoE), think all teachers use restraint as step one in our behaviour plan. The majority of the course discussed and elaborated and explained all the ins and outs of managing behaviour, providing safe learning spaces, and building relationships with the children – once again assuming that teachers do not already do all of this.

    Seriously.

    In a room full of teachers, all of whom are wondering what is considered restraint, what isn’t considered restraint, when do I have to fill out the form and when do I not, and some safe and un-harmful ways to restrain children in a suitable way.

    Instead, this question (which was raised in the first five minutes of the workshop) got shut down and dismissed, as “we are looking at ways you can deal with the behaviour before it escalates”.

    Pathetic.

    To assume that teacher’s don’t already do all of that in their class; that they don’t get to know their students, work out what triggers students, work along students to de-escalate conflict, and do everything in their power to NOT get to a point where a student flies out of control, was nothing more than belittling and patronising.

    Yet this is what is being rolled out.

    We were even told that this wasn’t really even designed to be used at this level, and wasn’t about dealing with restraint. Yet on the Ministry website, it is made quite clear on their “Support for schools to manage challenging student behaviour” page which mentions restraint, that the training provided is “The Understanding Behaviour, Responding Safely (UBRS), workshop…” and “…is delivered in modules for whole school staff groups focusing on prevention and de-escalation strategies.”

    It does not mention anything about restraint, which the new laws are about, and are what teachers are actually concerned about, as opposed to managing behaviour focussed on prevention and de-escalation.

    What a joke.

    Look; Teacher’s aren’t walking about looking for kids to restrain. We aren’t going around antagonising and riling up students until they’re out of control and we need to drag them over to the school office.

    But if you’re going to make a “No restraint” rule, but make the exception for certain circumstances, then you’re going to have to do some work with those that are affected, namely teachers, on what those circumstances are, and safe ways (for the student AND the teacher) to carry out any kind of restraint IN CASE it is necessary.

    P.S. Please, please, please; if you’re running an ADULT’s workshop, do not expect us to a) work effectively in groups with strangers and b) do roleplays.

     

     

  • How can teachers support vulnerable children at school?

    In almost every class, there will also be those who find learning a challenge – the children who perhaps cause teachers to wake in the night, or to feel that they are having to manage certain behaviours beyond their usual areas of expertise.

    In my role working to improve the educational outcomes of vulnerable children and young people – specifically those in care and looked-after by the local authority – I have become aware that many will not be in a good place, emotionally, socially or developmentally, to learn. Although the children I work with represent the tip of the “vulnerable” iceberg, there are numerous other children who are on protection plans or identified as children in need. There will be those, too, who are not known to any service but come to school every day having faced significant hardships.

    Teachers I work with often report that schools’ more general behaviour policies don’t seem to work for these particular students – so what can we do to best support these children? Here are some pointers.

    Focus on why

    Behaviour is always a communication, even though we may not always realise it. Imagine a really bad day – you go home and within minutes you find yourself arguing with someone in your family. You probably didn’t plan to take out your frustration on those closest to you, but that’s effectively what happened.

    Many vulnerable students are likely to have had times when they haven’t felt safe – and end up reacting to all sorts of triggers in order to keep themselves safe or feel safe (which of course may be very different things). Similarly, they’ve often experienced multiple rejections.

    Many will have accompanying attachment issues and sometimes will “reject” before they can be rejected. They may push you away because this may be less painful than allowing you to reject them. Or it may be that certain behaviours give them access to a person they are developing an attachment to, so their message is “I need that person”. By acknowledging this, and recognising that what a student needs more than anything is to build relationships that help them feel safe, we may be able to adjust our reactions appropriately.

    Consider their age and stage

    Social and emotional levels of development and maturity in vulnerable children often won’t match their chronological age. In schools, we’re usually good at supporting children when they have gaps in their academic learning – and many of the vulnerable students will have these – but they will almost all have some gaps in their social and emotional development.

    They may not have developed the skills their peers have, and also by virtue of their experiences have developed certain “street-wise” skills that can lead a teacher to think they are much more mature than they are.

    Read more here.

    Source: https://www.theguardian.com/teacher-network/2017/sep/28/how-can-teachers-support-vulnerable-children-at-school

  • Killing Cortisol: What if Education and Poverty aren’t to blame?

    Over the last year and a half, I have been thinking on this, ever since being introduced to the stress hormone cortisol. 
As always, I looked for a different way of presenting what I found out, and what I think could be a game changer in education - if anyone will listen. 
It is always quite scary and nerve racking being at the forefront of anything new. Essentially what I need are a few more knowledgeable people in the area of brain chemistry, learning, child development, and stress disorders, to confirm that what I have is legitimate, and will make a difference.
At this stage, it is merely speculation. It is paper proof - but now it needs to be put into action, which requires a big step of faith.
Either which way, here is my inquiry into the stress hormone cortisol and the effect it has on our children, especially the impact it has on those attending low decile schools, and why those of lower socio-economic areas generally have lower achievement rates.

Enjoy! 
<iframe width="800" height="11208" frameborder="0" scrolling="no" style="overflow-y:hidden;" src="https://magic.piktochart.com/embed/21674759-kicking-cortisol"></iframe>

  • Problem Parenting

    Through the course of my career, I’ve come across them all. I’ve met the over-protective mother, the stern but busy father, the parents who we never see (for various reasons) and the parents who are as flaky as a puff pastry.

    At all times, I try and maintain a professional attitude when dealing with all parents, regardless of which category I might think they fit into, and I certainly endeavour to do the same here in this article. As always, confidentiality is paramount, and no examples in this are intended to identify any particular parent or family.

    Too Soft

    Over the course of the mid 2000’s, the culture of society changed, and the lawmakers began putting child rights to the top of all law making. Domestic violence cases where punishment and beatings to keep children ‘in-line’ were the target, but ultimately covered every kind of physical discipline for children within the home, and outlawed parents who were discouraging certain behaviours through use of smacking (most of whom will have only ever seen and used this form of discipline, as it was how they were disciplined as a child as well). I don’t advocate the use of physical discipline in any way, but when you remove the one strategy that parents use, you completely de-power them. Some parents stepped up their game and use other discipline methods. Many were left with nothing, so did nothing, in fear of being ‘caught’.

    The result of this has lead to two things. 1) Children are now well aware that parents can’t do ‘anything’ to them, and 2) Parents left without any discipline strategies to keep their children in line.

    Ultimately, these kids who rule the roost in every setting they are introduced to, beit school, home, shops, wherever – are immune to boundaries, purely because none have ever been put in place for them.

    However, as soon as they hit school and they are confronted with rules and boundaries, and a teacher who is going to enforce them, then the problems start arising. The child who is “untouchable” and has an ego to go with it constantly challenges the authority, often using “You’re not the boss of me” phrase which we can only come to expect.

    Unfortunately they have been taught, directly or indirectly, that no one is the boss of them. You can do what ever you want in life. Rules don’t matter. People can’t tell you what to do.

    So when someone does try to tell them what to do; like – do your handwriting, this becomes a challenge on their authority and troubles ensue.

    However; instead of the parents (often solo mum’s) coming up and laying down the law for the child and telling them in no uncertain terms that the rules at school are above everything else, that you do as you’re told, and that any consequence is followed through with, they often come in and say okay, okay, and take the child home. After a short talk, maybe a smack because they’re out of strategies, a sending to their room, the child is then back out and about, and rides their bike around the school grounds well into the late stages of daylight, in some sort of reclaiming of their territory. None of the consequence is remembered, acted upon, or even means anything to the child and so the process continues, albeit escalated. Eventually, the school has the “5 stand downs in a term” chat with the parent/s, and the decision is made to jump before they are pushed, and the child moves to a different school, rather than face up to the actual facts, the actual consequences of the behaviour and actually trying to change the child for the better. Restarting at another school (where the same process is likely to be repeated) is the easy way out; less confrontational, and less traumatic for the child. However, the child goes on to learn that they can do whatever they want, and that they can get away with anything because at the end of the day I’ll just change schools. The long term effects of this however, are staggering.

    Fighting every fight for them

    The other worry is of course those parents who treat their darling like the fount of all things true, will go in to bat for their child, and will fight every fight. They enable them through allowing them to stay home rather than face the bully, call meetings with school leadership instead of with the teacher, see their child as blameless in every situation, regardless of the all-too-common phrase “Oh I know he/she’s no angel…”, and encourage the drama of otherwise very small and meaningless situations that other children deal with on their own in the course of a day. Anxiety levels are raised for all involved, until eventually, instead of fighting, they take flight – uprooting that child from one class and finding another school that will take them for a fresh start, where all to often the process is repeated because the child has not learned how to actually deal with the situation. The only thing the child learns from this is not resilience (the one thing that child needs more than anything else), but that it doesn’t matter what happens, I can go to Mummy and it will all be fixed.

    “Celia Lashlie has lashed out at mothers who mollycoddle their sons, saying many teenage boys are killed on the roads because their mums smother them and refuse to let them discover the consequences of their own actions.

    Speaking to a Traffic Institute conference in Hamilton yesterday, the former prison officer turned author admonished wealthy, so-called “helicopter mums”, who “hover” over their sons, refusing to accept they can be blamed for anything.”

    http://www.stuff.co.nz/life-style/5981627/Too-soft-mums-put-sons-at-risk

    I’m not suggesting here that these kinds of students are heading down this path. I’m a primary teacher, and driving is a way off for the majority of my students. But if the only way you are going to teach your son or daughter about resilience and perseverance, and standing up for yourself, is by running away from the trouble and going somewhere else; then that is what they will do for the rest of their lives. Come running to mummy.

    The Power of Mothers – Celia Lashlie

     

    The reality is that these parents have no strategies. No ideas about what to do. Many of them have given up because it’s all too hard, purely because they didn’t lay the groundwork back in infancy. When parents give up, the schools suffer. The 29 other students in the class suffer. The teachers suffer. But ultimately society suffers. These kids who don’t have ‘parents’ will become parents and will have no idea of how to be one, because they haven’t actually been parented themselves.

     

    Not all is lost.

    But you have to make an effort. It’s not going to be easy. But nowhere ever worth going is easy to get to. Here are a list of parenting supports in New Zealand that you should get in touch with.

  • Troubled Behaviour

    Over the years I have seen many different behaviours, and many different children struggling to cope with the myriad of expectations, rules, and consequences that they are faced with from place to place. Dad has different rules to Mum, and then School is completely different again; especially since it’s the 5th school in 5 years.

    In 2013 I had some insight from RTLB into ‘Restorative Practise’. I went to see Margaret Thorsborne run her workshops, as well as a behavioural workshop for traumatised children. Whilst our school remains sceptical of a complete restorative approach, I maintain most of the practises within my classroom where possible.

    My focus on behaviours comes about because of the students in my class, and I want to be able to better reach them and do something productive with their views on school, rules, and consequences; before it becomes too late. I have had a fair few students who have left before I’ve had the chance to help, and this does plague my mind a bit.

    I also am not a ‘growly’ teacher. I’ve had students say I need to be ‘madder’ at them to sort out their behaviour. But my personal opinion is that being mad doesn’t make anyone better. Certainly not me. I refuse (for the most part) to raise my voice, and instead will go for a quiet word off to the side, than a stand-up-the-front performance. At the end of the day, what I require from the kids is respect. Once there is respect, then there is listening, and there is learning. I would much rather have the students do what I ask because they respect me than because they fear me.

    As part of this, I began looking into what happens when these ‘trauma students’ find themselves in that downward spiral where they get to the point of not caring about the consequences; why it happens, what causes it, and how restorative practise might help in the situation.

    As always, I kinda went overboard and presented this in an infographic of sorts.

    View the full version here