Posts Tagged With: behaviour

What Kind Of Restaurant Is Your Classroom?

Myself and David (AKA the Thought Weavers) love to play around with analogies, sometimes they help us get a point across and at other times people look back at us with glazed eyes. However, we really feel this one works and will hopefully help you think about your practice.

So here goes.

We think classrooms are like (or perhaps even should be like) a good restaurant. However, this is not always the case, sometimes they are more ‘fast food’ than ‘gourmet’

Let me explain some of the classic features of a ‘fast-food’ model of the classroom:

  • Pupils walk in with no-one to greet them
  • Adults talk really quickly; they’re impatient and want answers quickly.
  • The menu is always the same.
  • A diet of uninspiring food learning is supplied daily. (it does however hit all of the APP outcomes)
  • Pupils will never remember their favourite or lesson when they’re older
  • Standards are high because the criteria for judging them is so narrow. The ‘fast-food’ restaurant makes and healthy profit and the classroom produces high ‘standards’
  • The tables and chairs never move.
  • All posters and displays are professionally made by adults.
  • Differentiation is made by the words ‘small,’ ‘regular’ or ‘large,’ or in classroom speak; ‘poor,’ ‘average’ or ‘bright.’ (Although occasionally ‘G&T is on the menu)
  • Sometimes special menus/promotions are created, in schools these are known as ‘theme days,’ this is the only time when the menu is slightly more interesting.
  • Feedback is standardised and irrelevant. In the classroom this might be ‘Good Work’ or ‘Well Done’
  • No tips are given; the children will never go the extra mile.
  • Customers can never change the menu and ask for something a little different; in the classroom children get what they’re given.
  • There is no overt way of expressing pleasure or disappointment at the service provided.

On the other hand, a gourmet restaurant (or perhaps country pub!) model for the classroom might read as follows:

  • A friendly smile when you walk in.
  • Small talk at the table with staff.
  • The menu changes regularly and there are lots of daily specials
  • The meals (learning) are well deigned by experts who truly know what they are doing.
  • Great memories are created by the quality of service and friendly atmosphere.
  • Relationships with all adults and children are positive.
  • ‘Difficult’ customers are treated with dignity and respect
  • Standards are exceptionally high, because of the attention to detail at every step of the process.
  • If something special is required or someone wants to deviate from the menu it is celebrated and explored
  • Differentiation is the choice of the customer/pupils; there is a wide variety of activities/meals set out in a variety of ways.
  • Feedback is personalised and unscripted, it feels natural but authoritative.
  • Plenty of tips! Children bring in masses of things from home because they’ve been inspired in school.
  • Pupils can personalise the menus, giving feedback to the lead adult about their performance.
  • Pupils are encouraged to think about their decisions; they have time to evaluate the menu before making a decision

And so on…

Let’s make it clear. Classrooms are not restaurants and certainly shouldn’t be run as a business; pupils are not our customers, they are learners and we should be proud to facilitate their progress.

But, we feel the comparisons can be made. We believe that too often, the standards agenda pushes schools into a ‘fast-food’ model of education. Children deserve better! Whilst a ‘Gourmet’ classroom means hard work, it does mean that the children are the most important people and they will remember their experiences.

So how do you make your classroom ‘Gourmet?’

The Thought Weavers

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Knowing me, knowing you! Building Positive Learning Relationships with Children

Knowing me, knowing you!
Building Learning Relationships with Children
Is there one child in your class who gets to you for all the wrong reasons? That one child who pushes all the wrong buttons. The one that makes all your behaviour modification strategies look futile. My friend Katy once described such a child.
She said “He just takes me to a place where I don’t want to go!”
We’ve all met the little terrors! They come in all shapes and sizes from 7 to 17. However, despite their differences many of them share very similar features.
The similar features/traits means they are:
Usually boys
Usually bored
Usually on the SEN register
Usually come from the same area/estate /neighbourhood
Usually have siblings with similar traits
Usually from dysfunctional families.
Right! We all know the sort of child we are talking about by now – don’t we?
Think about their behaviour in your lessons. How do they make you feel? What is it that they do that makes you feel so hostile toward them? Usually if you could have one wish it would be for them to move far, far away (this is totally natural as we have felt this way many, many times ourselves) However, the Likelihood of them moving away is about as likely you winning the national Lottery three weeks in a row. So what is the answer? Picture this little angel in your head and ask yourself some of the following questions:

What makes them happy? Scared?
Where do they go on holiday?
Who is their hero?
Who do they look up to?
What do they want to be when they are older?
What’s their favourite colour?
What’s their favourite drink? Food?
Do they have any pets?
If they had a super power what would it be?
If they ruled the world what would they change?
What do they think of your lessons?
What do they think if you?

If you can answer ‘I don’t know!’ to more than three of the questions above, then you are doing that child a disservice! You’ve almost written them off before you have even got to know them. We know that it’s very difficult, at times, to find something endearing about the disruptive little whirlwinds, who attempt to sabotage your entire lesson every week. But if we give up on them – who will believe in them?

The key to getting them on your side is building positive, appropriate relationships. It’s truly amazing what you find out about them once you start asking. The trump card you have up your sleeve is yourself and your life outside of the classroom! They love to know all about you! It’s a brave thing to do but done correctly it can move mountains.

You don’t have to share you home address, credit card details or the names of your first ever boy/girl friends. But let them know the name of your dog, your favourite food, football team, where you like to go on holiday, what you wanted to be when you were their age.

For the bravest amongst you; you could (God forbid) tell them your first name; the names of you family members; where you went to school. It goes without saying if the information you share is going to compromise yourself or close friends then keep it to yourself.

Once they know you a little better you become more three dimensional. You become a real person not just a 2D image of a name on an exercise book or on their timetable.

When they enter your classroom next time hit them with:

“How did your game go this weekend Jake?” or “Sarah did you go your aunties’s party last night?”
It’s way better than “Jake stop that and sit down!” or “Sarah did you write up that experiment like I asked you to?”

Don’t get me wrong they still have to be accountable and ‘write up the things like you asked them to…’ but the odd friendly ‘humanistic’ comment does break the ice.

“Where do I get the time to ask all these questions?” We hear you cry: the answer is direct and simple ‘make time’ think about the wasted minutes some of us use trying to redirect negative behaviour. You can create chances walking along the corridor, whist on playground duty, on the bus during school trips, diary entries, play scripts in literacy, planning and budgeting a day out (Maths), circle time or the 3 minutes packing up time at the end of the day. Say to yourself I’m going to find out one thing new about ‘x’ today and I will impart one piece of information about me. Try it the results are astounding!

Lee and David (The Thought Weavers)

“Education is the most powerful weapon you can use to change the world.” Nelson Mandela

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The dancer in the classroom!

Sir Ken Robinson tells a great story about girl whose parents were terribly worried about her lack of concentration in class;

I also have a very similar story. (I have kindly been given permission by Lucy’s mom to use her real name and share this story)

Two years ago Lucy came into my class as an enthusiastic Y5 girl. However, there was a problem, or to put it more precisely, a reputation that came with her. Lucy couldn’t concentrate in class.

Lucy couldn’t ‘sit still’, she was ‘noisy’ and her energy levels never seemed to wane. I thought carefully about this, as her teacher I became concerned. I wrote to her parents to request a meeting. At the meeting her mom informed me that this was ‘Just Lucy’. At the time I felt a little unsupported, however, I look back now and realise her mom was spot on. Lucy was just Lucy. She can’t sit still, she likes being vocal and she loves moving around the classroom; it was my duty to adjust to Lucy, not Lucy’s job to adjust to school! I therefore went about thinking of strategies to help Lucy and her learning.

I first ensured there was plenty of movement. I facilitated lots of talk (P4C was wonderful for Lucy) and sitting at a table became a choice not an order. At home Lucy’s mom decided to see if Lucy would enjoy ice-dancing…She loved it! In fact two weeks ago she won her first competition!

In the words of Sir Ken Robinson, Lucy didn’t have a problem; she wasn’t ‘naughty’ – she was in fact ‘a dancer’, someone who loved moving! Even more importantly Lucy can still be ‘just Lucy’

Last week I took two classes, Lucy included, on a residential trip. It was a tiring but wonderful week, the children gained invaluable and immeasurable experiences and collaborated on a range of tasks. It quickly dawned on me that all of the tasks had something very much in common:

  • No activities were preceded with a learning objective.
  • Differentiation was decided by the youngsters themselves
  • No-one got things wrong and everyone made mistakes
  • Every pupil was challenged but not compared with each other
  • Adults allowed children to explore possible solutions
  • Nothing was neatly recorded in  books
  • Children were encouraged to set their own targets
  • There were no walls (Except for bed time!)
  • Children were smiling – lots!

Taking ideas from outdoor education centres is not just about asking children to identify trees in the wooded areas and having a camp fire. It’s also about using ideas like those above; where children were challenged but had choice, where they built their self esteem by making mistakes. When youngsters didn’t always have to sit still and be quiet.

Talk to any teacher and they’ll tell you the value of an outdoor educational experience. So what bigger hint do we need that classrooms (In their traditional sense) are not always the best places to learn, they’re just a small part of the wider picture.
On Monday morning the children walked into my classroom. It felt different though. Unnatural. Odd that these young people were forced to congregate in a room within a building called a school after hugely successful week in an environment very different from a school.

For the past five years I’ve researched, experimented and applied many theories to my pedagogical approach, taking every opportunity to tap into children’s natural way of thinking and learning. It follows that perhaps over the next five years my emphasis should be on the physical learning environment and how it can be used to help all children succeed.

I will make lots of mistakes, but after last week I feel confident that it’ll work out for the best!

Remember when children are ‘fidgety’ it’s because they don’t want to be still, when they’re not concentrating it’s because they’re bored and when they’re noisy perhaps they want to perform! Whatever the reason, it is our jobs to adjust to the needs of the children, not the other way round. I no longer worry about Lucy, she’s just fine!

The Thought Weavers

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