Interview with Social Worker A

As part of my inquiry I decided to interview a social worker to get a different view to that of a teacher.

I am a teacher and a lot of my close friends are teachers, this I feared would give me a single minded, one dimension opinion.

A social worker see’s the flip side of situations, the outcomes minus grades but life skills, family situations, fears, insecurities, boiling points that I worry teachers if not trained correctly might add too.

Therefore, for me, this interview was essential to my investigation.

We talked for ages and dwelled on points sometimes slightly off subject but all of great use for my practise. To keep her confidentiality she will simply be known as Social Worker A.

The following interview has been cut down for BAPP use.

I started off the interview by telling Social Worker A the purpose of my interview and that it was for my BAPP, I also told her that her name would remain anonymous.

Me: Do you think boundaries in education are a good thing? For example: Teachers setting boundaries I their classrooms.

Social Worker A: Yes, definitely. I think in classes you have different children; I think boundaries are important for both types of children. Children that come from maybe more middle-class families that are used to boundaries they work well with boundaries.  They have got maybe good boundaries at home from parents/grandparents.  They have a different level of working within boundaries and they feel safe and contained in that, if you didn’t have them they probably couldn’t cope, they probably couldn’t manage. So I think from that side yes. Also I think from the other side you have children that maybe come from poverty, more from the poorer families. They need boundaries because they might not have them at home. That’s why some of these children are lost because they don’t have them, they don’t feel safe they don’t feel contained. I have worked with children who have said, “I just want my mum to say no.”

Me:  Would you say children might not be reacting negatively to boundaries but that they don’t know how to react to them?

Social Worker A: They don’t know ant different. All schools are split in the classes and I think that boundaries are so important. They don’t have to be strict boundaries. Just a level of boundary, so for example. When we’re in the class you will sit in your chair. That’s a boundary, but its not strict, its not saying, no one talks or stand in single file.

Me: Would you say boundaries could take away a child’s creativity/individuality?

Social Worker A: No it doesn’t, it’s a level of boundary and children need to feel safe and secure at all times and that is the problem that you have with the kids at the moment. When they go home they don’t feel safe and secure, they don’t feel safe and secure on the streets. But at school it’s almost like. “We go to school to feel safe, because a teacher cares about me”.  If they say “No you’re not walking out that classroom” or “Sit down and wait a minuite” whatever that boundary might be I definitely think for both sets of children boundaries need to be in place. For your middle/upper class, they need boundaries because they are so spoilt at home that they don’t have any boundaries. I’ve witnessed that through nannying.

Me: Would you agree that boundaries are a comfort?

Social Worker A: Definitely it’s a security it’s a comfort blanket it’s a need. Children need to have boundaries for their future otherwise it will just carry on. If they don’t go to school, they live in the environment they live in at home; I’m talking more probably from the poverty side. Then they’re not going to know them boundaries and its almost like learning right from wrong. They might not learn right from wrong or sometimes a level of authority, a level of respect. If a teacher says sit down, and the child is f*** and blinding and doesn’t listen its because probably they do feel a bit unsafe, and maybe the boundary wasn’t made very clear. Or possibly it wasn’t explained in a way they understand. So a lot of kids arguing against boundaries is because they don’t understand it, it’s a change, its different they’re not used to it, being told what to do. And people don’t like change. If you come from maybe junior school into senior school and you have boundaries at school that are different, it’s just a case of adapting to it. As a teacher you have to then have to continue it. It’s repetitive. But I think a boundary is a safety measure for all types of children it doesn’t matter where they come from. They need to learn, level of authority, level of respect. And boundaries do that boundaries put that into their heads.

Me: Do you agree with the policy that schools are now putting into place, where you have to let the children walk out of the classroom if they want to leave at their own free will?

Social Worker A: Of course schools are doing that. Because there is so many human rights. But who is telling the children that, about Human rights? Unless someone tells them… you’re not born knowing about human rights. So their mum is saying, or they are listening to people at home who are saying, “that’s my human right” or they heard it on the telly.

Me: Following on from my previous question would you believe that this would then have a detriment to the student as it makes it harder for them to re-enter the classroom?

Social Worker A: Well if they know they can do something. You wills see nine year olds who police will walk up to and say what’s your name and the child will respond “I don’t have to tell you its my human right” They’re nine who has told them that? They’ve either seen it or heard it or their families have done it or their mums have said “Don’t let them talk to you like that” Its coming from somewhere, you’re not born like that.

Going back to the question I do agree that in some schools like SEN or statement schools, you’ve got children who have mental disabilities, but again you have children who tick every box of ADHD but are not managed correctly, you have all different levels of ADHD al levels of different disabilities. And you have learning disabilities and behavioural disabilities. But as a general rule if a child is allowed red cards and to go to cool off period and things like that. Yes maybe they need to do that because maybe they have anger management issues or they have issues at home and each child is individual, But as a general rule if I was in a class as a normal functioning child and I was sitting next to someone who was allowed to walk out f the classroom and maybe I was struggling to learn that topic, or I didn’t like school or I didn’t like that subject what’s stopping me walking out? So no I don’t agree with that rule.

Career Professional Development:

Last Wednesday I went to a training session at the school I’m currently working in. At this session we studied “Effective Behaviour for Learning”.

We started by Drawing 3 islands on an A3 sheet of paper that was provided for us. In island 1 we wrote as many challenging behaviours that we predict a child could demonstrate in school. In simple terms all the traits of the worst student we could ever imagine.  (See Image A)

On island 2 we did the same but for what behaviour we would expect a student to demonstrate, and on Island 3 we wrote the attitudes and behaviour that we aspire for young people to demonstrate, so basically our dream student.

Around island 1 (the ‘naughty’ island) we wrote down all the interventions we would put in place to make sure this didn’t happen, things like warnings, detentions, exiting students etc. WE then discussed the interventions we would apply to ensue the students reached islands 2 and 3. Things like praise, encouragement etc.

We were then told that at all times we were to refer to the “Precision teaching Model” (See Image B) This model encourages us to follow the same procedure for all children ‘No exceptions!’ Beforehand I may not have agreed with these set boundaries, as not all children are the same. But with this precision teaching model in encourages all children to behave in an appropriate way. Boundaries are comforting and reassuring to students. Any exceptions can be dealt with after but the teaching model has to be implemented in the first instance.

We then looked at and discussed Kolb’s- Experimental Model (See Image C) the model is a visual way for us to see the ongoing effect we are having and we can constantly make improvements and changes. I looked at Kolb’s cycle in Module 1 and think it is a great way of making continuous improvements.

We then looked at Verbal language and the following was discussed to make us reflect on our own practise:

• ·      If you shout then why shouldn’t they?
• ·      Give examples of how they could behave.
• ·      Compliment when you can.
• ·      Relationship matters.
• ·      Ease tension through humour (for naturally funny teachers only!)
• ·      Appeal directly with a request.
• ·      Encourage young people to use more words.
• ·      Avoid questions they can’t answer.
• ·      Say ‘thank you’ when you can.

After this we moved on to Physical Language and we discussed the following:

• ·      Teenagers know what buttons to press
• ·      Give a child eye contact or you will irritate them
• ·      Stay and look calm with your poker face.
• ·      If you cant just listen then make listening noises ‘Uh huh”
• ·      Use a good even tone of voice.
• ·      Talk in a quiet, calm voice.
• ·      Use good open body posture.
• ·      If a pupil can smell your breath or feel spit you are too close!
• ·      Feedback what has been said.

Moving on from this where we discussed what might seem obvious but teachers often forget due to emotions, tiredness, frustration we discussed reasons behind children’s behaviour and that we shouldn’t take their behaviour personally.

• ·      Keep it about the issue not about who’s in charge.
• ·      If they sense ridicule it will cause conflict
• ·      Undesirable behaviour can be a sign of a deeper issue.
• ·      Children express sadness with anger
• ·      Do they need to solve a problem or have a lecture?

·      “You may have no impact on the child who cannot sustain attention long enough to complete a cohesive thought. But if nothing else you can be at least one adult in their life who shows they can be charge of themselves”

Taking all of this into account we discussed our practice thinking about right time, right place and right tone.

• ·      Was/Is that a good choice?
• ·      What would your Nan say if she heard you say that?
• ·      Are you in charge of yourself?
• ·      How did that make the student feel?
• ·      Who’s feeling good bout that right now?

I found the training session very helpful and have been reflecting on these strategies since.

I would agree that starting with a blanket rule is a good way to control, then taking into account personal circumstances make certain arrangements at your discretion.

Images: Career Professional Development.

Image A

Image B

Image C

Snipets from Fleming...

Literature review: 2

‘Starting drama teaching’ Mike Fleming 2003

I decided to review this literature to see if it had any controversial or thought provoking opinions on boundaries to conflict that of the other literature I reviewed ‘How to survive your first year in teaching Sue Cowley 2003’ and to also see if it conflicted with my practitioner interview with a social worker. I was also interested in this literature as it is focused specifically on Drama teaching.

Fleming starts off the book by recommending using literacy sources to deal with or confront contemporary issues. For example ‘The pied piper’. I think this is a good idea as it can make students aware of social situations without them realising in the first instance and is suitable for all ages. It could also make it fun or relevant for their age. This is all on page 9.

On Page 11 Fleming explores the question ‘What is successful Drama?’ Which is a question I ask myself almost daily. Successful Drama in education is an improvement in confidence, emotional recall, self awareness, social awareness and contextual studies for me at a basic level, anything else is beyond successful, it is breaking boundaries which is rare in comprehensive schools.

Page 12 Fleming quotes 1967 ‘Theatre is largely concerned with communication between actors and an audience, drama is largely concearned with experience by the participants, irrespective of any function of communication to an audience’ Way 1967;2. To me this quote sums up brilliantly a drama class, it isn’t all putting on plays, learning scripts, acting as such but more an exploration on ourselves.

‘There has been increasing recognition in recent years that acquisition of ability in Drama is important, not just learning through Drama. There is less consensus on how ability or skills in Drama should be conceived’ Page 16.

On page 17 Fleming goes on to say that in recent years Hornbrook (1991,1998) has criticised some of the widely accepted orthodoxies of drama education. There are many critics who don’t see the point in Drama teaching or that it is simply an extension of English teaching, in many schools Drama was previously taught by an English teacher. ‘Another more practical critism of Drama in education is that it is not sufficiently aware of the realities of day to day classroom teaching’. Page 19. I do belive that there is a limit to teaching Drama in a school due to the limits in our boundaries as teacher. For example it is not practical to do emotional recall during the school day and especially amongst peers.

Page 21 Fleming says ‘A more balanced perspective has emerged since the early 1990’s and there is now a far greater acceptance or varied approaches in the classroom, but that does not mean that there is no room for debate and differences in opinion’ Norman (1999:8) This is true I believe as Senior leaders seem to encourage a change of atmosphere in the classroom or a different layout to create a different learning space. I still feel there are limitations though and it’s hard to experiment but still make every second of a lesson count.

Page 21 Fleming talks about having a balanced perspective which is great advice, especially when teaching students of mixed abilities/backgrounds. I also think in terms of Drama/dance you have to understand unlike other subjects in school it’s not just black and white, there may be underlining issues to their lack of efforts.

Fleming also says that as a teacher we should ‘acknowledge that successful Drama cannot be taught in a formulaic and mechanistic way but involves creative energy and risk taking’ this to me is the basis of my inquiry, seeing what boundaries need to be put in place for safe guarding the children but what boundaries we can break down for education needs in Performing Arts.

Another quote that I would like to repeat of Flemings ‘recognise Drama as a separate subject and an educational method, as having a valuable contribution to make in other curriculum areas’ Drama is used in all subjects as he says as a method of teaching, a teacher can use Drama exercises to teach but that does not make them a Drama teacher.

‘Drama should involve taking a broad view of the subject to include work on scripted text. The value of performance, the importance of focusing on the ability to respond to Drama’ He suggests that as a teacher we put particular emphasis on certain subjects that are appropriate for certain age groups.

Page 31 is all about combining English with Drama which I touched on earlier. ‘To the uninformed, drama already existed as a genre within English alongside poetry and the novel, in the same way that Dance should be seen as a niche within P.E’I  don’t agree with this, Dance is a performance based skill, no other subject in P.E, badminton, football etc needs an emotional understanding and performance level to that degree. ‘To argue that Drama should be placed on an already overcrowded curriculum would be likened by some to the claim that algebra should exist as a subject away from Maths.’ This is an interesting perspective, to see that Performing Arts is not alone in its fight for more curriculum time. However Maths and algebra needs the same state of mind, unlike English and Drama.

‘Those who advocate that Drama should exist as a separate subject in the national curriculum are faced with a dilemma…If Drama is conceived less as a traditional subject with a body of knowledge and skills and more as a teaching and learning methodology then it’s claim to separate subject status is likely to fall on deaf ears in this climate which is all about outcomes’. This is a strong minded quote and one that I could talk about for ages. However as its not strictly on the subject of boundaries I feel I should stick to my inquiry. I did want to post it though as I believe it is thought provoking.

Fleming clearly had a great understanding of Drama teaching, he not only expresses his knowledge but his passion and opinion. I believe this literature may be a good source of information to conflict with my practitioner interview. ‘Despite narrow approach-there has been a huge change in teachers understanding to Drama from the 1980’s onwards…..’

Literature review

How to Survive your first year in teaching Sue Cowley 2003

I decided to review this literature as it’s a commercial booked aimed at the new teacher. New teachers are open for advice from anybody and this book has the potential to change a persons style of teaching and viewpoints on things like boundaries. Therefore I was interested to read it and read the authors opinion.

Cowley starts by talking about lesson planning on page 4 “Until you meet your students and get to know them a little, it is hard to anticipate their needs and interests”. I personally like this advice as it suggests that lessons are taylor made.

Cowley suggests that as a teacher you should start off by being as ‘hard’ as possible, she says you can always relax, but you can never get a class back once you’ve lost them. I agree with this to an extent but again it really depends on the type of school you teach at. Some students don’t react particularly well to ‘hard’ teaching, this, similar to the lessons plans I feel should also be ‘taylor made’. I especially like the quote ‘Boundaries should be fair, realistic and achievable’ Page 8.

‘Setting boundaries is a matter of personal taste and opinion, also depends a great deal on the type of students you teach’ This clarifies the point I made earlier, I also believe the nature of the subject you teach has a great effect on the type of discipline you choose to put in place. Creative, physical etc. Cowley recommends setting goals, creating games and giving rewards to control behaviour which I agree with.

Similar to the critical reflection we are encouraged to do her on the BAPP course Cowley suggests using self evaluation, to think about what works and what doesn’t and to continuously take notes, similar to our journal. This all noted on page 14.

Boundaries everywhere...

Today I was yet again taken aback and surprised by an act of ‘normality’ in the playground. After much persuasion and tactics I managed to get the ‘most popular boy in school’ aka a strong minded able 16 year old to participate and feature in a contempory dance piece I am cheographing for a dance festival.

On the way to rehearsals me and the student walked through the basketball courts (where this student is normally found)When a fellow students called out “hey ****** where are you going?” The student then replied “Dance rehearsals” proudly, honestly and matter of factly. This I can only say was met with a shocked response full of offensive mutterings… and this to a “popular” kid.

Boundaries: They are literally everywhere! Forget boundaries in the classroom, I am now looking at peers, parents and society.

Please discuss with me your own experiences as I feel this is a topic close to many of our hearts.