Director of ASEND, Barbara Ball,
recently gave a talk at the Teaching Leaders National Conference. The conference theme was The Hidden
Curriculum, and Barbara spoke on the subject “More than inclusion – supporting
risk taking in the classroom”.
Here are some of the points that
Barbara made:
The definition of Special
Educational Needs (SEN) has evolved over the years and embraces a broader range
of difficulties. In the past the
emphasis would have been on physical and sensory impairments, together with learning
difficulties and recognized social, behavioural and emotional development
needs. Cognitive difficulties and
differences have joined the picture and there is now an increasing emphasis on
communication and interaction difficulties and differences.
This poses challenges to teaching
staff, and as teaching leaders there is much that can be done to support and
equip teachers to develop effective strategies.
Rather than develop a menu of possible responses to various
difficulties, a more effective and thoughtful response involves the practical
application of emotional intelligence.
In a sense we are talking about
theory of mind. The ability to put
oneself in another’s place and to view things from their perspective. To understand how to respond to students who
think differently, and adapt accordingly.
How do we respond to students who
think differently?:
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Do we
understand how these students respond to challenge? The limbic system takes
over in these situations – leading to one of three responses – fight, flight or
freeze. Do we understand this when we
present a student with a challenge?
- -
Use of
reward and sanction systems, in the expectation that these will produce predictable
changes in behaviour. Where a student
thinks differently, this may not be so clear.
- -
Placing an
undue emphasis on weaker areas, rather than boosting self esteem through
recognition of strengths.
- -
Grouping
students with apparently similar needs together – reducing opportunities for
modeling social norms.
- -
Giving up –
or running out of ideas and accepting the failure of the student and teacher
relationship.
This is not judgmental, just a
recognition of the difficulties. On the
plus side there are clear areas of change, which can make all the
difference. Investment in skills
development (especially through coaching and mentoring) can make all the
difference.
How can we change?
As teaching leaders you are well
placed to encourage and reinforce positive behaviours and competencies within
your staff team. Consider the
differences to be achieved with a teaching staff with the following behaviours:
- Emotional Intelligence – the ability to
understand another’s perspective, and to adapt your own behaviour accordingly,
to achieve the desired end result.Flexibility – keeping an open mind, and
looking afresh at each student to determine their needs.
- Personalisation – placing the student at the
centre of their own learning.
- Creativity – developing imaginative responses
and approaches
- Risk taking – being prepared to try
approaches that are bold and different.
The following quote summarises
the approach:
“Change begins when Emotionally
Intelligent leaders actively question the emotional reality and cultural norms
underlying the organisation’s daily activities and behaviour” Daniel Coleman, Primal Leadership, 2004
So what can you do – in a
practical sense?
- ·
Support
development of emotional intelligence in teachers, especially be using coaches
and mentors.
- ·
Provide open
and transparent 1:1 and group discussion: teachers benefit from the group
supervision around difficult areas which is standard in health and Social Care.
- ·
Allow
teachers to be creative and share ideas
- ·
Encourage
solution focused thinking – don’t dwell on problems, but clarify them and
consider options.
- ·
Support
teachers to experiment, innovate, take risks and learn from their mistakes
- ·
Provide back
up support for teachers if innovative ideas heave unexpected consequences
- ·
Maintain an
open, friendly and optimistic attitude – emotions are contagious.
If you are interested in an INSET session on this subject – with
exercises based on real case studies – then contact office@asend.co.uk to discuss.