Some of the time recovery process has been covered but the main steps are
-
Small time to be spoken to after lesson or session
more formal time recovery at lunchtime to complete work or to write apology letter - if there is refusal to do this, this should be referred firstly to the subject
leader and then a member of SMT who will operate
this time recovery at the next available timeslot
- refusal to do this will possibly escalate to a headteacher's time
recovery, possibly after school
This gives the students many options and choices before sanctions are imposed and allows them
a degree of control over the outcome. If you face escalation, in the early
days, it may be useful to let the students know where their refusal will lead
without any threat or emotional stress being incurred -- matter of fact
approach is best along with an attitude of disappointment at their choices.
Use of time out -- with quality staff in place, there are a
number of methods available, some of which often are currently being used well
A suggestion like
“I’m sure you don’t want this to happen, let’s try and sort
this out now rather than make a big thing out of a small problem”
can often give the student the help they might need to move
in a different direction.
Use of time out -- with quality staff in place, there are a number of methods
available, some of which often are currently being used well
-
Time out in the classroom
-
Time out outside the classroom -- important to have support in attendance for
H&S reasons
-
time away from the classroom to be in a neighbouring classroom where the
student feels comfortable
-
in this is not appropriate, support staff could assist by taking
student away, recovering situation and re-entering them into the classroom
-
when the green room is in place some more sophisticated programs will begin
to work in supporting the students
As you begin to set up the support room programme, there will be a move towards
proactive responses in advance of children’s difficulties. This can include
setting up target or tracker cards, programming additional support --
extra reading, social skills, anger management, paired work in lower age
classes, work experience etc in order to maximise the positive aspects of
the student’s school day.
The green room, initially, may be seen as a reactive programme
which manages the needs of students and classrooms in crisis but ideally
should develop to include non-challenging students having access to the room
either in similar groups or grouped with challenging students.
This is an important aspect to develop as the perception of the room needs to
be as a support programme to develop all aspects of all students, and not just
as a room to cope with the difficult children. It is a clear message to get
across to both parents and children.
On introducing its programme to staff, it may be useful to inform parents of
the next steps as well as holding some team time in classes for the children to
talk through how the programme will affect them in the future. This partnership
is important especially as there are a series of consequences to their
behaviours.
It may be useful to staff to note responses from students who have a negative
view point and for a member of SMT to
discuss this with them at a different time.
As you can see, on paper, this programme is quite extensive and has a number of
areas where errors can be made. It is therefore quite important to undertake
training to ensure all are on track.