Improving classroom dynamics to support students learning and social inclusion

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Improving classroom dynamics to support
students learning and social inclusion

Mary Doveston Senior Lecturer Special Education
University of Northampton Marian
Keenaghan Educational Psychologist
Northamptonshire County Council
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In the beginning

• Yr 8 class in a closing middle school
• 12 students
• (6 boys, 6 girls)
• All pupils deemed to have SEN

The Teachers Issue How can I get the
children to work in any grouping in the
class? The teacher shared her problem with the
class and asked for their help
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Im not sitting next to her !

• How can I get the children to work in any
  grouping in the class?
• How I can get the children to work without
  fussing and listen to each other?
• How can I get the children to work with anyone in
  PE?

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The Change Process

• Consultation
• Agreed area of concern with teacher
• Appreciative Inquiry
• Discovered what was already working well in
  class
• Solution Focussed Brief Therapy
• Used ratings to track change
• Co-researching with students
• Encouraged student involvement through joint
  decision making and sharing findings along the
  way

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Consultation with teacher

• Teachers issue
• Miracle Question
• Best hopes for term
• Ratings

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Appreciative Inquiry
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Getting to Know the Class

• We observe the class to discover what is going
  well. Then we talk to the class about what we
  have seen.
• Following this we meet each student to listen to
  their story about life in the class. During this
  meeting they complete a number of measures of
  behaviour.

We share this baseline information with the
class in a lively PowerPoint presentation!
WORKING WITH ANYONE
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Observation

• I am often so busy teaching that I sometimes fail
  to notice all the good things that are happening
  in the class. I have invited M and M to be two
  more pairs of eyes in our class today so that I
  can find out what I am not noticing or might be
  missing. They will be looking at how we work
  together so we just need to go about our business
  as usual but I will ask M and M to briefly
  feedback to us at the end.

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Observation Feedback

• everyone seemed to be listening for most of the
  time in the lesson
• saw people being thoughtful towards each
  other-sharing rubber, explaining the task
• saw people wanting to have a laugh
• saw people wanting to talk whilst working
• generally class was calm despite some
  distractions that might have set things
  off-interruptions, noises etc.

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A lot of the boys get on but not with the girls.

In September we didnt know each other. People
have now got to know each other.
Boys dont get on with most of the girls.
Were all a mix so not all going to get on with
each Other. Why do we need to change?
Now better as starting to Get to know each
other.
Initial Feedback to Year 8 class (12-13 year
olds) in January 2005
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Talents to grow
Initial Feedback to Year 8 class (12-13 year
olds) in January 2005
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Data Collected in Year 5 class (9-10 year olds)
in January 2006
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Working with anyone?
Class Teacher
Class
 
 
 
 
 
 
 
 
 
 
 
10
9
8
7
6
5
4
3
2
1
0
We do not find it easy to get on with other
people in the class
We find it easy to get on with other people in
the class
Initial Feedback to Year 8 class (12-13 year
olds) in January 2005
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Programme

• Each session follows a similar format
• introduction
• class news
• skill building
• class project progress report

The pupils have fun developing the skills they
have identified as important to positive working
relationships. They enjoy a variety of
multi-sensory activities such as co-operative
monster making and designing a hat, and are
sustained by brain food (sweets) to keep their
creative juices flowing. The pupils also
appreciate that there is no writing to do. And
the programme would not be complete without
sharing a celebratory cake in the final session!
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Class project (Task Realisation)

• The class complete an activity they have
  decided on at the beginning of the project
• Pupils use brainstorming to generate ideas and
  nominal group technique to make a decision
• One year 7 class opted to organise a Class
  Relaxation Day choosing favourite activities
  including clay modelling, time in the computer
  suite , watching a favourite DVD and a lunch
  party.

If they remember one day from school it will be
Relaxation Day. They could see that working
together had allowed them to put on that day.
(teacher)
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Feeding back to class

• Shift in teacher and student ratings between
  April and July 2004
• Students rated themselves at beginning and end of
  project
• The red arrows are an average of the students
  ratings

End of year feedback in Year 7 class (11-12 year
olds) in July 2004
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Building capacity in the class

• Students rated themselves and peers on
  behaviours associated with co-operative working
• Behavioural descriptions were derived from
  consultation with the classteacher

APRIL 2004
JULY 2004
End of year feedback in Year 7 class (11-12 year
olds) in July 2004
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Growing Talents
Growing Talents
Co-operates
Good Listener
independent
Peace maker
Fits in
respect
Data Collected in Year 8 class (12-13 year olds)
in January and July 2005
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What pupils noticed

• I can work with some other people that I could
  not work with before.
• I can work with anyone without arguing.
• I feel happier in the group.
• If you work with more people you can do more
  things. You find if you work with different
  people they are kind and helpful.

Pupils enjoyed watching video playback of
themselves at work . It gave them an opportunity
to reflect on their skill development.
End of year feedback in Year 7 class (11-12
year olds) in July 2004
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The value of an appreciative inquiry approach

• focus on locating resources rather than
  identifying problems
• Inductive
• harnessing affective as well as cognitive skills
• Shared metaphors for change
• development rather than training

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Ways and Means from GTi Projects

• Have a positive purpose for the group.
• Sell the benefits of being a member of the
  group. Its not enough to be simply class 6
• Create events to work towards.
• Help the students make good decisions about
  events so that they can take on the
  responsibility of organising them.
• Ensure everyone is consulted and their
  contributions acknowledged.
• Make use of the resources available on pupil
  participation.

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Ways and Means from GTi Projects

• Notice, notice, notice and acknowledge.
• Use descriptive praise can be hugely rewarding
  for the student and the chances are that you will
  see more of what you have described.
• Make it safe for individuals to contribute.
• Do not put students on the spot without
  rehearsal. Build-up confidence to contribute
  through structured activities and personal and
  paired reflection.
• No formal writing
• Use post-its or other means

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Ways and Means from GTi Projects

• Make sure everyone in the group works with
  everyone else over time.
• Use random and planned paired shares and small
  friendship and work groups depending on the
  activity.
• Use solution focussed rating scales.
• Easy to set up and work with even with young
  students. Keeps group focussed on areas for
  development. Provides immediate visual feedback
  for both students and adults on how things are
  going at any time. Provides opportunity for group
  to describe the behaviours that are needed to
  move forward.

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Ways and Means from GTi Projects

• Use a developmental approach to promoting
  co-operative skills
• Start with activities that are easy, safe and
  simple moving on to activities that require
  greater personal initiative and risk taking.
• Make activities active ,fun and rewarding
• Use VAK. Make them short and sweet.
• Build time for reflection
• Use different ways of encouraging students to
  reflect on experiences. Avoid whole class
  feedbacks
• CELEBRATE! At every
  opportunity

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Contact Details

• Mary Doveston
• Senior Lecturer in Special Education
• University College Northampton
• 01604 892884
• mary.doveston_at_northampton.ac.uk

Marian Keenaghan Educational Psychologist Children
and Families Service 01604 630082 mkeenaghan_at_nort
hamptonshire.gov.uk