It's time to get out of holiday mode

Some of you may have already gone back to school, but here in NSW we are in the last throws of our holidays. Just one more week... and it's time to start thinking about preparing for the new year.

The challenges of returning to school

Whilst there is probably some feeling of excitement, going back to school can be challenging for everyone. I know as a teacher that I feel that little churning in the stomach as I think about the "settling-in" weeks. The weeks where everyone is getting to know each other and I learn about and adjust my teaching to the living, ever-changing beings in my classroom.

Whether you are a pre-school, primary, high school or university teacher, the challenges are the similar: How to facilitate a smooth transition into another school year; How to establish a happy, respectful, collaborative and organised classroom; How to learn all those new names!

The challenge can be even greater if you are teaching a child with a disability for the first time. Or if a child with a disability will be in your class and you have not had the opportunity to meet them, find out about their needs or complete a full transition plan. Even if you have had the oppurtunity to put these things in place, the first term can still be challenging.

Here are some little tips I have found useful in a range of inclusive education settings (pre-school to university) to help smooth over those first bumpy weeks:

1. Be prepared - if you have a well-planned set of lessons, with more than enough resources at your fingertips that cater to all the different learning styles (eg. auditory, visual, kinesthetic), then you will be able to concentrate on developing relationships and managing behaviour with minimal effect on children's learning. This is especially important for children with Autism, Down Syndrome and other developmental delays as they need structure and predictability - and will need your support as they adjust to a new school year.
   
2. Set clear boundaries - talk with your students about rules, consequences, how they want their classroom to look and feel. This will help them get involved in articulating and establishing boundaries, which will increase their sense of ownership of these rules and prevent any issues that may arise out of power-struggles. This is especially important if you have children with social or behavioural difficulties such as ADHD or ODD in your classroom. Difficulties with authority can be decreased when their input is respected whilst still recognising clear boundaries and expectations in the classroom. See this process as an essential part of your first week, not as something that is "extra-curricular."
   
3. Walk in with a smile and a sense of humour - and hold on to that sense of humour tightly. It can be the greatest tool in developing a rapport with your students.
4. Know who you can call on if things go pear-shaped. Be prepared to ask for help if necessary.
5. Have a relaxation and/or celebratory plan in place for completion of the week. Something to look forward to can help get you through any rough patches.

Do you have any other tips?

.

Read more...

Ask Amanda: Oppositional Defiance Disorder

In August we talked about aggression. I shared The Dreaded Power Struggle on http://kindergarten-teachers.ning.com/, a social networking site of which I am a member. A fellow member responded, saying that she had experienced a “Can you do this?”-“I’m not doing it!!” power struggle in her classroom.

Her student has oppositional defiant disorder, and she has a great system in place to help deal with the child’s difficulty following instructions. Here is her story… and her question:

“In math, the class was on the carpet for the lesson and she [the student] was lying across the floor. They [the other students] all went back to their seats for independent work, but my student sprawled across the carpet face down and refused to get up.

“So I left her a few minutes, came back over asked if she knew what she should be doing. She replies, yelling, ‘Yes and I'm not doing it!’

“I gave two options, to get up and do it at the table now, or do it during her free choice centre time. Eventually she came ... over … to my reading table at the end of the group I was working with.

“…. I started a contract this week focusing on two little goals: 1) keeping her shoes and socks on during morning meeting (she gets a sticker) and during math lesson (she gets another sticker). Goal 2) is a little more difficult but is to sit in her square on the carpet for morning meeting (sticker) and for math lesson (sticker).

“So she's working just on those two goals right now. I view it as baby steps and hopefully progress in the long run. Her parents are very supportive and have no idea what to do either. She was adopted at age 1 and of course most of what she does is learned behaviour. Thoughts?”


Firstly, I just want to encourage and commend this teacher to say that she is doing a great job. Baby steps, calmness, patience and lots of rewards (rather than focusing too much on the negative behaviour) are the essential tools in helping this child want to change their behaviour. And behaviour is likely to only change long term if the child’s wants it to change.

The behaviour contract is also important – it clearly outlines exactly what is expected, no room for misunderstandings or negotiation. This again reduces the opportunity for power struggles.

The use of tangible, immediate rewards means that she can see the connection between a specific behaviour (eg. sitting on her carpet square for morning group time) and the reward. This is very important for all children with different abilities because it gives them specific guidance about what is desirable behaviour without a “lesson” or “discussion” being involved.

The identifying of very specific behaviour attached to the reward also means that you can reward her for that behaviour even if she is displaying some other undesirable behaviours. This is an important starting point as it helps the child “get off on the right foot” so to speak. That is, it helps build their self-esteem and self-worth which can lead to more positive behaviour.

One of the most disheartening things for a child struggling with the social and behavioural demands of school is the withdrawal of a reward. For example, if you have a points system where you get 10pts for appropriate behaviour, 10pts off for inappropriate, many children with behavioural difficulties will constantly end up in the red.

For that child, it really isn’t worth trying if they expect to fail.

This also applies to the possibility that the child is struggling with Math. For example, they may feel that every time they do Math they are likely to get it wrong, or they are simply struggling to understand your directions. This may mean that they use defiant or inappropriate behaviours to avoid this possibility of failure. It may be that you need to reasses what tasks you give your child in Maths, and how you ask them to complete it (eg. cutting up a pizza to learn fractions rather than drawing lines and answering questions on paper).

The other thing I just wanted to mention is the idea of learnt vs instinctive behaviour. Learnt behaviour = behaviour children observe and mimic. Instinctive to me means that they are acting based on their own feelings.

Children who are adopted or who are in Foster care may experience a range of emotional challenges that may not be faced by children living in their birth families. Issues of loss, grief and difficulties with attachment may arise. The emotional effect of these issues may result in children (whether adopted or not) acting out, being defiant, rejecting friendships, not responding in the same way as their peers to adult attention, impulsiveness and low resilience and/or self-esteem.

However, I must stress that all children respond differently to adoption and separation, and that behavioural and emotional effects can be mitigated by the actions of parents, teachers and others supporting the family and child. But there are others who can speak with greater authority on this topic than me.

The following sites have some interesting information about how adoption or separation/divorce may affect children and what you might be able to do to prevent this.
http://family.findlaw.com/adoption/adoptive-parenting/adoptee-grief.html
http://family.findlaw.com/adoption/adoptive-parenting/adoptee-early-development.html
http://www.catholiccare.org/files/files/FS/post%20separation/Effects%20of%20Separation%20on%20Children.pdf

This site has a list of other websites where you can find information and counselling relevant to adoption:
http://www.community.gov.au/Internet/MFMC/Community.nsf/pages/section?opendocument&Section=Adoption

So if a child has these extra challenges, then it is even more important that we focus on expecting small improvements, rather than sweeping behaviour change. That we use calmness, patience and lots of rewards and positive interaction.

Our children are precious. All of them.

Read more...

Helping siblings and peers deal with aggressive behaviour

Please read the post on Roger’s Chain of Action first or this probably won’t make much sense….

Teaching siblings and peers about the reason for aggression

One of the things we need to do is help to promote some understanding of why one child may be more aggressive than another. This can be done in many different ways, but we need to make sure that we do it in a way that doesn’t label or stigmatise the child who is being aggressive.

For example, I just posted a u-tube video about my book, Dave is Brave. One of the things I highlight is that the book can be use to promote understanding of why children may be behaving a certain way.

In the book Golly is seen to be behaving like a “bully”, knocking children over, taking their toys and so on. As we follow the story we learn that one of the reasons he may have been doing this is that he wanted to play but was unable to articulate this. The questions to be used by teachers and parents at the back of the book highlight this and could be used to help promote empathy in children if they have a child with language and/or social/behavioural difficulties in the classroom.

General discussions about anger, fear, frustration, or playing games like charades where children are trying to get their intentions across without words can also be used to promote understanding of reasons behind aggressive behaviour.

But that is just the beginning. We also need to teach children ways they can protect themselves from aggression in their siblings or peers without increasing the chances of them being hurt. This is where Roger’s chain of reaction may come in useful.

Step one: Tactical ignoring

It is possible to teach children to ignore aggressive behaviour that is not threatening or aimed at themselves. For example, if a child with autism is having a melt-down because something is out of place or their routine is disrupted, their behaviour may be what we traditionally see as a tantrum rather than aggression aimed at other children.

In this case you could have a rule or agreement within your classroom or home that this behaviour will be ignored. You may need to discuss with peers and siblings that if someone is angry or frustrated, and they are banging things or screaming or even throwing things in a way is not threatening to them:
- That they should just keep working or playing.
- That their peer/sibling is not angry at them, just finding it difficult to cope.
- That mum/dad/carer/teacher will deal with the situation.

Step two: Simple direction, rule re-statement, or question and feedback.

If the aggression is a result of difficulties with social activities such as sharing toys and so on, you could teach siblings or peers to use prompting phrases like:
- “Use your words/picture cards/point”
- “Tell me what you want”
- “Do we need to get mum/dad/Ms X?”

These could be accompanied by a gesture such as the one used by Dave in Dave is Brave. And make sure you help the children recognise that they should speak calmly and confidently in these situations.

Step three: Repeat step two or take child aside and give them a clear choice.

If it doesn’t work the first time, teach siblings/peers to try at least three times before calling in the teacher – but only if the child is not significantly hurting them.

Step 4: Isolation, time-out, exit from the room.

As discussed in the previous post, you should have a crisis management plan for when behaviour is putting others at risk of being significantly hurt. At this point, peers/siblings could be taught one of two actions.

1. If they are not being closely supervised by an adult, to remove themselves from the vicinity of the child and seek adult help.
2. If they are being closely supervised by an adult, to calmly follow an agreed crisis procedure. This should be practiced just as a fire drill might be practiced.

Many schools have “lock down” procedures in place. For example, I heard of one school whose children promptly and calmly protected themselves with their chairs and filed out of the classroom in response to a teacher’s signal. Then they were re-located to a different room which was then locked so that the child (who was being supervised by a teachers aide) could not cause harm. The children then continued learning whilst procedures were put in place to help the child who was distressed and displaying aggressive behaviour – which may include calling in the police in extreme cases.


Reference for Roger’s chain of action:
Brady, L. & Scully, A. (2005). Engagement: Inclusive Classroom Management. Sydney: Pearson Education.

Safety in schools NSW DET document:
http://www.schools.nsw.edu.au/media/downloads/schoolsweb/adminsupport/safetysecurity/htbass.pdf

Crisis management flow-chart from the Spastic Centre
http://www.thespasticcentre.org.au/services/about_tsc/policies/s10-05.pdf

Read more...

The dreaded power-struggle

“Mark, can you sit down and do your work please?”

“No.”

“Mark, sit down please.”

“I don’t want to.”

“Sit down.”

“Why?”

“Because….because you need to do your work.”

“I don’t want to.”…

Half an hour later.

“MARK THOMAS ANTHONY PETERSON! Put your BOTTOM on your SEAT or… or…”

“What are you goin’ #$%#$% do?” You quickly duck out of the way of a flying chair. “I said I don’t want to do it!!”

Angry, you confront him and say “Don’t you throw things at me!”

“I will @#$%@ do what I @%%# well like!!!”

…..

Have you ever been caught in an un-winnable argument like this? I have come close with a few children aged between 8-11 who were diagnosed with oppositional defiance disorder, ADHD or bi-polar disorder.

But I usually remembered just in time the important techniques that ensure the child, myself and other children around did not get hurt. Here is one of the techniques that helped me diffuse the situation.

Roger’s Chain of Action

Let’s re-tell this scenario following Roger’s “chain of action” (cited in Brady and Scully, 2005).

It’s homework time at home, or deskwork time at school.

You point to your schedule which is hung on the wall. “Okay, everyone/Mark. Its nearly time to work at your desks/do your homework. You will need your pencil case, your Maths book and your ruler (you write this on the board/on a sticky note and put it on his desk). I’ll set the timer for five minutes so you can get ready.”

Mark is clearly not moving. He looks in your direction to see what you will do.

Step one: Tactical ignoring

You decide to see what will happen if you ignore. The minutes tick away. Mark starts to do things like flicking spit-balls at his sister or throwing small projectiles such as his rubber at his peers.

Ignoring is obviously not working.

Step two: Simple direction, rule re-statement, or question and feedback.

As you are wandering around helping others, you stop close to Mark, ensuring you have his attention without getting “in his face”.

“What are you meant to be doing, Mark?”

“I dunno.”

“You can check the schedule if you don’t remember.”

“I’m not dumb.”

“I know that.” said with a genuine, warm smile. “So what are you meant to be doing?”

Mark reluctantly tells you.

“That’s great! You should have just enough time. There’s still one minute on the timer.”

He starts getting ready, albeit mumbling, “I hate maths!” But you have walked away and ignore this. You know he is capable of the work you have set, and he knows you are willing to support him where necessary, so discussion is not necessary and will only prolong the argument. Though you may want to quickly state these facts before you walk away.

Unfortunately, he discovers a tempting projectile in his equipment and starts to set up a catapult using his ruler in order to release some of his frustration. He’s not ready to stop fighting yet.

Its time to act quickly.

Step three: Repeat step two or take child aside and give them a clear choice.

You don’t waste time with reviewing what he is meant to be doing. Someone may lose an eye.

You put your hand on Mark’s catapult and ask him calmly, “Do you want to do this now, or during recess/your favourite TV show?”

“You can’t do that!” He is hanging for a showdown.

Calmly you say, “It’s your choice. You have about 30 seconds left on the clock.” Then you walk away (with the ruler and the projectile).

Conclusion 1: It works (and it usually did for me)

The success of this process relies on you having built a rapport with the child, respecting and caring for their needs. It also requires firmness, confidence and consistency in application. If you fail to follow-through with choices at any time the child will not take you seriously.

So don't "threaten", just state facts about what is going to happen.

Conclusion 2: He opts out and starts throwing larger projectiles.

So…

Step 4: Isolation, time-out, exit from the room.

Have a crisis management plan in place to respond to any escalating aggression.

At home:
You may have a punching ball or “outburst” space where he can have it out safely.

Or, if possible, remove Mark to his room where anything he breaks has consequences for him rather than the family – though it is likely that this could start another argument and you will be unable to get him out of the room.

Another option is to remove yourself and any other children to a different room.

But there must be consequences after the outburst has subsided. That is, you must follow through with the choice you gave him. So Mark will have to do his work later and miss out on his favourite show.

At school:
Have a “buddy teacher” who is in a room close-by to whom Mark goes to “cool down”. The buddy teacher will have a desk close to the door where he can sit unobtrusively. It would also be important to have some physical outlet, such as a stress-ball. Though just walking between rooms (always being within sight for duty of care reasons) may be enough for some children.

Alternately, you may have a telephone in your room and an agreement that you can call either the principal, the deputy principal or the head teacher for welfare, who will then come down and either remove Mark or stay with him whilst you move your other students to do their work in the lovely sunshine or the library as the case may be.

But, again, you must follow through with the choice you gave him. So Mark will either work on his Maths with you or another staff member (such as the principal or in the library) during recess.

This should be seen as a natural consequence for his actions, rather than a “punishment”, especially if (as his actions suggest) Mark is struggling with self-esteem or self-efficacy issues.

If you follow these steps you might find that you have avoided a power-struggle and saved yourself and others a lot of time and angst.


Reference:
Brady, L. & Scully, A. (2005). Engagement: Inclusive Classroom Management. Sydney: Pearson Education.

Interesting reading:
http://www.thespasticcentre.org.au/services/about_tsc/policies/s10-05.pdf
http://education.qld.gov.au/health/pdfs/healthsafety/mh-casestudy-behmgt.pdf
http://www.disability.wa.gov.au/dscwr/_assets/main/instructional/documents/doc/crisis_managment.doc
http://www.kidsguardian.nsw.gov.au/example-folder-5/Accreditation/Guidelines/guide_behav_mngt_v1.0.pdf
http://www.dadhc.nsw.gov.au/NR/rdonlyres/22C82E91-4AAA-4FB0-8C7C-C4C6F1DA3AD9/4576/behaviour_support_policy_january_2009.pdf
http://www.family-advocacy.com/help/Risk%20management%20flowchart%20for%20student%20behaviour.pdf
http://www.family-advocacy.com/help/DET%20risk%20management%20plan%20proforma,%20sample%20&%20guidance.pdf

Read more...