Transcript Session 17

Classroom management and partnerships
Working in partnership
with pupils
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Learning outcomes
You will understand:
 different types and degrees of participation
 elements of effective communication and how
communication can be improved for pupils
 how pupils can be included in assessment for
learning, and
 how to support pupils in setting and reviewing
their targets.
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Activity 1
Learning outcome
You will understand different types and
degrees of participation.
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United Nations convention
on the rights of a child
“Children, who are capable of forming views, have
a right to receive and make known information,
to express an opinion, and to have that opinion
taken into account in any matters affecting them”
Article 12
United Nations convention on the rights of the child
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Pupils and decision-making
Children and young people with SEN have a unique
knowledge of their own needs and circumstances and
their own views about what sort of help they would like
to help them make the most of their education.
They should, where possible, participate in all the
decision-making processes that occur in education.
DfES, 2001
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Principles of pupil participation
 Clear commitment to involving pupils
 Valuing involvement
 Equality of opportunity to be involved
 Pupils’ involvement should be evaluated
and reviewed.
DfES, 2003
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Pupil participation
 Formal
happens at set times and for a reason,
eg. at the annual review of a statement
of SEN
 Informal
happens as part of daily interactions,
eg. in the corridor.
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Making decisions
 Personal
made by pupils, eg. about their own
learning goals
 Public
involve pupils deciding about planning,
policy or resources, eg. about the
development of the school’s disability
equality scheme.
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Disability Discrimination Act 2005
 Every school must now have a disability
equality scheme (DES)
 Disabled people, including pupils, must be
consulted on such schemes.
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Ofsted
 Encourages inspectors to obtain pupils’ views
about their learning, personal development and
the school
 Talks to individuals, groups and school councils,
and issues pupil questionnaires
 The 2005 framework encourages the use of case
studies of vulnerable pupils which includes talking
to those pupils.
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Activity 2
Learning outcomes
You will understand:
 elements of effective communication, and
 how communication can be improved for
pupils with SEN and/or disabilities.
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Effective communication
 Some pupils have difficulty expressing themselves,
using appropriate language
 Some key skills that pupils need to express
themselves may need to be taught
 Listening to children shows respect and builds
their self-esteem.
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Essential skills
To help pupils express themselves and talk about their
feelings, teachers should model and teach the key skills
of:
 greeting people
 listening attentively
 speaking calmly
 taking turns
 refusing politely.
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Essential skills (continued…)
To help pupils express themselves and talk about their
feelings, teachers should model and teach the key skills
of:
 asking questions
 responding to queries, and
 sustaining a conversation.
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Active listening
Set the scene by:
 finding an appropriate time and place
 sitting adjacent to, not opposite the pupil
 making eye-contact, and
 checking that the pupil with a hearing or other
communication impairment can see your face.
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Active listening techniques
 Give the pupil time to respond
 Help them focus on the main issue (learning and/
or behaviour)
 Reflect on what is said to check understanding
 Keep suggestions brief and concrete;
avoid passing judgement
 Use practical examples to aid understanding
 Write down key issues and commit to specific
follow-up.
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Effective communication
 Why might some pupils find it difficult to communicate
with teachers and their peers?
 How can teachers make sure that pupils with
communication difficulties are clear about what
to do next?
 How can teachers ensure that pupils receive the
correct support?
 How can collaborative learning be encouraged where
pupils can talk and listen to each other?
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Effective communication (continued…)
 How can teachers’ questioning aid
communication skills?
 How can the rule of ‘one person speaking at a
time and the other one listening’ be taught to
those who find it difficult?
 How can teachers ensure that the views of
pupils are acted upon?
 What choices do pupils with statements of SEN
have at annual or transition reviews?
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Activity 3
Learning outcome
You will understand how pupils can be included
in assessment for learning (AfL).
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Evaluating AfL
Do pupils:
 understand their own goals
 understand how they will receive feedback
 feel supported in self-assessment, and
 receive constructive comments or marks?
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Evaluating AfL (continued…)
Do pupils have opportunities for:
 self-correction, and
 peer assessment?
Do adults:
 pinpoint pupils’ strengths, and
 ensure opportunities to take part for those who are
vulnerable to being excluded from the process?
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Activity 4
Learning outcome
You will understand how to support pupils in
target-setting and monitoring their own progress.
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Possible barriers
 Understanding of target-setting process
 Vocabulary
 Anxiety about process
 Unrealistic expectations
 Belief that ability is fixed: you are either clever
or you are not.
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Possible barriers (continued…)
 Time involved
 Progression path for those at lowest levels
of attainment
 Comparison with peers’ attainment
 Too many targets.
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Managing target-setting
 Many schools have target cards or ‘passports’
 Pupils with SEN and/or disabilities may need targets
to be put in picture form
 Some targets may be provided, some negotiated
 Targets: some may be generic, some subject-related
 Review behaviour targets more often than
learning targets
 Targets: challenging but achievable.
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Using pupil self-assessment sheets
 Pupils can record their progress through a halfor full-term on self-assessment sheets
 Pupils can write comments for themselves,
someone can scribe for them or they can draw
pictures to show how they feel
 Sheets can be used in a school action-plus review
meeting or included in the review of a statement
of SEN
 Sheets may be used each term for every pupil in the
class and kept in assessment files.
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Activity 5
Learning outcomes
You will:
 reflect on key learning points from the session, and
 identify your own key points of action in order to
consolidate and apply your learning.
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