Viewpoint: Isobel Triay
'Pupils who are motivated from within and equipped with the skills to manage themselves, their relationships and responses, create a thriving learning environment.'
Isobel Triay, CPD Development Officer (Inclusion), Fife Council Education Service, believes that pro-social behaviour comes from within a young person.
With lessons to plan, work to mark and rarely enough hours in the day – no one can deny that teaching is a challenging career. But of all the tests teachers face in the classroom, conflict and negative behaviour among pupils are often the most difficult to contend with.
Of course, there is no such thing as a fail-safe solution to problem behaviour but a suite of linked developments delivered within Fife, including Restorative Approaches, Self-Regulation and 'Being Cool in School', have not only helped to transform the behaviour of pupils, but have also led to improved pupil–teacher interaction. They have even helped to promote pro-social behaviour in the wider school environment and at home.
So what makes 'Being Cool in School' so special? The programme was originally devised by Kate Whiteley, currently depute headteacher at King's Road Primary School, as a means of allowing children and young people to develop the skills and resilience necessary to deal with the conflict situations they meet in everyday life. Unlike traditional approaches to behaviour management, it looks at how teachers can help pupils learn how to be motivated from within – how to manage themselves, their relationships, behaviour and responses to create a thriving learning environment. Rather than controlling behaviour and viewing behaviour management as a process that is extrinsic to the pupil, it focuses on creating opportunities for young people to manage themselves.
The journey to a point where children and young people can genuinely take responsibility for their actions may be a more difficult path to tread than sticking to traditional approaches, but its long-term impact on the individual pupils and the school community is much deeper. It's all about equipping young people with the skills to thrive in society.
Time to reflect
While this may call for a significant attitudinal change among some teachers (one teacher commented that she initially struggled with promoting the 'cool' response because her entire school experience as a pupil had conditioned her to be compliant and passive), the philosophy of Being Cool in School and the secondary pack, 'What's Going On?' has been warmly received by teachers and pupils.
The 10-unit programme aims to grow social skills in youngsters by reflecting on their behaviour, attitudes and relationships in the 'Time to Reflect' section. Children are introduced to several cartoon characters in the infant pack that develop and learn with them through the other primary packs aimed at the middle and upper primary stages. The programme is very interactive and involves
lots of discussion sessions and role-playing. This exposes pupils to a wide range of scenarios and situations, encourages them to explore the best way to deal with each of them and builds resilience. It also delivers the important lesson that life can be hard, it isn't always fair and you won't always get your own way, so learning how to respond positively and negotiate is vitally important.
Role-playing helps young people who have previously displayed aggression reflect on how their actions impact on others. Often those who benefit most are pupils who tend to be passive. The activities completed as part of Being Cool in School help young people to become more confident and better able to stand up for themselves. By helping them to understand that, in any situation, there are three basic types of response: passive/weak, aggressive/domineering or the 'cool' response – being assertive and respecting yourself and others – pupils realise that they want to emulate the 'cool' response. Building that capacity to be confident and assertive with others, yet respectful, is a valuable lesson, which helps young people become responsible citizens, effective contributors and successful learners.
Cool beyond the classroom
Fostering pro-social behaviour does not only create a more positive classroom environment, it can also help to improve the whole ethos of a school. Teachers have observed children becoming more caring and sensitive to the needs of others around the school and in the playground. There have even been reports of Being Cool in School's focus on maintaining positive relationships spilling over into the children's home life. Parents have been delighted to notice children interact better with their siblings and use 'cool' language at home.
Similarly, teachers have reported that Being Cool in School has motivated them to review how they interact with pupils and manage anti-social behaviour in the classroom. It is very much a two-way street – it would be foolish to expect young people to develop positive behavioural skills unless adults within the school act as role models. Every single member of staff within a school, including non-teaching staff members, must demonstrate pro-social behaviour and, on the back of that, everyone within the school will be ready to work and learn together.
If schools can get the quality of relationships within them right, then the learning and teaching will follow, and they will achieve the aims and outcomes of Curriculum for Excellence. It is through developing the characters, confidence and personal attributes of the children, and making them feel valued and worthwhile, that they will open up to learning.
CV
Isobel Triay started her career working as a biology teacher for five years. Upon her return to work after having a family, Isobel moved into learning support. Over her 12 years in pupil support at Queen Anne High School, she enjoyed the experience of working closely with pupils, parents and staff, and remains enthusiastic about the key role of positive relationships in effective learning and teaching. In 2005, she joined the Continuing Professional Development (CPD) team in Fife and is responsible for CPD in relation to inclusion.
For further information on 'Being Cool in School'/'What’s Going On?', email Isobell Triay at Fife Council.
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