Month: November 2019

Supporting young people at times requires real attunement and connectivity. Some young people display symptoms of insecure attachment. I came across this short read on amazon and it drew on my attention due to knowledge that shouting at young people actually causes more trauma and causes stress for a young person, so I really felt that I wanted to feel confident that I was prioritising connectivity over ‘control’. Sometimes in the FH role you are seen to be the person to go to to dish out consequences and punishment and it does not work! I want to promote conversation and new understanding of a scenario.

 

This book really was very insightful, even though I am not a parent! Same principles apply to a position of trust with a young person!

 

 

Recognising and Rewarding Positive and Productive working initiative in St Mungo’s has taken the shape of “Meeting the Standards”

In the school currently it was agreed that the merit and demerit system was not working. Pupils felt that they were not getting recognised for the good work they do and other pupils were not seeing any consequence or supportive change in their behaviours.

As part of a twighlight session I went along to review the new system. In short, the new system means that all pupils at the start of every period have a “meeting the standards merit” and it is up to them to keep that. If a pupil is not meeting those standards they do not get that merit. Merits and non merits are collated and staff are able to see an overview of the pupils that are engaged, achieving and responsible for their working behaviours.

I felt that some of our young people were not getting their merits because they do not have the social skills, emotional literacy or skills in self regulation to access this merit. I felt that as a teacher, the emotional wellbeing and engagement of learners is 100% my responsibility when in my class. I wanted to provide specific music action points that young people to exercise to ensure that they met the standard.

I have made a poster for each of the standards and highlighted the different ways in which they can meet those standards.

I have rolled this out in Music and Drama, and shared this good practise around the school to support staff and pupils to maintain consistency with this new system.

It is important that I continue to model the use of this to ensure that each young person is treated equally and fairly.  

As one of our focus for Departmental Improvement this year is ensuring whole school nurturing approaches.

I have supported staff by providing them with an online resource that they can consistently refer to throughout their CPD and also day to day workings to support the management of challenging and attention needing behaviours.

This handbook is not a  ” solution ” but its purpose is to provide staff with a supportive place to look for whole school support, strategies to use and try and also professional reading to build knowledge and confidence in professional practise.

The handbook is not complete or supposed to be defined, instead it is something that is a collaborative document that staff can add to if they go non a really interesting cpd or find an amazing resource!

It is supposed to feel collegiate and supportive.

 

Please see below the beginnings of the handbook

Faculty of Performing Arts Pupil Support Handbook

Term 2!!!!!!!

I cannot believe how quick term 1 and 2 have ended and a new one beginning. It has been a very busy 2 terms in the faculty of performing arts at St Mungo’s Academy. We have 3 new members of staff in the department and one of our longest serving members of 24 years left for pastures new. The department has been going through a real culture shift due to new pupils, new staff and of course NEW RELATIONSHIPS.

As acting faculty head I am forming new relationships with pupils as I am seen to be the go to person.

Numerous times I have been in scenarios that I feel that I entered into conversations with pupils that have ended up in more of a one sided conversation, no conversation, or heated debate.

Through each of these different scenarios I have always been reflective of… 1) did I do the right thing 2) did I say the right thing? 3) did my actions reflect what I did and said?

I am seeing my practice in a far more critical light as I know that as Acting FH I am seen as needing be a role model, the cool head, the mediator and the comforter.

I am pleased to say that I am finding it a lot easier to know that it is important to take a step back, get all the information necessary and detatch myself from the scenario to ensure I make a professional and logical judgement for pupil and teacher to ensure a fair and solution focused next step