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Education for All Inclusive education Learning Teaching skills

Education Really Matters:  Addressing disruptive conduct through fostering positive attitudes and behaviour

Frank O’Hagan

From the mouth of the innocent

The scene was primary school pupils leaving for home at the end of lessons. Amid the happy mayhem, I heard a young pupil making a remark which I instinctively felt was down-to-earth and yet profound. It went something along the lines of ‘Ms Wonderful says that she is a strict teacher but only firm so that she can help us to make good progress in our work.’ This straightforward, unfussy comment was both honest and heartfelt. My immediate, unexpressed reaction was a feeling of admiration for the teacher who had conveyed her message candidly and convincingly, and also for the pupil who appreciated what she was trying to achieve.

Unfortunately, life in school is not always so lucid and clear-cut. As a general rule, troublesome or disturbing acts obstruct two key aspects of the raison d’être of any school, namely, effective teaching and meaningful learning. Few, if any, educators will disagree with the proposition that deliberate inattentiveness and hindrances, as well as being stressful at times, are detrimental to pupils’ progress. Though a brief, sincere word of advice delivered in a direct and thoughtful manner is often enough to resolve an issue, there are occasions when more interventionist styles of action are appropriate.

What are the problems?

Disruptions and/or distractions can take many forms. Normally, they are at a mild level in terms of disturbance or perhaps are intended as humorous interruptions. However, inattention, daydreaming, a series of ‘micro-interferences’, belligerence, or defiance are often problematic as far as classroom management is concerned. It is a gloomy and distressing fact that many teachers are subject to unacceptable verbal remarks or even physical assaults. Inclusiveness demands that all pupils are afforded suitable learning contexts to enhance their abilities and interpersonal skills. Inadequate prior assessment of their additional support needs and poor decision-making regarding placements have given rise to unnecessary challenges for staff since the beginning of formal school attendance. There is no reason as to why such incompetent practices might be ignored or escape further scrutiny.

Similarly, bullying among pupils is an on-going concern which can give rise to longer-term consequences, though in different ways, for both victims and aggressors. It has taken on a new and insidious manifestation in the practice of cyber-bullying which cannot be fully resolved without a sense of empathy among pupils and the cooperation of parents. Children and adolescents may also exhibit unusual or harmful dispositions perhaps through poor self-image, anxiety, stress or abuse. Their distress should not be overlooked.

Regrettably, an insufficient lack of interest and inspiration among some pupils about the aims and values of education is what may lie behind the reason for inappropriate responses to tutoring and coaching. Schools thrive on keen and committed learners. Senior managers need to ask ‘Is the concept of the ‘motivated school’ being taken seriously enough by those in positions to bring about improvements?’ Creating drive and allegiances should be endorsed, planned and implemented through refreshing, evidence-based routines. Though staff can benefit from workshops, such as on generating enthusiasm, they also need time and resources to identify their existing strengths in this area and to build on them.

Home-school-community links

All forms of untimely or distracting behaviour should be considered with regard to the context in which they occur. For instance, it is not always realised that in many cases children whose conduct is considered to be undisciplined during lessons are happily settled at home. Conversely, other children who are the cause of difficulties for their parents can be regarded as polite and well-behaved while at school. For the latter group, school may be acting as a safe and peaceful haven and providing them with a break from a chaotic familial atmosphere. Another example in secondary education is the occurrence of pupils behaving inconsistently across various departments, perhaps due to learning difficulties or a disinterest in specific topics. In differing social neighbourhoods, pupils can attribute dissimilar opinions about the subjects available to them. Investigating and comprehending contextual differences are helpful in comprehending and amending behavioural patterns.

Trouble associated with schools often has an impact within its surrounding locality. Well-established connections and good communication procedures for families and the wider community are practical ways of identifying and settling potential intractable issues. On occasions, it will be fitting to sensitively offer solutions regarding particular concerns or to jointly explore in depth how matters can be resolved with parents, guardians and other interested parties. Openness and transparency ensure that staff’s efforts towards building a productive learning environment and eliminating needless disorder are met through agreement, cooperation and backing.

“Behaviour is always greater than knowledge because in life there are many situations where knowledge fails but behaviour can still handle.” (Anon)

Behaviour management within educational establishments

It is generally recognised by the public that personnel in schools, besides their formal responsibilities, have important on-going roles to undertake in addressing and ameliorating their students’ respective burdens and afflictions. A primary school teacher may be the first professional to observe instances which indicate that a pupil is in distress. If vulnerable pupils need protection and succour, it regularly falls to nominated persons to take matters forward. Research indicates that it is in the best interest of pupils – whether perceived as troubled, troublesome or in danger of harm – to assist them to overcome latent anti-social tendencies or mental health burdens as early as possible. 

A wide selection of methods in responding to behavioural issues can be found. These include:

  • formal advice and guidance from trained staff to aid pupils in addressing their emotional and social needs
  • planned sessions with counsellors to explore and resolve afflictions and anxieties
  • classroom strategies to upgrade performance in class often covering: (1) antecedents which lead to difficulties; (2) encouraging behavioural change; and (3) tracking results/consequences (see the example in the appendix below for one possible scenario)
  • contracts agreed among pupils, parents and schools which outline realistic, positive goals which are expected to be achieved within a set schedule; these targets may need to be presented in writing to avoid any ambiguity and to clarify how they will be evaluated, and
  • the implementation of restorative practices to help acknowledge and repair the hurt caused to others and to promote positive discipline – if all goes well, outcomes can prompt expressions of regret or remorse, cultivate a deep disapproval of wrongdoing, and boost competency and empowerment in finding constructive resolutions.

There is always a danger that behaviour management can place too much emphasis on a punitive approach. Pupils are unlikely to respond willingly to what they judge to be condescending and patronising remarks or sarcasm. This is not to assert that there is no place for well-planned forms of reprimand provided that objective assessments have been made about their fairness, effectiveness, and aftermath. However, depending on the attitudes and temperaments of pupils, punishments can be fruitless and counter-productive. Frequently, a structured system of rewards can be much more beneficial in terms of moderating and lessening misconduct.

A focus on personal, social and emotional welfare

In matters relating to the health and wellbeing of their students, teachers would much prefer not to have to deal with disobedient or boisterous activities. However, they recognise the value of being focused on making the best use of their expertise in enabling all pupils to develop their individual attributes, abilities, and vocational skills. Within both the formal and informal curriculum, many examples of valuable routes towards fostering pro-social and empathetic attitudes and manners are evident. Cross-curricular projects can be found which promote a deeper comprehension and understanding of relationship-building, emotional intelligence, communication skills, teamwork, healthy nutritional habits, recreational pastimes, and employability.

Additionally, there is a wide variety of ‘teach not tell’ approaches and topics presented in timetabled lessons which may include presentations from visiting contributors such as the police, social workers, psychologists, former victims of substance dependency, and representatives from charitable associations. Collaborative efforts may necessitate consideration of complex features within the home or school and so take different accommodating strategies when applied in everyday situations. All these educational inputs have the capacity to be potent and beneficial influences in shaping and sustaining happier and more contented lifestyles.

Undoubtedly, the labelling of pupils such as ‘troublesome’ can be futile and, at times, even have a harmful impact with regard to their mental health. The simple truth is that many pupils need some assistance in discovering how to learn correctly and to make the best of the chances which education provides. Others will require significant support to find ways and tactics for improving their interpersonal competences. A constructive approach is to identify the causes of specific unruly behaviours and seek affirmative interventions. Such endeavours on the part of educationalists call for professional skills to facilitate and fulfil learners’ potential and to enhance their sense of belonging and connectedness.

There are unquestionably real and present hazards associated with the misuse of suspensions, exclusions, isolation rooms and off-site units. For example, exclusions could lead to interruptions in the acquisition of familiarity and knowledge in curricular subjects. In turn, such negative incidents may result in a lack of qualifications and damage to a youth’s future expectations. Nonetheless, in exceptional circumstances, young people may find themselves in specialised learning environments, specifically because of the on-going problems they are experiencing. For them the twin objectives of assimilating the transformative intentions of their new educational setting and of making advances in personal and academic development are of vital importance. Steady progress can result in successful re-integration within mainstream education. If this is not practical, then steps must be taken to guarantee that they have good opportunities to adopt a wide range of life skills and, when apposite, to engage in worthwhile vocational training. If successful, these prospects hopefully will equip them for meeting the systemic barriers which they may face in adulthood. At all times, the tenets of equity and inclusiveness should be regarded as paramount and be efficiently employed.

“People’s behaviour makes sense if you think about it in terms of their goals, needs and motives.” Thomas Mann (1875-1955 – Nobel Prize in Literature Laurate of 1929)

Concluding remarks: promoting positive behaviour, collegiate leadership and ethos

Leadership does not lie solely in the hands of a head of an organisation or of those of senior managers. Their contributions are very significant, but should allow everyone associated with the educational community to have valuable initiatives and feedback to make. Democracy and genuine collaboration must be hallmarks throughout the workforce and have a noteworthy influence in the maintenance of a pleasant and supportive culture.

The elements of first-rate collegiate leadership include: (1) articulation of a shared purpose across the campus; (2) listening to the voices of the complete school population; (3) the promotion of both moral principles and high achievements; (4) recognition of and skills in dealing with triggers for discontent; (5) assured teamwork at every level; and (6) the delivery of outstanding personal, social, emotional and behavioural support for all. Outcomes include engagement, optimism, self-esteem, and insight into the perspectives of others including those who feel disenfranchised. Within a caring climate, students are enticed to buy into rules, routines, and collective values if these can be seen by them to be sensible and purposeful. However, if too much emphasis is focused on individuals and not on the school in its entirety, then the key facets of social cohesiveness, harmony and solidarity can be overlooked.

A central theme running through this article has been that much depends on the quality of the ethos of the school. Through establishing a milieu which fosters social responsibility, trustworthiness and respect for others, young lives can be transformed. It can strengthen learners’ willingness to remain on a steady trajectory towards better and happier times. All learners can find their niche and be at peace with the establishment’s management and regulations and, importantly, with themselves. In the long term, it is society as a whole which benefits through the enrichment of interpersonal and communal wellbeing.

  Appendix

For consideration and discussion: An abbreviated behaviour management model on how social skills could be enhanced within the classroom

Note: This particular approach consists of six consecutive stages which can be envisaged as a ‘cycle towards improvements’. It can operate effectively when teachers have responsibility for a class or group on a continuous basis. In secondary education, when pupils have a multiplicity of subjects, suitable modifications under the vigilance of a named member of staff will help to maintain a consistent, integrated plan of implementation. Of course, it will not be suitable for all pupils or all occasions.  

Firstly, the teacher identifies what specific aspects of behaviour are unacceptable (for example, bullying another pupil or constant inattention during lessons) and the circumstances which can give rise to their occurrence. She records the antecedents leading to disruptive conduct which are to be avoided.

Secondly, positive behavioural characteristics are noted and reinforced through praise/reward while ensuring that the rationale for plaudits is transparent to the recipient or group. Frequently, it is useful not to select many behaviours and, in more serious circumstances, perhaps only the most pressing one.

Thirdly, it is regularly made clear to the pupil or pupils what is expected and the reasons why such targets are important to them and others. Cognitive awareness and ownership on the part of pupils regarding changes for the better are highly desirable.

Fourthly, all those involved in the process – pupil(s), teacher(s), parent(s), guardian(s) etc. – should be fully aware of how targeted progress is to be monitored, evaluated and rewarded. They also ensure that they respond in a consistent and joined-up fashion.

Fifthly, the social skills which have been learned should continue to be reinforced – through, as appropriate, recognition, praise and rewards – until they are patently and reliably being sustained.

Sixthly, if there are other disruptive or oppositional features which require attention, plans are made to work through the cycle once more, perhaps introducing new successful incentives or alternative approaches which have become apparent from earlier work.

(Upbeat, but cautious: Beware of what I refer to as the ‘Sisyphean trap’ of finding oneself to be endlessly repeating the same strategies over and over again without making any recognisable progress. Remain positive and open to fresh ideas.)

(Dr Frank O’Hagan previously was the Adviser of Studies to Bachelor of Education students at the University of Strathclyde. Later, he was a member of Her Majesty’s Inspectorate of Education.)

 

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Education for All Educational development Health and wellbeing

Education Really Matters: How Meaningful is Your Curriculum?

Frank O’Hagan

Issues of importance and complexity

It is a truism that any nation must not allow the curriculum on offer to children and young people to stagnate or be mired in myths of former glories. Very helpful curricular innovations can be stymied through inadequate consultation with stakeholders, a rushed execution or a lack of preparation for those whose responsibility it will be to deliver programmes of study. Strategies for effective implementation need to include sufficient, up-to-date resources for learners and relevant, ongoing professional training for staff.

A school curriculum must encompass the personal needs, motives and aspirations of every student. It requires to be fully democratic in the sense that it belongs to all of them and pays due cognisance to their diverse abilities and talents. Its operation should not permit traditional ‘academic’ subjects or national examination statistics to dominate its rationale. Instead, students – regardless of their family background, social circumstances or perceived prospects – should feel confident that their learning and progress are meaningful and well-targeted with regard to their current and future wellbeing.

To regard any nation’s curriculum as if it is a straightforward, unitary entity is misleading. One syllabus cannot possibly fit all students as flexibility and individualisation are required to meet the wide range of their abilities and needs. Additionally, distinctions can be made regarding the formal, informal and hidden features of what takes place in educational establishments. All three aspects may exist simultaneously. The ‘formal curriculum’ alludes to what the powers that be – government, authorities and school boards – state in official guidelines about contents and delivery. In contrast, the ‘informal curriculum’ refers to facets which can waver, sometimes considerably, from authorised policies. These could concern unforeseen pressures on management or even unsuitable methods used by staff during teaching sessions. The ‘hidden curriculum’ is associated with the more secretive or undetected elements of school life, for example, students’ private interests and ambitions or prohibited activities, perhaps bullying or the use of the dark web, which may be occurring. Moreover, account has to be taken of the all-important ‘out of school curriculum’ which students experience in their everyday routines. At the formal level, it includes educational, cultural and recreational activities organised by learners, parents, guardians and others. It too has both informal and hidden characteristics which may be known only to the students themselves.

For the few, the many or all?

A recurring mistake has been to place too much emphasis on what might be described as offering a WEIRD curriculum (designed, even if unintentionally, for White and Educated students in Industrial, Rich and supposedly Desirable localities). Even in the world’s wealthiest democracies, such an orientation will miss out on the needs of many underprivileged and disadvantaged children and young persons. Truly effective curriculums should be all-inclusive, flexible, coherent and well-balanced. They should lead towards self- actualisation (learners becoming all they can be) coupled along with the enhancement of intrinsic human values (learners appreciating and embracing the attributes of personal worth, compassion, social justice, morality and so forth).  

Perhaps curricular innovators and pacesetters may need to remember more often that they are generally among the ‘successes’ of the educational system. In addition to their accomplishments while at school, they are likely to have achieved well in further or higher education and to have a genuine love of their subjects. They can have forgotten how they reached their high standards of attainment and might well have acquired them without difficulty or significant amounts of assistance. The problem – and it can be a very crucial one – is that they may have little insight into the prerequisites and constraints which many learners are experiencing. Listening attentively to all interested parties will hopefully impart some realism and intellectual humility when required.

Pressures and spin

The contents of curriculums in schools, colleges and universities are highly influential with regard to attitudes and behaviours within populations. Political pressures and technological advances constantly impact on educational programmes and their functioning for learners of all ages. Although not always welcomed, these adjustments generally are well intentioned and benign. The curriculum across all educational establishments can not remain constant and unchanging, particularly in areas of rapid scientific discoveries. However, there have been, and sometimes continue to be, the occurrence of nasty manipulations, such as when scientific and historical facts are distorted or when racial discrimination and false propaganda are encouraged. As highlighted earlier, what is taught must be based on authentic values and suited to the needs of individuals and society as a whole.

Additionally, the emphasis on different subjects will change and evolve over time – the Romans gave prominence to rhetoric while, for the Victorians, classical studies were of high status. In today’s economic climate, science, technology, engineering and mathematics (the so called STEM subjects) have been rightly regarded as crucial for a modern, industrial society. Likewise, the significance to the national wealth of the arts (drawing and design, dance, drama, music, new forms of media, etc.) has been recognised, thus lengthening the acronym to STEAM or STEMA. However, by themselves, this grouping particularly up to around 16 years of age would be unsatisfactory and insufficient for most pupils. Clearly, there can be advantages for young learners in maintaining breadth in the curriculum and allowing them to cultivate favourite areas at their own pace and in their own time.

Granted that STEAM subjects are of high value, it would be negligent to denigrate the importance of curricular areas such as English language and literature, social studies, foreign languages or personal, social and health education (PSHE) including ethics and employability skills. All have a place within a balanced and holistic approach prior to specialisation. Moreover, the danger of neglecting cultural heritage needs to be monitored, for example, in primary education is too much attention given to topics, such as ancient Egypt and Rome, at the expense of a nation’s own customs and traditions? Relevance within a syllabus will ensure that key global topics – healthy living, climate change, social justice and the like – are embedded and addressed rather than being tacked on as optional extras if time permits.

When it comes to describing their nation’s curriculum, politicians and administrators frequently are only too happy to use terminology such as ‘world-leading’, ‘excellent’ and ‘inclusive’. Such expressions have much in common with that of publicists and ‘spin doctors’. Does ‘an excellent, world-leading, inclusive curriculum’ sound apposite for what students are currently experiencing? Or are assertions of this kind merely superficial and out of touch with reality? Evidence-based evaluations should come before bloated exaggerations. But governments and officials across continents persist with these kinds of pronouncements. In Scotland, for example, the title ‘Curriculum for Excellence’ (CfE) seems both unfortunate and deluding. The nomenclature has the whiff of elitism and spin, perhaps even of ‘fake news’. Surely this is not in line with a national penchant for understatement rather than hubris? It has even been said – hopefully it is simply a myth – that at one point a debate took place about whether there should be the inclusion of the definite or the indefinite article at the beginning of the title (as if ‘The’ versus ‘A’ was so vital!). Neither now is to be found. If it is indeed an agenda for excellence, why are so many Scottish students not achieving excellent outcomes after nursery provision and 12 years of formal school education? Some practitioners appear to be of the opinion that ‘Curriculum for Mediocrity’ would have been a more fitting title. Others have far more disparaging or ruder remarks to suggest about what ‘CfE’ denotes. Basically, the public wants less hyperbole with better learning environments and much improved accomplishments for many more students.

Towards self-actualisation – learners becoming all they can be.

Improving the curriculum

Curricular development, along with any concurrent organisational changes, can be extremely challenging. Planning has to take account of what realistically can be achieved given existing staff expertise, resources, support networks and stipulated timescales. The features of what is offered to students of all ages must comprise appropriateness, insight and usefulness. Any neglect of deepening knowledge and understanding in core areas like arithmetic/mathematics, reading/writing or health/wellbeing will be detrimental to long-term progress.

To be truly effective, a curriculum has to be deemed as much more than an exchange of facts, points of view or statistical data. Attention to the coherence and flexibility of tasks, levels of difficulty, and pace of anticipated progress is essential. If curricular activities are beyond their current abilities, learners may simply let lessons pass them by in an inconsequential and meaningless way. Some might resent being present and engage in disruptive or obstructive behaviours. Others may refuse to participate actively during instructional sessions, even opting for non-attendance.

More research needs to be given to the management and timing of topics in order to establish the most appropriate ages or stages for particular competences and skills to be enhanced. Similarly, trials are required to uncover decidedly effective learning and teaching strategies within and across subject areas. In particular, the use of technological equipment and artificial intelligence requires to be utilised to maximum benefit. All curriculum innovations should have stated ‘improvement objectives’ which they are expected to meet. If this stance was consistently applied, it would bring to light further successful ideas and practices. Perhaps as importantly, it might make trendsetters think more carefully about potential fads and whims, thus saving time and expense on failures and ‘duds’ which should be consigned to an educational dust bin.  

As the necessities of modern societies evolve, varying aspects of the curriculum will require evaluation to gauge their merits and usefulness. A query which arises during curricular appraisals relates to the appropriateness of the balance between national and local expectations. There is a real fear of investigating the difficult issue of whether we really know what a high quality curriculum means within diverse communities. Too often the demands of central government will prevail when some adjustment – in application or contents – would be more pertinent. Evaluations always should be open, cooperative and constructive with the focus on students’ present and future requirements as the foremost concern.

The case for permitting a good deal of freedom to a school to act as evaluator regarding its own curriculum does not preclude the need for also having objective and independent validations. A potential danger is that staff perceive external inspectors as ‘them’ observing and commenting on ‘us’. Such ‘us-them’ splits can be harmful. A much more positive, collaborative and wide-ranging stance, including the involvement of all stakeholders, should be adopted. A genuine partnership across students, their parents and guardians, educationalists, employers and the wider society ought to be brought into play and used to enrich our culture of learning.    

Towards better future provision for all

Although the benchmarks and functions of curriculums will vary from one country to another, there is a general tendency for provision to benefit those who are more able or enjoy privileged circumstances. Consequently, the allocation of resources is often to the detriment of learners who are experiencing difficulties or from impoverished backgrounds. Following the utilitarian principle, it might be argued that education should provide ‘the greatest progress for the greatest number.’ However, a preferable proposal would be to make accessible ‘the best support to enable all to achieve their true potential.’ In many respects comprehensive systems have not been adaptable or accommodating enough. They are not meant to be, and should not be, a case of ‘one size fits all’ as some commentators in the media seem to imply. When examined, it is frequently revealed that there have not been sufficient options to suit the requisites of individual pupils.

It is in the interests of society that special attention should be given to those young persons who have tended to espouse indifferent and nonchalant attitudes towards prescribed objectives which they perceive to be irrelevant given their actual situation and prospects. In common with pupils experiencing additional support needs, they are entitled to creative and stimulating routes to expand their hidden capabilities and talents. There can be little doubt that unsuitable directives imposed on schools, and subsequently on learners, can result in curricular programmes which jeopardise commitment and progress.

Of course, it is a welcomed bonus when curricular content and its delivery both captivate and entertain students. Occasions which provide moments of satisfaction and pleasure can stimulate a greater momentum towards a love of learning. This certainly does not imply that periods of study should be devoid of challenges. In practice, overcoming difficulties through endeavour and perseverance can truly bring well-deserved rewards. Good use of structure within a curricular area – designing pathways with steps or ‘ladders’  to facilitate progress through learners’ own efforts and assiduousness – is an acknowledged route to success.

Concluding comments

If future curriculums are to be genuinely all-encompassing, there will have to be more ambitious and coherent national long-term plans. These will need to ensure targeted and flexible linkage of learning activities from the nursery to primary stages and then onwards to secondary schools, skills-based training schemes, colleges and universities. Future steps forward in delivering curricular initiatives will inevitably involve greater communal engagement. Extended deployment of various forms of information technology, often managed simultaneously by users in separate locations, should prove to be highly beneficial. Feedback by way of computer-assisted teaching methods will require inbuilt and effective coaching components through being clear, precise and student-centred.

While promoting dedication to study and the pursuit of excellence, the overall curriculum must avoid contributing to wanton elitism, vanity and self-absorption. It should incorporate and endorse virtues and attributes such as confidence, courage, empathy, gratitude and inclusiveness. Many aspects of current educational and tutoring practices across the world fail in meeting these standards, not only at the expense of disadvantaged and poverty-stricken populations, but for many other groups as well.

Essentially, the messages, advice and developments on the curriculum which are conveyed to society at large will need to advocate more cogently the assurance that further progress can and will be achieved. Participants will welcome campaigns and advances which are value-based and relevant to the collective aspirations of students and their communities. Integrated action for improvement must include matters pertaining, not only to academic achievements and practical skills, but also to wider national considerations concerning citizenship, culture, social justice and cohesion, ethics and standards of living.

For all ages and stages, a genuinely meaningful and coherent curriculum should be accessible to learners.

Appendix

Further questions to ponder: Should more subjects, targeted to bring about social advances, be present in the curriculum? If so, how should they be introduced and delivered?

Many years ago, I attended a seminar organised in conjunction with the publication of a national report which had a specific focus on the structure of the curriculum for secondary school pupils. After an excellent presentation by a member of the report committee, he was asked about the problems of schools in addressing the perturbing issues which they encountered in their severely deprived catchment areas. His insightful reply indicated that in such a school it would be appropriate for the curriculum to include a subject which concentrated on tackling and overcoming poverty and hardship. Would it be valuable, even exhilarating, for many students to choose a national qualification of this kind? How could it effectively result in beneficial outcomes? Or would it be deemed as too risky by traditional or conservative influences?

(Frank O’Hagan previously was the Adviser of Studies to Bachelor of Education students at the University of Strathclyde. Later, he was a member of Her Majesty’s Inspectorate of Education.)