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Running Isolation, DTs, etc

Discussion in 'Behaviour' started by naturegrows, Apr 30, 2018.

  1. naturegrows

    naturegrows New commenter

    Hi

    I am looking for some creative ideas and support.

    I have a role of running isolation, school DTs for poor behaviour, supporting students who are struggling to acknowledge their behaviour and reflect on it.

    Do people have any ideas in how we can become more creative in our approach in dealing with these few but challenging students?

    What do you make them do in isolation?
    What else do you do apart from DTs?

    Thanks
     
  2. pepper5

    pepper5 Star commenter

    Hi if you look on the Pivotal Education Web site, they may have some free resources or ideas.

    You could also ring them since they may be able to point you in the right direction.
     
  3. sarah_dann1

    sarah_dann1 Occasional commenter TES Behaviour peer advisor

    Hi @naturegrows

    What are your main aims for the isolation and detention time?

    Often isolation is time for work they can get on with independently, insistence on silence and loss of social contact time. It's better to avoid computer work unless you are able to monitor it carefully for misuse. The idea is that they are being punished for their behaviour and given the opportunity to catch up on work they have missed. Actual punishment is sometimes the right choice.

    However, many schools find that the same students appear in isolation time after time. So, this purely punitive method probably doesn't work to prevent the behaviour in the first place, especially for students with complex reasons for their behaviour.

    If you are keen to create more of an opportunity for discussion and reflection, you could try something totally different during this time. Would you be able to access any equipment?

    - P4C (Philosophy for Children) have some really interesting resources you could use to develop a discussion format to talk about expectations, behaviour and how they can make some changes. This involves chairs in a circle and an extended discussion around questions the students themselves form based on a prompt of your choice.

    - Restorative justice. Many schools do some form of this where students have to meet with the teacher whose class they have disrupted and discuss it. Teachers may not be keen, however.

    In your own space, you could perhaps discuss the behaviour and have students write a note to the teacher showing how they understand the situation, perhaps explaining what they will do next time an issue arises, or even explaining their point of view if they feel hard done by. Obviously, it's important to strike the balance between listening to the students and supporting the staff but you will know how to do this.

    - You could try doing something exercise related, discussing how it improves our mood and then linking this to a discussion about how to control our emotions and what steps the students can take themselves to control their behaviour. This could be as simple as a walk somewhere.

    - You could try doing a cooking activity with them, giving them an opportunity to discuss their behaviour whilst they are focused on something else. It can open difficult kids up to give them a distraction whilst asking them to analyse themselves.


    Are any of these appropriate do you think? It's important I think, with challenging students, to ensure they are listened to; to hear their complaints and to give them a space to discuss things they may not have someone at home to do this with; to be an adult who is prepared to guide them and be clear about how they should behave but also to be firm that, despite their circumstances, they do need to follow school rules.

    It is also difficult to ensure you are not just rewarding naughty kids. If a silent and boring day is appropriate for one child who has misbehaved, it is also appropriate for another one. However, we all know that some kids don't get any support at home and so we have a duty to provide opportunities for them to speak to adults and to be given a moral framework, be shown how to apologise and be self-reflective. So, if you can call these activities something other than detention or isolation and be firm that they are used appropriately, you could have success.

    Sarah
     

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