1

Classroom management and partnerships

Working in partnership with pupils

2

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.

3

You will understand different types and degrees of participation.

Activity 1

Learning outcome

4

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 12United Nations convention on the rights of the child

5

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 statementof SEN

Informal happens as part of daily interactions, eg. in the corridor.

8

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.

9

Disability Discrimination Act 2005

Every school must now have a disability equality scheme (DES)

Disabled people, including pupils, must be consulted on such schemes.

10

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.

15

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.

17

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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You will understand how pupils can be included in assessment for learning (AfL).

Activity 3

Learning outcome

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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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Learning outcome

You will understand how to support pupils in target-setting and monitoring their own progress.

Activity 4

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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.

25

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 half- or 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.