Using Support Groups to Improve Behaviour

Generative Topic

The context of the Support Group.

Understanding Goals: pupils should gain an understanding of:

• □
  the aims of the Support Group
• □
  the nature of the activities which they will encounter within the group
• □
  the norms of appropriate behaviour within the group
• □
  the concepts of attitudes, emotions, values, beliefs and motivations

Understanding Performances: pupils will develop and demonstrate their understanding through:

• □
  listening to explanations and reading through the introductory Information Sheets, responding to the Support Group Leader as appropriate
• □
  the formulation of the Support Group Pledge
• □
  collaborating together in group tasks, the learning scaffolded through the structuring and sequencing of the tasks and through the questioning of the Support Group Leader
• □
  reflection and the development of thinking skills and dispositions
• □
  participating within the target-setting process and the completion of the Support Group Diary

Ongoing Assessment: pupils will receive feedback which will inform future learning through:

• □
  the responses of the Support Group Leader to their contributions within group activities
• □
  the responses of class teachers, Support Group Leader and parents in relation to the Target-Setting process
• □
  the responses of the Support Group Leader to the pupils' individual responses to the Support Group Diary

Understanding Goals: pupils should gain an understanding of:

• □
  the broad aims of the approach
• □
  the types of activities in which they are likely to engage
• □
  the target-setting process and its aims
• □
  the purpose of the Support Group Pledge

Other Objectives

• □
  to elicit the co-operation of pupils and to establish the climate of the group
• □
  to establish a benchmark against which pupil progress can be judged

Materials (on CD Rom)

• □
  Information Sheet 1 (1 per pupil)
• □
  Self-Assessment Checklist (c.c. Ch 7) (1 per pupil)
• □
  Self-Assessment Guidelines (1 per group)
• □
  Information Sheet 2 (1 per pupil)
• □
  Target-setting booklets (1 per pupil)
• □
  Target-selection card (c.c. Ch 2) (1 laminated A4 card per group)

  Target Booklets/Cards & Selection Card should be provided for all sessions

Methodology

• □
  welcome the pupils to the group and make general introductions (if needed)
• □
  share the Understanding Goals of the lesson with pupils (in user-friendly language)
• □
  introduce Information Sheet 1 outlining the aims and activities of the group, explain it and elicit questions from the group
• □
  explain to pupils the purpose of the Self-Assessment Checklist (as described in the Guidance) and carry it out as per instructions
• □
  introduce Information Sheet 2 and go through it with the pupils, eliciting questions
• □
  assist pupils in setting their own targets
• □
  complete pupil Target-booklets at the end of the session

Understanding Goals: pupils should gain an understanding of:

• □
  the types of behaviour which are likely to promote effective learning and good teamwork within the Support Group
• □
  the concepts of attitudes (thoughts and feelings), values, beliefs and motivations and the inter-relationships between them

Thinking Skills

• □
  creative thinking: generating new ideas; brainstorming, making analogies
• □
  seeking meaning: classifying and analysing information
• □
  critical thinking: evaluating opinions

Other Objectives

• □
  to agree a Support Group Pledge

Materials (on CD Rom)

• □
  Information Sheet 3 (1 per pupil)
• □
  1 blank A3 sheet of paper and marker pens
• □
  1 set each of Introductory Act 1a & 1b A4 cards per group
• □
  1 set of Introductory Act 1a & 1b (1 per pupil)

Methodology

• □
  Select a Support Group pledge as described in Inf. Sh 3. (Arrange for the pledge to be printed onto A4 card and laminated prior to the next session (pupils may wish to assist in this process))
• □
  introduce and carry out Act 1a as described. Do not attempt to explore responses in depth. The purpose of the activity is to enable pupils to understand the nature of the concepts
• □
  introduce and carry out Act 1b as described

• □
  display the card ‘What I feel’ and give an example, “I feel happy today”. Go round each member of the group and ask them to give an example of an emotion. Make sure that you make reference to the key concept of emotion
• □
  carry out the same procedure for each of the cards
• □
  do not attempt to explore any of the answers given as the purpose of the exercise is to enable pupils to gain an understanding of the meaning of these concepts and how they relate to each other. It is legitimate to say, “I believe that the world will come to an end today” as an example of a belief as it makes the point that beliefs are held by the individual and need not necessarily be shared by others. The exception is examples given by pupils which are provocative or insulting to others which should be dealt with through the Support Group Pledge

• □
  select the card, “I'm no good at Maths” and tell the pupils that this is an example of a belief as it is something which you believe (think and feel) to be true. Ask them if they agree that it is a belief. Explore their responses and ask them if it is an example of anything else. You might get the response that it is a thought, feeling or attitude or even that it might affect how you will feel about Maths in the future (impacting upon motivation). You may have to probe to try to get to responses such as these which help pupils not only to understand that, whilst these concepts are distinct, they are also strongly inter-related
• □
  ask each pupil, in turn, to select a card and to say what they think it is. Open out the discussion for each card and encourage pupils to question and perhaps disagree with each other

Understanding Goals: pupils should gain an understanding of:

• □
  how attitudes (thoughts and feelings), values, beliefs and motivations relate to behaviour
• □
  the specific aims of support group work as expressed in understanding goals and understanding performances
• □
  the function of the Support Group Diary and the means of completing it

Thinking Skills

• □
  seeking meaning: ordering and analysing information
• □
  critical thinking: drawing and justifying conclusions, relating causes and effects
• □
  creative thinking: formulating own viewpoint, combining ideas, making analogies
• □
  problem-solving: defining problems, thinking up different solutions
• □
  decision making: generating options, weighing up the pros and cons, choosing a course of action

Other Objectives

• □
  to exemplify the process of completion of the Support Group Diary

Materials (on CD Rom)

• □
  1 set each of Introductory Act 1a cards (print 6 to a page on card & divide)
• □
  1 set of Introductory Act 1b A4 cards
• □
  1 A4 copy of Introductory Act 1c per pupil + 1 A3 copy of chart Act 1c
• □
  Information Sheets 4a-b (1 per pupil)
• □
  1 Support Group Diary per pupil (pencils and rubbers)

Methodology

• □
  remind the group of Act 1b by doing one example
• □
  introduce and carry out Act 1c as described
• □
  introduce and explain Information Sheets 4a & 4b, eliciting questions
• □
  introduce and explain how to complete the Support Group Diary. If time allows, ask pupils to complete their first entry, discussing it with them

Generative Topic

The dynamic of the classroom situation and the nature of the relationships which characterise it.

Understanding Goals (pupils should gain an understanding of:)

• □
  the fact that people construe situations differently culminating in differing perspectives and interpretations of others' behaviour
• □
  the role of the classroom teacher
• □
  the needs of other learners
• □
  what constitutes acceptable classroom behaviour
• □
  the values, beliefs, feelings and motivations which underlie behaviour

Understanding Performances: pupils will develop and demonstrate their understanding through:

• □
  collaborating together in group tasks, the learning scaffolded through the structuring and sequencing of the tasks and through the questioning and responses of the Support Group Leader and other members of the group
• □
  reflection and the development of thinking skills and dispositions
• □
  their ability to apply what they have learned appropriately and with good judgement within the classroom context (eg. staying on task)
• □
  their capacity for empathy
• □
  improv/ing/ed inter-personal relationships within the classroom setting

Ongoing Assessment: pupils will receive feedback which will inform future learning through:

• □
  the responses of the Support Group Leader and other members of the group to their contributions within group activities
• □
  the responses of the class teacher, Support Group Leader and parents to the target-setting process

Understanding Goals: pupils should gain an understanding of:

• □
  the fact that people bring their own values, beliefs, feelings and previous understanding to a situation which means that they will construe it differently
• □
  arising from the above, that people will have different and, to them, legitimate perspectives on any situation
• □
  the motivations which lead people to behave in different ways
• □
  issues of fairness and tolerance

Thinking Skills

• □
  seeking meaning: analysing, comparing and contrasting information
• □
  critical thinking: drawing and justifying conclusions, distinguishing fact from opinion, determining bias, checking the reliability of evidence
• □
  creative thinking: formulating own viewpoint, combining ideas

Materials (on CD Rom)

• □
  1 copy of Act 1a per pupil

Methodology

• □
  read over both scenarios
• □
  take each scenario in turn and explore the questions pertaining to it on the activity sheet. Encourage the pupils to ask questions of each other and challenge each other
• □
  ask the group to give consideration to the final question and explain to them the means by which people make meaning (as described above)

Understanding Goals: pupils should gain an understanding of:

• □
  the perspective of the class room teacher in managing the class
• □
  the types of behaviour which are likely to lead to conflict
• □
  the importance of ‘first impressions’
• □
  the difficulties in reversing reputations once formed
• □
  appropriate behaviour within the setting of the classroom

Thinking Skills

• □
  seeking meaning: ordering information, compare and contrast
• □
  critical thinking: drawing and justifying conclusions
• □
  creative thinking: generating new ideas, formulating own points of view, combining ideas
• □
  problem-solving: choosing a new course of action

Materials (on CD Rom)

1 copy of Act lb per pupil (A3 paper) and a set of marker pens

Methodology

• □
  follow the steps as set out on the activity sheet
• □
  after completing the first two steps, open the discussion (steps 3 & 4) to explore issues relating to first impressions and reputations
• □
  explore how by putting into place the types of behaviours described in step 5 pupils can either create good impressions in the first instance or can begin to break away from established reputations, relating the discussion to the target-setting process

Understanding Goals: pupils should gain an understanding of:

• □
  the values, beliefs, thoughts and feelings which underlie their motivations and actions
• □
  the values, beliefs, thoughts and feelings which underlie other people's motivation and actions

Thinking Skills

• □
  seeking meaning: sorting and classifying information, analysing, comparing and contrasting
• □
  critical thinking: drawing and justifying conclusions, distinguishing fact from opinion, determining bias, checking the reliability of evidence, relating causes and effect
• □
  creative thinking: formulating own points of view, combining ideas
• □
  problem-solving: defining problems, thinking up different solutions

Materials (on CD Rom)

• □
  1 copy of Act 1c instructions (A3 paper)
• □
  1 set of Act 1c cards per pupil (print 6 to a page and divide) placed in individual envelopes (pupils should put names on envelopes)
• □
  1 copy of Act 1c chart per pupil (A3 paper) and a pencil each

Methodology

• □
  follow the steps as set out on the activity instructions sheet
• □
  see Ch 6 for advice as to how to generate deeper thinking and meaningful discussion

Generative Topic

A focus upon learning.

Understanding Goals: pupils should gain an understanding of:

• □
  the factors which, for them as individuals, foster or may hinder effective learning
• □
  the factors over which they can exercise control in their learning
• □
  the beliefs which underlie their motivations towards learning and the concept of self-efficacy
• □
  why schooling is important – the various claims upon the curriculum

Understanding Performances: pupils will develop and demonstrate their understanding through:

• □
  collaborating together in group tasks, the learning scaffolded through the structuring and sequencing of the tasks and through the questioning and responses of the Support Group Leader and other members of the group
• □
  reflection and the development of thinking skills and dispositions
• □
  taking greater responsibility and control over their learning
• □
  developing more positive dispositions towards learning
• □
  showing a greater awareness of the purposes of schooling

Ongoing Assessment: pupils will receive feedback which will inform future learning through:

• □
  the responses of the Support Group Leader and other members of the group to their contributions within group activities
• □
  the responses of class teachers, Support Group Leaders and parents in the target-setting process

Understanding Goals: pupils should gain an understanding of:

• □
  the factors for each individual pupil which promote or hinder learning

Thinking Skills

• □
  seeking meaning: classifying and analysing information
• □
  critical thinking: drawing and justifying conclusions, distinguishing fact from opinion, determining bias, checking the reliability of evidence, relating causes and effect
• □
  creative thinking: formulating own points of view, combining ideas

Materials (on CD Rom)

• □
  1 copy of Act 2a instructions (A3 paper)
• □
  1 set of Act 2a cards per pupil (print 6 to a page and divide) placed in individual envelopes (pupils should put names on envelopes)
• □
  1 set of ‘It depends’ cards per group (print 6 to a page (x3) and divide)
• □
  1 copy of Act 2a chart per pupil (A3 paper) and a pencil each

Methodology

• □
  follow the steps as set out on the activity instructions sheet

Notes

The main purpose of this exercise is not so much to determine the categories in which pupils place the cards, but their reasons for doing so – why pupils may learn less effectively in one context than another. There should be no attempt to achieve consensus as to where pupils place the cards – pupils will respond differently to different contexts.

Understanding Goals: pupils should gain an understanding of:

• □
  the degree to which they may be able to influence the factors which affect the quality of their learning through changes in their own belief and values systems and through their behaviour
• □
  the concept of the ‘circle of influence’ and its implications for behaviour

Thinking Skills

• □
  seeking meaning: classifying and analysing information
• □
  critical thinking: drawing and justifying conclusions, distinguishing fact from opinion, determining bias, checking the reliability of evidence, relating causes and effect
• □
  creative thinking: generating new ideas, formulating own points of view, combining ideas
• □
  problem solving: generating options, weighing up the pros and cons, choosing a course of action

Materials (on CD Rom)

• □
  1 copy per pupil of Information Sheets 5 & 6 (A4)
• □
  1 set of ‘It depends’ cards per group (as completed in previous activity)
• □
  1 copy of Act 2b chart per group (A3 paper)

Methodology

• □
  go over Information Sheet 5 with the group, eliciting any questions
• □
  working together as a group, take each of the completed ‘It depends’ cards and categorise it according to either ‘things I can change’ or ‘things I can't change’, taking time to discuss each card before placing it on the chart
• □
  go over Information Sheet 6 with the group, eliciting any questions

Notes

The role of the Support Group Leader is to act as the ‘Devil's Advocate’ by encouraging pupils to think at a deeper level about their responses. What do pupils bring to a situation? Is it solely the responsibility of the class teacher to make lessons interesting? Why do some pupils find some activities more motivating than do other pupils? Why do some activities lead to more meaningful learning than others? etc. (see Ch 4 ‘motivation’).

Understanding Goals: pupils should gain an understanding of:

• □
  the beliefs which underlie motivation towards learning
• □
  the concept of self-efficacy

Thinking Skills

• □
  seeking meaning: classifying and analysing information, comparing and contrasting
• □
  critical thinking: making predictions, drawing and justifying conclusions, relating causes and effect
• □
  creative thinking: formulating own points of view, combining ideas

Materials (on CD Rom)

• □
  1 copy per pupil of Activity Sheet 2c (A4)
• □
  1 set of Activity 2c cards per group (print onto A4 cards)

Methodology

• □
  read out each of the three Activity 2c cards and, taking them in turn, open up for discussion the sets of questions at the top of the sheet
• □
  read over and elicit questions about the concepts of entity and incremental learners (c.c. Ch 4 ‘motivation’) and then open out for discussion the questions at the bottom of the sheet

Notes

The important aspect of this exercise is to stress to pupils that it is their beliefs about themselves and about the nature of intelligence which influence ultimately how they learn. As such, by stressing that intelligence is not fixed and that effort and good learning habits can lead to successful outcomes, it enables pupils to understand that they can become more successful learners. Dweck observes that children (and, in particular boys) display avoidance behaviour arising from low expectations of success when faced with high value goals (eg. academic qualifications). They denegrate activities in which they are afraid of failing (“That's boring.” being one of the polite manifestations of such.). Thus boys may value the judgement of their teachers less preferring the accolades from their peers in other domains (eg. football). (Dweck et al, 1976).

Understanding Goals: pupils should gain an understanding of:

• □
  the purposes of schooling – the expectations of society
• □
  their own values, beliefs and motivations in relation to schooling
• □
  the tensions within the system

Thinking Skills

• □
  seeking meaning: ordering and analysing information
• □
  critical thinking: hypothesising and making predictions, drawing and justifying conclusions, distinguishing fact from opinion, relating cause and effect
• □
  creative thinking: generating new ideas, formulating own points of view, combining ideas
• □
  problem-solving: defining problems, thinking up different solutions
• □
  making decisions: generating options, weighing up the pros and cons, choosing a course of action

Materials (on CD Rom)

• □
  1 copy of Activity 2d (A3), 1 set of Act 2d cards per group (print 6 on a page and divide) and 1 Act 2d chart (A3) per group
• □
  1 copy of Activity 2e (A3) and 1 copy of Information Sheet 7 (A3)
• □
  1 copy of Activity 2f (A3)
• □
  A3 plain paper and marker pens

Methodology

• □
  carry out Activities 2d, 2e and 2f as described with either the Support Group Leader or members of the group acting as scribe for the group's ideas

Notes

It is important that, as far as possible, Activity 2f is pupil led and that pupils are encouraged to exercise their imagination whilst also being encouraged to reflect upon and be critical of their ideas. The previous two activities should prepare them for this. For further information on Summerhill, refer to TESS (09.06.06) – a critical editorial, TESS (02.06.06) or ‘Summerhill and A.S. Neill’ (ed. by Mark Vaughan), OUP (published 2006).

Generative Topic

A focus upon behaviour and upon its effective management.

Understanding Goals: pupils should gain an understanding of:

• □
  the concept of self-esteem and its impact upon behaviour
• □
  the physiological and emotional responses within the body to stress
• □
  the perceived ‘gains’ and ‘losses’ arising from patterns of behaviour which may help pupils to reflect upon the motivations underlying their behaviour – an understanding of cause and effect
• □
  processes such as visualisation and forward planning which facilitate the the self-regulation of behaviour

Understanding Performances: pupils will develop and demonstrate their understanding through:

• □
  collaborating together in group tasks, the learning scaffolded through the structuring and sequencing of the tasks and through the questioning and responses of the Support Group Leader and other members of the group
• □
  reflection and the development of thinking skills and dispositions
• □
  developing a greater awareness of the nature of their behaviour and its underlying roots such that they gain the capacity to self-regulate their behaviour and apply what they have learned within the group to other contexts, exercising good judgement
• □
  developing self-esteem and self-efficacy

Ongoing Assessment: pupils will receive feedback which will inform future learning through:

• □
  the responses of the Support Group Leader and other members of the group to their contributions within group activities
• □
  the responses of class teachers, Support Group Leaders and parents in the target-setting process

Understanding Goals: pupils should gain an understanding of:

• □
  the nature of self-esteem and the need to develop stable self-esteem
• □
  the conflicting forces which operate upon pupils eg. the need for peer approval conflicting with the values and goals of the school
• □
  cause and effect – the effect of their actions upon themselves and others
• □
  the nature of their inter-personal relationships
• □
  the physiological and emotional effects of stress and the impact upon behaviour and learning (in general and in relation to the individual child)
• □
  the process of visualisation as an aid to developing self-control

Thinking Skills

• □
  seeking meaning: analysing information
• □
  critical thinking: drawing and justifying conclusions, distinguishing fact from opinion, determining bias, checking the reliability of evidence, relating causes and effect
• □
  creative thinking: formulating own points of view
• □
  problem-solving: defining problems, thinking up different solutions

Materials (on CD Rom)

• □
  1 copy per pupil of Information Sheet 8 & Information Sheets 9a/b & 9 c/d (A4)
• □
  1 copy per pupil of Activity 3 a (A3) and marker pens
• □
  1 copy of Activity 3b (A3) per group
• □
  1 copy per pupil of the traffic template (pocket-size laminated)

Methodology

• □
  go over Information Sheet 8 with the group, eliciting any questions and opening up for discussion the questions at the bottom of the sheet
• □
  work through Activity sheet 3 a with each member of the group in turn as described. (See Ch 6) Pupils may require considerable prompting
• □
  introduce Information Sheets 9a-d and then go over Activity 3b
• □
  introduce the concept of visualisation (ask pupils to close their eyes and imagine a familiar scene) before introducing the traffic light template ‘Positive Thinking’ by Ian Smith (Learning Unlimited) has a useful section on visualisation

Understanding Goals: pupils should gain an understanding of:

• □
  the processes of problem-solving and forward planning
• □
  the nature of the problems and challenges facing them as individuals
• □
  the means by which they may be able to overcome some of these difficulties

Thinking Skills

• □
  seeking meaning: ordering and analysing information
• □
  critical thinking: making predictions and hypothesising, drawing and justifying conclusions, relating causes and effect
• □
  creative thinking: generating new ideas, formulating own points of view
• □
  problem-solving: defining problems, thinking up different solutions, testing solutions
• □
  planning: setting up sub-goals, monitoring progress
• □
  making decisions: generating options, weighing up the pros and cons, choosing a course of action

Materials (on CD Rom)

• □
  1 copy per pupil of Activity 3c instructions (A4) and Activity 3c chart (A4)
• □
  1 copy per pupil of Activity 3d (A3) and pencils
• □
  1 copy per group of the exemplification of a longer-term goal traffic-light template (A4 card)
• □
  1 longer-term goal traffic-light template (A4 card) per pupil for completion

Methodology

• □
  introduce Activity 3c, following the steps provided. Explore the examplar and elicit ideas in respect of the question at the bottom of the sheet. Whilst the focus should be upon the individual child, foster deeper thinking through encouragement of questions and suggestions from other group members
• □
  likewise, carry out Activity 3d in a similar manner
• □
  for your own information, refer to Ch 2 (target-setting process) and, in particular the exemplifications of a long-term target
• □
  whilst not strictly necessary, you may wish to print and laminate onto A4 card the traffic-light templates produced by each pupil and also a small pocket-sized version which can be used discretely when required

Generative Topic

A focus upon inter-personal relationships, upon the development of empathy and upon moral and ethical values and behaviour.

Understanding Goals (pupils should gain an understanding of:)

• □
  the perspectives of other people
• □
  cause and effect – the consequences for self and others arising from conduct
• □
  their responsibilities towards self and others
• □
  the nature of bullying and the complexities surrounding it
• □
  their values and beliefs and how they affect motivation and behaviour
• □
  what constitutes principled conduct

Understanding Performances: pupils will develop and demonstrate their understanding through:

• □
  collaborating together in group tasks, the learning scaffolded through the structuring and sequencing of the tasks and through the questioning and responses of the Support Group Leader and other members of the group
• □
  reflection and the development of thinking skills and dispositions
• □
  a greater awareness of the attitudes, values, beliefs and motivations which underlie their own and others' conduct
• □
  conducting themselves in an ethical and principled way
• □
  the quality of their inter-personal relationships

Ongoing Assessment (pupils will receive feedback which will inform future learning through:

• □
  the responses of the Support Group Leader and other members of the group to their contributions within group activities
• □
  the responses of class teachers, Support Group Leaders and parents in the target-setting process

Understanding Goals: pupils should gain an understanding of:

• □
  the attitudes, values, beliefs and motivations which underlie their conduct and the conduct of others
• □
  the nature of their inter-personal relationships
• □
  cause and effect – the consequences for self and others arising from conduct
• □
  what constitutes principled conduct

Thinking Skills

• □
  seeking meaning: analysing information, comparing and contrasting
• □
  critical thinking: making predictions and hypothesising, drawing and justifying conclusions, distinguishing fact from opinion, determining bias, relating causes and effect
• □
  creative thinking: generating new ideas, formulating own points of view
• □
  problem-solving: thinking up different solutions, testing solutions
• □
  making decisions: generating options, weighing up the pros and cons, choosing a course of action

Materials (on CD Rom)

• □
  1 set of Act 4a cards (print 6 to a page × 3 and divide)

Methodology

• □
  prior to the activity, choose the cards which you would consider are applicable to the age of your pupils and sort them into two bundles:- those providing solutions and those which pose the problem only
• □
  commencing with those cards which provide possible solutions, place them on the table and ask pupils to select one card each in turn and open out discussion to the group. Pupils should be asked to adopt a position and argue for it. Pupils should also be encouraged to put forward any other possible solutions. The role of the Support Group Leader is to probe the responses of pupils and to encourage them to think at a deeper level, taking account of a range of different perspectives
• □
  carry out the exercise for the second set of cards, asking pupils to generate solutions of their own
• □
  remove cards from the table as they are dealt with

Understanding Goals: pupils should gain an understanding of:

• □
  the attitudes, values, beliefs and motivations which underlie their conduct and the conduct of others
• □
  the nature of their inter-personal relationships
• □
  cause and effect – the consequences for self and others arising from conduct
• □
  what constitutes principled conduct
• □
  the nature of bullying and its effects

Thinking Skills

• □
  seeking meaning: analysing and ordering information, comparing and contrasting
• □
  critical thinking: making predictions and hypothesising, drawing and justifying conclusions, distinguishing fact from opinion, determining bias, relating causes and effect
• □
  creative thinking: generating new ideas, brainstorming, formulating own points of view
• □
  problem-solving: thinking up different solutions, testing solutions
• □
  making decisions: generating options, weighing up the pros and cons, choosing a course of action

Materials (on CD Rom)

• □
  1 copy of Act 4b-c per pupil (A4) and set of pencils
• □
  1 copy of chart 4b (A3) and set of cards (print 9 per page and divide)

Methodology

• □
  read out the scenario, illustrating it with the cards
• □
  lead pupils through the questions and activities at the bottom of the sheet. These should be undertaken as collaborative tasks. Encourage pupils to challenge each other's opinions and question each other
• □
  lead pupils through Act 3c as a joint endeavour, brainstorming ideas and agreeing finally upon the definitions at the bottom of the sheet

Generative Topic

Reflection upon what has been learned within the Support Group and the changes arising within the pupil emanating from participation within it.

Understanding Goals (pupils should gain an understanding of:)

• □
  what they have learned about themselves and their inter-personal relationships (intra- and inter-personal intelligences)
• □
  how they have changed in response to the intervention in terms of their:

  • –
    relationships with others (including the development of empathy)
  • –
    their abilities to exercise self-control and self-responsibility
  • –
    their self-esteem and confidence
  • –
    their attitudes and dispositions towards learning and towards school

Understanding Performances (pupils will develop and demonstrate their understanding through:)

• □
  their capacity to reflect in a thoughtful and critical manner upon what they have learned and upon their experiences within and arising from the Support Group

Ongoing Assessment (pupils will receive feedback which will inform future learning through:)

• □
  the responses of the Support Group Leader and other members of the group to their contributions within group activities

Understanding Goals: pupils should gain an understanding of:

• □
  what they have learned about themselves and their inter-personal relationships
• □
  how they have changed in response to the intervention in terms of their:

  • –
    relationships with others (including the development of empathy)
  • –
    their abilities to exercise self-control and self-responsibility
  • –
    their self-esteem and confidence
  • –
    their attitudes and dispositions towards learning and school

Thinking Skills

• □
  seeking meaning: analysing information, comparing and contrasting
• □
  critical thinking: drawing and justifying conclusions, distinguishing fact from opinion, determining bias, relating causes and effect

Other Objectives

• □
  to ascertain changes in pupils' perceptions post-intervention

Materials (on CD Rom)

• □
  1 copy of Plenary Activity 1 per pupil (print 2 slides to a page and form into a booklet)
• □
  pencils
• □
  1 copy per pupil of the Self-Evaluation questionnaire (post-intervention)

Methodology

• □
  explain to pupils the purpose of the Self-Assessment Checklist (as described in the Guidance) and carry it out as per instructions
• □
  Issue each pupil with a booklet (gender appropriate) and go over the questions with the group, eliciting any questions
• □
  ask the pupils to take some time to themselves to reflect and to take short notes (allow approx. 10 mins for this activity)
• □
  bring the group back together again and encourage them to share their reflections with each other, comparing and contrasting their responses and encouraging them to reflect more deeply upon the issues

This session should be followed by individual interviews with each pupil (see materials for Ch 8).

Everyone has problems. Things that worry one person may not worry another. Problems can be thought of as:

• □
  things which arise as a result of our own behaviour
• □
  things which arise as a result of other people's behaviour
• □
  things over which we can have no control (eg. our family circumstances)

The important thing is how we deal with the difficulties in our lives. If we look at the above, we can:

• □
  look at our own behaviour and try to change it
• □
  look at how, by changing our own behaviour, we can influence the behaviour of other people (If I'm nice to my brother, he won't hit me.)
• □
  learn to accept that life is not always fair and try to cope in a positive way with the challenges which we face in our lives rather than blaming other people or circumstances

The most effective people are those who work on the things that they can change – working in their ‘circle of influence’ – whilst learning to cope positively with the things they can't change.

It is generally believed that people have preferred ways of learning. These are called Learning Styles. There are different ways of thinking about Learning Styles but one of the most popular is described below.

This theory may help to explain why some pupils are more motivated to want to take part in some types of activities than others. However, there are some activities which may call upon you to use more than one learning style. Which learning styles would you use if you were:

• □
  learning to ride a bike?
• □
  revising for a test?
• □
  building a flat-pack?
• □
  playing a musical instrument?

Founded in England by A.S. Neill in 1921

DO YOU AGREE WITH THIS PHILOSOPHY?

• □
  Pupils choose which classes they go to and may opt not to attend classes
• □
  The rules are made up by pupils and teachers together
• □
  Pupils and teachers are seen as equal partners
• □
  Regular meetings are held with all of the pupils and teachers at which new rules are decided
• □
  The meeting decides what action should be taken if pupils break the rules
• □
  The emphasis is on learning rather than on passing exams.

If you generally feel good about yourself, you may be described as having high self-esteem.

If you generally don't feel good about yourself, you may be described as having low self-esteem. However, self-esteem can vary depending upon the circumstances which you are in. You might have high self-esteem in relation to your friendships with others but low self-esteem in relation to school related factors.

When people rely upon others to feel good about themselves (e.g., compliments, praise …), their self-esteem may vary depending upon the feedback that they get. This is called contingent self-esteem. If, however, you feel secure within yourself and not so reliant on others (self-motivated), your self-esteem is more likely to remain the same (stable self-esteem).

• □
  Blood vessels tighten resulting in a rise of blood pressure
• □
  Blood flow increases to where it is needed (the heart) and away from the skin and digestive system
• □
  There is a rise in adrenalin (to help us to run) and Cortisol (to cope with pain)

Information Sheet 9 a

When a person feels stressed, instead of a signal going to the part of the brain which controls thinking, it goes directly to the part of the brain which causes the physical changes in the body (sheet 9a) and to the amygdala which controls the emotions. This results in people acting without thinking.

Information Sheet 9b

• □
  Tends to react in the same way to stressful situations
• □
  Wants to be seen to be the same as the others in the group
• □
  Draws attention to himself/herself as a way of establishing status within the group
• □
  Tries to establish territory – “my seat”
• □
  Has difficulty thinking of new ideas
• □
  Not self-motivated. Relies on punishments and rewards.

Information Sheet 9c

Information Sheet 9d

“It's no fair – she's always picking on me – ah didnae dae nothing.”

When pupils get into trouble, are put out of the room or are given a punishment exercise, they often don't understand why they're the only one who's been ‘picked on’ and often don't see what's wrong with their behaviour – everyone else was doing it. If asked about it, they tend to pick on the last thing that happened – “I only asked for a rubber.” – and feel very upset if they have been punished when other pupils doing the same thing haven't been punished.

The teacher has a very clear idea why the pupil has been punished. Teachers who try to be fair and to be patient often have to eventually put a pupil out of the room or to give a pupil a punishment exercise because the pupil is making it very difficult for the teacher to teach the class. Often the teacher eventually punishes the pupil after he or she has watched the pupil over a period of time behaving in lots of small ways which make it hard for that pupil to learn and for others in the class to work.

The teacher may have tried to stop the pupil's misbehaviour in a range of different ways using humour, standing beside the pupil, giving the pupil “the look”, giving warnings or moving the pupil's seat. None of this has worked. Perhaps an incident occurs very quickly which the teacher needs to squash to keep order. The teacher knows that she has to act or she will lose control of the class.

When an incident occurs, it is not always easy for the teacher to know exactly who is responsible. The pupil who has been misbehaving throughout the lesson is more likely to be picked upon as he or she is seen to be the ring-leader.

You are a teacher waiting for the class to arrive for the first time. You know that, if you're to manage the class effectively, you need to ‘nip any problems in the bud’. How do you spot the trouble-makers?

• □
  Starting with the space after the arrow, write down how a ‘trouble-maker’ might behave from the beginning of the class until the end, writing in a clockwise direction. Do this part of the exercise on your own.
• □
  Compare your answers to those of the others in the group. What things are the same? What things are different?
• □
  How easy is it to ‘spot a trouble-maker’? How long does it take?
• □
  How easy is it to break away from a bad reputation?
• □
  Working together as a group, choose one of the charts and reverse each of the statements to describe good classroom behaviour. Eg., ‘talking’ becomes ‘working quietly’.

• □
  Take the set of cards and sort them into three bundles: agree, disagree or not certain. This exercise must be done on your own with no discussion with any other pupils.
• □
  Write a code at the back of each card as follows:

  A	agree
  NC	not certain
  D	disagree

• □
  Place your cards onto the chart depending upon the choices you made.
• □
  Your Support Group Leader will ask one of you to select a card. You will tell the group where you placed the card.
• □
  The Support Group Leader will then go round the group asking where other pupils have placed the same card.
• □
  The Support Group Leader will then open the discussion by asking each of you to explain why you placed the card as you did. You should all become involved in the discussion, asking questions of each other.
• □
  When you have finished with a card you should hand it over to the Support Group Leader to be kept apart from the other cards.
• □
  Now repeat the last four steps until all of the cards have been discussed.

• □
  Take the set of cards and sort them into three bundles: most likely to learn, least likely to learn, it depends. This exercise must be done on your own with no discussion with any other pupils.
• □
  Write a code at the back of each card as follows:

  M	most likely
  L	least likely
  ID	it depends

• □
  Place your cards onto the chart depending upon the choices you made.
• □
  Your Support Group Leader will take each card in turn and ask each of you where you have placed it. He or she will be trying to find out why you placed it there, opening out the discussion to the whole group.
• □
  As you explore the different things which, for you, make you learn better or not – eg. whether you like the teacher or not – the Support Group Leader will write these onto the ‘It depends’ cards. These will be kept for the next activity.

Take the ‘Learning’ cards and read the stories about John, Amy and Martin. The class are set the task of designing and building a miniature bridge using materials supplied by the teacher. This requires problem-solving, trial and error and imagination. How do you think the three pupils will cope? Why?

• □
  putting in effort means that you're not very bright
• □
  likes tasks within ‘comfort zone’
• □
  mistakes mean that you're dumb
• □
  needs praise and encouragement
• □
  you either ‘get it’ or you don't
• □
  more likely to give up when facing difficulty
• □
  relies upon the judgements of other people to feel good about himself

• □
  putting in effort builds up your intelligence
• □
  likes more challenging tasks
• □
  learns from mistakes and sees setbacks as challenges to be overcome
• □
  looks for accurate feedback even if its critical
• □
  likes to set own goals and measure progress towards them
• □
  sees learning as building up in stages
• □
  expects to do well if effort is put in

According to Carol Dweck, people who are incremental learners and those who are entity learners but who also believe in their ability to succeed are more likely to be successful learners. Those who are entity learners and do not believe that they can succeed are likely to feel a sense of helplessness when they are faced with a task which they find difficult.

• □
  Take the set of cards and place them on the table where everyone can see them. After discussion amongst the group, separate out three cards which you think are the least important in terms of the reasons for attending school. Put these aside.
• □
  Take the remaining nine cards and, through group discussion, put them into order placing them onto chart 2d (as indicated on the chart).

• □
  Read over Information Sheet 7 with your Support Group Leader.
• □
  As a group, discuss and decide upon what the possible advantages and disadvantages of organising a school in this way might be. Fill in chart 2e.

What are the advantages and disadvantages of Summerhill School?

It's your turn now to design your own school. Read over the questions below and then carry out the activity beneath it.

• □
  Who would attend the school?
• □
  Who would teach there?
• □
  What size should it be?
• □
  What should the accommodation be like?
• □
  What are the hours?
• □
  What types of knowledge, skills and understanding would you want pupils to develop?
• □
  What sorts of activities would pupils do?
• □
  Should pupils have to attend all classes?
• □
  What would they do if they were not at classes?
• □
  What should the rules be?
• □
  Who makes them up and makes sure that they are kept?

Choose a name for your school

As a group, design a poster which shows the main features of your school.

When you have finished, explain your poster to your Support Group Leader.

[Page A106]Choose a name for your school

As a group, design a poster which shows the main features of your school.

When you have finished, explain your poster to your Support Group Leader.

• □
  Choose a situation which has recently taken place in which you felt stressed – perhaps a situation in which there was an argument between yourself and another person.
• □
  Go through the situation with your Support Group Leader and identify the things which you believe you gained from the situation and the things which you lost from it. Think about it not only from your own point of view but also the effects upon others.
• □
  As you each discuss your own situations, other members of the group can contribute helpful comments and questions.
• □
  When you have completed the exercise and your Support Group Leader has helped you each to complete the chart, answer the question at the bottom, with the help of the Support Group Leader and the other pupils in the group.

What would you do differently if you were in the same situation again?

What would you do differently if you were in the same situation again?

• □
  In discussion with your Support Group Leader, choose an area in which you feel you would like to improve. This should be a long term goal which you can set out to achieve over a month.
• □
  Identify things which are likely to make it difficult for you to achieve your goal and things which may help you to succeed as in the example below. Complete the top part of Activity 3 c.
• □
  Look at the difficulties and discuss with your Support Group Leader and other members of the group how you might overcome them. Complete the bottom part of Activity 3 c.

Trying to concentrate on my work

• □
  My pals will expect me to join in the carry on
• □
  If I don't understand what I'm supposed to be doing
• □
  If the work's too difficult

Things which may help me to succeed

• □
  Listening carefully to the teacher's instructions and explanations
• □
  Asking for help if I don't understand

How I might try to get round some of the difficulties

• □
  I could tell my closest friends (the ones that I trust) what I am trying to do
• □
  I could join in the carry on just a little (so as not to draw attention to myself) but not cross the line (know where to stop)
• □
  I could speak to the teacher at the end of the class and ask for help

[Page A111]

• □
  After you have completed activity 3c, complete the chart below setting out the various steps which you are going to take to achieve your goal.
• □
  In discussion with your Support Group Leader and other members of the group, complete the question below the chart.
• □
  Take a look at the traffic light template for long term goals and design one to help you to achieve your own long term goal.

Angela has fallen out with her best friend, Alison. It started when Alison ‘made up to’ Angela's boyfriend at a party. Angela and Alison aren't speaking to each other apart from to call each other names. Angela's friends, Jane and Lorna, have also started to call Alison names and to talk about her behind her back.

No-one will speak to Alison in the class or sit with her at lunchtime. Margaret and Laura don't like what's happening to Alison but they're too frightened to do anything about it in case the others start to pick on them. Jane and Lorna pass a message to Alison to say that Angela wants to fight with her. Alison doesn't want to get in a fight but her Mum and Dad have always told her to stick up for herself – give as good as she gets.

Margaret and Laura tell the class teacher about the bullying. She says that it will pass over – girls are always falling in an out. There is no clear policy in the school about bullying – “there's no problem here!”. However, one of the other teachers hears some pupils in the class talking about the proposed fight and tells the Depute Head Teacher. He has a class at the time and doesn't have time to deal with the matter until the bell rings at lunchtime. He looks for the girls but can't find them.

At lunchtime, a big crowd of pupils gather around Angela and Alison. Alison gets frightened and tries to push off Angela. Angela turns on her and punches her. It turns into a big fight and both girls are sent home with a letter of suspension. Alison is frightened of how her parents might react and runs away from home.