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Time recovery
Some of the time recovery process has been covered but the main steps are
• Small time to be spoken to after lesson or session
• more formal time recovery at lunchtime to complete work or to write apology lesson
• if there is refusal to do this, the should be referred to a member of the SMT who will operate this time recovery at the next available timeslot
• refusal to do this will possibly escalate to a headteacher's time recovery, possibly after school
• failure to do this may lead parental involvement and possibly exclusion
This gives the students many options and choices before exclusion and allows them a degree of control over the outcome. If you face escalation, in the early days, it may be useful to let the students know where their refusal will lead without any threat or emotional stress being incurred -- matter of fact approach is best along with an attitude of disappointment at their choices.
A suggestion like
“I’m sure you don’t want this to happen, let’s try and sort this out now rather than make a big thing out of a small problem”
can often give the student the help they might need to move in a different direction.
Use of time out -- with quality staff in place. There are a number of methods available, some of which often are currently being used well
• Time out in the classroom
• Time out outside the classroom -- important to have support in attendance for H&S reasons
• time away from the classroom to be in a neighbouring classroom (buddy classroom) where the student feels comfortable
• in this is not appropriate, support staff could assist by taking student away, recovering situation and re-entering them into the classroom
• when the green room is in place some more sophisticated programs will begin to work in supporting the students
As you begin to set up the green room programme, there will be a move towards proactive responses in advance of children’s difficulties. This can include setting up target or tracker cards, programming additional support -- extra reading, social skills, anger management, paired work in lower age classes etc in order to maximise the positive aspects of the student’s school day.
The green room, initially, may be seen as a reactive programme which case the needs of students and classrooms in crisis but ideally should develop to include non-challenging students having access to the room either in similar groups or grouped with challenging students.
This is an important aspect to develop as the perception of the room needs to be as a support programme to develop all aspects of all students, and not just as a room to cope with the difficult children. It is a clear message to get across to both parents and children.
On introducing this programme to staff, it may be useful to inform parents of the next steps as well as holding some team time in classes for the children to talk through how the programme will affect them in the future. This partnership is important especially as there are a series of consequences to their behaviours.
It may be useful for staff to note responses from students who have a negative view point and for a member of SMT to discuss this with them at a different time.
As you can see, on paper, this programme is quite extensive and has a number of areas where errors can be made. It is therefore quite important to undertake training to ensure all are on track.
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