Working in partnership with pupils

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. Learning outcome Activity 1 You will understand different types and degrees of participation.

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

6. 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

7. Pupil participation • Formal happens at set times and for a reason, eg. at the annual review of a statement of 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.

11. Learning outcomes Activity 2 You will understand: • elements of effective communication, and • how communication can be improved for pupils with SEN and/or disabilities.

12. 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.

13. 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.

14. 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.

16. 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?

18. 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?

19. Youwill understand how pupils can be included in assessment for learning (AfL). Learning outcome Activity 3

20. 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?

21. 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?

22. Learning outcome Activity 4 Youwill understand how to support pupils in target-setting and monitoring their own progress.

23. 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.

24. 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.

26. 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.

27. Learning outcomes Activity 5 You will: • reflect on key learning points from the session, and • identify your ownkey points of action in order to consolidate and apply yourlearning.