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| In
the 1970s, George worked with disturbed adolescents. The thorough preparation of an
appropriate curriculum was seen as the answer to pupil disaffection. But no amount of
preparation made an impact on these pupils. Instead, they attempted to make an impact on
him - with bricks! While he can turn this experience into a funny story, at the time it
was dreadful. Eventually he came to the conclusion that enhancing pupils' self-esteem
would be a more effective answer to disruption than a more mechanical system of behaviour
modification. We all interpret the world in
terms of how we feel about ourselves. A pupil who is feeling bad about him or herself may
reject well-meant help and appear to act illogically. Anyone wanting to challenge a
pupil's behaviour has first to make time to try to understand that pupil, even if this
challenges what we do in schools. |
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| The
institutional language used in schools emphasises the use of 'you' rather than 'I' and of
'don't' rather than 'do'. In school corridors, we frequently hear things like, 'your
last chance', 'what do you think you are doing?' and
'why did you do that?'. George believes that these kinds of statements
just get in the way of dealing with problems. 'I' statements, on the other hand, can move
the emphasis away from the perceived failure of the pupil on to the response or action of
the teacher. |
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| George's
definition of circle time differs from more formal prescriptions. Any way of getting
pupils to talk to each other and to share feelings is a positive step. Learning about
relationships and how to function in a group can help to prevent bullying as people
discover their similarities, which in itself can be a very enjoyable learning experience. |
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| Punishment
is not effective: it does not change pupil behaviour. There has to be a reactive approach
to bullying incidents, but it must not be a system of allocating blame and punishment.
Teachers should challenge assumptions underlying such a system. Labelling pupils as
'victims' or 'bullies', trying to 'get to the bottom of it' (a limitless task), training
victims to be assertive, and punishment itself are not successful ways of bringing about
significant change. |
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When
bullying has been observed or reported then the No Blame Approach offers a simple
seven-step procedure which can be used by a teacher or other facilitator.
- Step one - talk with the victim.
- Step two - convene a meeting with the people
involved. The facilitator arranges to meet with the group of pupils who have been involved
and suggested by the victim. This is an opportunity to balance the group so that helpful
and reliable young people are included alongside those whose behaviour has been causing
distress.
- Step three - explain the problem.
- Step four - share responsibility. Explain
that no-one is in trouble or going to be punished and that there is a joint responsibility
to help the victim to be happy and safe.
- Step five - ask the group members for their
ideas.
- Step six - leave it up to them.
- Step seven - meet them again. This allows the
teacher to monitor the bullying and keeps the young people involved in the process.
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