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CAT Tracks for June 24, 2009
SPARE THE ROD... |
...use "calming tents" and "circle time".
A dinosaur's nightmare...
In an accompanying article, teachers were criticized for written reports that labeled infants (children aged 4 to 7) as "feral" (the ones that scratched, bit, kicked, and threw chairs.)
Sorry...I'm old school, but I tend to believe that "feral is as feral does".
The teachers were admonished for the "negative tone" of their reports about misbehaving children.
Sorry...again!
I should have written...
From the Telegraph.co.uk...
Four-year-olds given 'therapy' to improve behaviour
Children as young as four should be given group therapy at school to control their behaviour, according to Ofsted.
"Little Johnny showed exceptional enthusiasm today. He literally could not be restrained as he kicked and clawed his way to his desk. Johnny let nothing and no one stand in the way of his ravenous hunger for knowledge, knocking other less motivated students to the floor and hurling impeding desks through the windows. As an added benefit, the Principal finally saw fit to put a rush order on my previously unfilled request for additional medical supplies. Tomorrow should be an even better day for Johnny and I, since many parents of less enthusiastic children have called to say that their children will be in the hospital for the remainder of the week...giving Johnny and I some much needed "quality time". Probably the greatest benefit of this entire experience...it has greatly accelerated Johnny's psychological development...his attention to and having empathy for the plight of others. Just this evening, as he was leaving, Johnny (with a twinkle in his eyes) said that he would be happy to carry my books until the cast comes off my broken arm. Such an angel..."
By Graeme Paton, Education Editor
Some infants are already taking part in weekly "circle time" sessions in which they are encouraged to share their problems, it was disclosed.
The watchdog said it was among a range of methods used by primary schools to improve discipline and reduce suspensions among four- to seven-year-olds.
One school had a "calming tent" where children were placed if they felt angry, upset or frustrated, inspectors said.
Most others schools also provided lessons in social and emotional skills and encouraged staff and children to "speak pleasantly" at all times.
It comes amid claims that many parents are failing to instill proper values in children, leading to a breakdown in classroom discipline.
Teachers at one school were forced to stage workshops for mothers and fathers to show them how to handle their children's bad behaviour.
Ofsted called for the methods to be employed more widely to stop the youngest pupils being suspended or expelled.
It followed the publication of statistics showing 13,450 infants were temporarily barred from school in 2006/7 - the latest available figures - and a further 250 were permanently excluded.
The watchdog said "very few schools exclude children under seven, but some do".
Christine Gilbert, chief inspector of schools, said: "As our evidence shows, many schools are skilled at promoting positive behaviour and attitudes in all young children, and giving them a good start in their education. It is important that others can learn from this."
Ofsted inspected a sample of 30 schools that had excluded infants more than once in a 12-month period. It also visited a further 27 with no reported suspensions.
Reasons for barring pupils included biting, swearing, kicking or hitting staff, climbing over the school fence and throwing chairs.
Eight schools excluded children for behaviour that had "an inappropriate sexual element". Ofsted called on the Government to "urgently" produce guidance to help schools identify and deal with these pupils.
It also said schools should give young children time to discuss their problems and make wider use of "rewards".
"Circle time approaches were widely used, which enabled children to develop the skills to negotiate, listen and respond with empathy, as well as to express themselves and to solve problems," Ofsted said.
"In many cases, children were involved in defining the class rules or expectations based on the whole-school rules, and designing rewards and even sanctions. In the best practice, children were taught and encouraged to be highly aware of their own behaviour, including the possible triggers for poor behaviour, and to regulate it accordingly."