Information sheet
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Whole school community |
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Building a safe and supportive school and preventing bullying |
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Provide opportunities through the curriculum for the diversity of students (and staff) to develop relevant knowledge and skills in positive communication |
School community relationships based upon clear, empathetic and respectful communication are an integral component of the supportive school environment. The way in which people communicate can make the difference between talking through tensions or letting these differences escalate into major disruptions.
Most schools work toward engaging and involving the school community, particularly students, in decision-making processes. This is a process where diverse views and interests in a school community provide ample opportunity for conflicts. Modelling and reinforcing effective communication skills via the curriculum and whole school community will encourage the open exchange of ideas and the shared search for solutions to disagreements and conflicts. Open, clear and effective communication on all levels of the school community positively influences the development of a supportive school environment.
Many existing relationships, at interpersonal and organisational levels, will have been characterised by levels of manipulation, coercion and bullying.
Creating more equitable social dynamics between individuals and groups requires time, the development of trust, an understanding of the impact of factors such as the ongoing construction of gendered behaviours, the willingness to model and support alternative ways of behaving through the school's organisation, relationships and curriculum, teaching and learning practices.
Leaders at all levels of the school community play a major role in creating and supporting change through their own behaviour as well as their support for behaviour and belief changes in others.
A primary school ensures that all curriculum areas teach and reinforce 'Team Challenge', a program to assist children to develop the skills to work cooperatively in group situations. A variety of indoor and outdoor experiential learning activities focus on developing trust, interdependence, social problem solving and positive self-perceptions.
Special schools invest a great deal of energy in creating a safe and supportive environment for students. These students' social skills are at the level of much younger children; some are capable of aggressive and violent behaviour and some lack the skills to deflect or defuse another person's anger and aggression.
A wide range of students can benefit from having important instructional and social information presented visually. While these will usually be in symbol form, some students with high communication support needs use actual photographs rather than symbols
A specific form of visual cueing called 'social stories' helps modify unacceptable behaviours in students with autism and challenging behaviours. Like many resources and strategies developed for autism, this strategy has also been found useful for students with intellectual impairment.
Teachers make up comic-strip style stories depicting the desired behaviour and the positive outcomes from that behaviour. Using a specific script, teachers or other instructors hold the visual cue strip in front of the student and prompt him/her through the sequence of events.
Schools in action:
A special school builds positive
student relationships
To change its school culture, a rural secondary school has engaged its community in a process of open dialogue. School community stakeholders have the opportunity to participate in communication forums that talk about learning and teaching, behaviour and community partnerships. Individuals can bring an issue to the table in such a way that they are able to present the problem and suggest possible solutions. Effective communication provides an opportunity to create ideas, resolve concerns constructively and recognise and value the contribution of groups and individuals.
Schools in action:
Engaging school community members
in positive change
Becoming responsible learners: Strategies for positive
classroom management
Collis, Mark and Dalton, Joan (1989)
Eleanor Curtain Publishing.
Teaching strategies to assist primary ages students to take increasing responsibility for their learning and behaviour. Uses a leadership style that develops shared ownership and control in the classroom. Topics include creating a positive classroom climate; developing responsibility for learning and behaviour; sharing responsibility at school level; and problem solving.
Dirty tricks : classroom games for teaching social
skills
MCGRATH, Helen (1997)
South Melbourne: Longman
This 139 page resource provides practical information about classroom self esteem and relationship building strategies to enhance students' social skills. Part 1 includes information on encouraging a positive classroom atmosphere and reducing put-downs and negativity. Part 2 covers 14 social skills including taking responsibility, negotiating, respecting others' opinions, playing fairly; being a good winner and loser and being tolerant. Part 3 provides 12 games to develop the skills. Upper primary to lower secondary teachers may find the material particularly useful.
Friendly Kids Friendly Classrooms: teaching social
skills and confidence in the classroom
McGrath, H. and Francey, S. (1991)
Melbourne: Longman Cheshire.
A book that provides primary school teachers with a program to help develop students' social skills and establish and maintain healthy esteem. Includes a chart and diagnostic tests to identify which social skills to focus on and monitor success of the activities; and interesting activities for students.
Gender Dimensions: Constructing interpersonal skills
in the classroom
Wilson, J., Allard, A. (1995)
Carlton, Victoria: Curriculum Corporation
This 136 page resource provides practical strategies for teachers wishing to develop a constructive learning environment where boys and girls work together with mutual understanding and respect.
Six of the Best - a practical guide for developing
co-operative classroom behaviour
The Getting Started Group (1986)
Nelson.
Malvern, Vic : Robert Andersen & Associates,
This book looks at how six principles (modelling the behaviour you expect, being consistent, praising the positive, showing you care, being patient and persevering) are used to create a cooperative learning environment. Topics include meeting student needs through the curriculum, minimising conflict, addressing individual problems and developing positive school community relationships.
The Collaborative Classroom - a guide to cooperative
learning
Hill, Susan and Hill, Tim (1990)
Eleanor Curtain Publishing
Focuses on the skills and benefits of cooperative learning: what it is, how to form groups and develop group working skills; activities for teaching problem solving skills; responding to difference; working with non-cooperative students; and assessment strategies.
