BEHAVIOUR MANAGEMENT
Using drama
to play out
potentially
troublesome
school scenarios can help
teachers to deal with
the real thing. Graham
Sharrock looks at how
this approach has been
trialled at a number of
Scottish schools
N 2004, the Scottish executive launched a
A new approach
I
pilot scheme that introduced a restorative
approach to resolving conflict in schools.
The executive’s scheme was in response to
a rise in bullying, disruptive behaviour and problems? Is this really my responsibility? Do I have The company developed a play that was performed levels increased from an average of 30 per cent at the
high exclusion rates within the secondary the skills to implement these new methods? Will it at each school. This play involved a team of professional start of the campaign in 2005, to a healthy 75 per cent by
education sector in Scotland. benefit the students, and how?” actors playing two teachers and a pupil in a notional but the beginning of this year. Across seven school groups,
Instead of asking “who’s to blame and how are we For the restorative approach to be a success, buy-in highly recognisable school setting. the average rating for training effectiveness following
going to punish them”, a restorative approach focuses from teachers and heads was critical. This would form The scenario charts a school’s attempt to adopt a the use of drama had also increased from three to eight.
on reasons, causes, responsibilities and feelings. Those the basis of the executive’s decision to introduce a new restorative approach to a tough corridor incident. The
involved are asked questions such as “who has been drama-based learning methodology for the eight pilot incident involves a pupil who verbally abuses a teacher
Positive feedback
affected and how?” and “how can we put it right and schools. after being ejected from class. Instead of excluding the Many of the teachers commented that it was useful to be
learn from this experience?” The executive was also looking for an active learning pupil, as expected, the school explores the possibility able to interact with the learning process, and “rewind”
The restorative pilot ran across eight secondary approach that would inspire and engage the teaching of a restorative approach using one of its trained the action to revisit various stages of the process to
schools in the central belt and highland regions of community. It needed to change deeply entrenched mediators. practice techniques or see different outcomes.
Scotland. These included Tain Royal Academy, attitudes, raise awareness of the restorative approach, In essence, the scenario is a problem-solving tool, Discussion and coaching were also seen as helpful
Forrester High School, Banchory Academy, Inverness achieve support, and teach the necessary skills. allowing teachers to see the consequences of particular elements of the program, so that teachers could raise
Royal Academy, and Inverness High school. actions, and learn to deal with any given situation in their concerns or ask questions. Teachers also welcomed
Solution: Live interactive scenarios
real time. the opportunity to test out restorative methods from the
The challenge
In 2005, learning and development consultancy firm “safety of their seats”.
At first, teachers were sceptical as to the true benefits Forum Interactive was commissioned to introduce
Methodology and format
The drama was seen as effective at helping teachers
and practical application of restorative methods in a drama-based approach to learning that would help Each scenario lasted for approximately three and a half understand the values and complexities of the methods,
schools. They were asking: “What are Restorative the teaching community understand and implement hours, and was watched by an audience of between 30 even if the techniques and skills would be acquired or
Practices? Are these methods really going to work? restorative practices, and kick-start the process of and 40 teachers, heads, facilitators and administration honed at a later date.
How can a theoretical approach be applied to practical “culture change”. staff. The scenarios were held in a large classroom or Others pointed out how the sessions helped them
studio space within the school. understand and consider the role of “language” in the
It was critically important that all levels of restorative process. It made them consider the language
management and teaching were present. For the they use when talking to pupils, and the effect this can
restorative approach to work, a culture change is have on a child’s behaviour.
required across the entire school, ensuring consistency Some felt the sessions helped them understand how
and continuity. each participant feels in a restorative conversation or
Each scenario consisted of three distinct scenes that mini-conference, giving them an empathic perspective
SecEddigital
mapped the restorative process from the initial conflict of the process. It also helped them contextualise the
to the restoration of the teacher/pupil relationship. process, which other training programs had “failed to
The first scene focused on the events leading up to accomplish”.
and including the conflict between pupil and teacher.
The scene shows the pupil being thrown out of class by
Problems and limitations
Frank, the fictional teacher. The conflict continues in As with any training program, Live Action Scenarios
UK education news, best practice features,
the corridor outside the classroom. come with their unique problems and limitations, many
The second scene is a meeting between the of which were highlighted in the feedback.
the very best comment and opinion – All to
restorative mediator and teacher following the conflict. A number of teachers felt that the forums were
The scene shows the mediator trying to persuade Frank “too large” and could have benefited from smaller
your email, All for free – Register now!
to consider a restorative approach to the problem. discussion groups so that participants could feel
Frank is sceptical, so the scene demonstrates the more comfortable asking questions, and look at
importance of achieving buy-in and support from all areas in more detail. The live action approach
parties before the restorative process starts. also focuses on one scenario. Some teachers felt it
You can: Once Frank has been persuaded, the final scene would be beneficial to see more varied scenarios
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focuses on the mini conference itself. This is a that explored different conflicts – it was sometimes
structured and formal meeting between the pupil, hard to apply the methods across different conflict
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teacher and mediator to resolve the conflict. The scene situations.
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demonstrates what the restorative process looks like, There were also some suggestions that the success
how it works, and the language and techniques used. of restorative techniques depended on the character of
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The scene also demonstrates the potential positive the individual child. There was a feeling that children
outcome of the restorative process. Where a retributive would react differently depending on their personality,
• Search the latest teaching jobs process results in a break down in relationships and and this was not simulated or explained within the
disruption to the class, teachers can see how the context of the scenario.
restorative method has reunited the teacher and pupil,
restoring their relationship and bringing harmony back
The future
into the classroom. There is still much work to be done, both to “bed in”
During each scene the audience is invited to restorative methods within the secondary education
If you want to receive
comment on the approach and the events as they system, and in the use of drama as a training tool for
unfold. They can rewind the action and test different teachers struggling with the concept, or looking to
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approaches, and see the outcomes acted out in front of develop new skills.
them. In essence the audience are continually shaping Some teachers were uncomfortable with the concept
every week, email
the story as it goes along, and by doing so they can test of drama as a learning tool, but it seemed this was less
and perfect their approaches. because the methods were viewed as ineffective, and
editor@sec-ed.co.uk more because they were unfamiliar with the approach.
Outcomes
Some questioned the need for the restorative process
During the pilot scheme, Forum Interactive asked 500 within schools or resisted the need for change in the
teachers for pre and post-programme self-evaluations first place.
about the restorative practices. The aim was to test the Despite the scepticism, once restorative methods
outcome of their drama-based approach to learning, as are fully accepted and implemented, they will have
well as collecting qualitative feedback from teachers, a positive impact on behaviour patterns in schools,
including quotes and statements. helping build stronger communities, and reducing the
The research was based on two of the most need to punish or exclude troublesome students from
commonly used restorative methods, the more formal the school, which can have detrimental consequences
mini-conference and the less formal restorative further down the line. SecEd
conversation. Teachers were asked to grade their levels
of understanding, knowledge, skills and confidence on • Graham Sharrock is director at Forum Interactive
a sliding scale of one to 10.
The findings clearly demonstrate that, after drama
Further information
had been used as a learning method for teachers, these Forum Interactive: www.foruminteractive.co.uk
DigitalAd copy 3.indd 1 18/11/08 09:47:12
14 SecEd • August 27 2009
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