inDEPTH TIPS ON GETTING ENGAGED
We asked the contributors to this article for their ideas and tips on engaging learners. Here are some of their responses.
“We need more capacity-building to tackle mental
Read Tom Bennett’s article on behaviour in the inTuition Research Supplement
health issues. We cannot keep cutting funding to the disengaged as there is a clear correlation between working with them individually and turning their prospects around.” Some say the issues of disengagement are nothing new in education and training. Andy Grifith, director of teaching and learning consultancy MALIT and co-author of Outstanding Teaching: Engaging Learners, says: “FE students are aware of what the next step for them could be, so they will ask ‘how is this relevant to me’? Teachers have to make it relevant.” Grifith emphasises the importance of “tough
love” and being “excessively clear” when dealing with disengaged learners. “When you see a great teacher they have a clear
idea where they are going and what behaviour they expect from the students,” he says. But others believe that increased levels of anxiety among young people contribute to motivational and behavioural issues. “Anxiety can lead to learners being confrontational,”
Peter Rook is a freelance journalist and journalism lecturer at University Centre Peterborough, part of Peterborough Regional College.
says learning and development consultant Bob Craig. “This anxiety leads to a fear of failure, and making mistakes. “Teachers need to bring curiosity into learning
and create an environment where it is safe to make mistakes.”
BUILDING RELATIONSHIPS John Visser, visiting professor in education at the University of Northampton, refers to the report, Developing Behaviour Management Content, published by the Department for Education last July.
This identified core elements in managing
behaviour, including establishing routines and building relationships. “Creating routines is more dificult
for FE, but FE is better at building relationships with learners,” Visser says. Tom Bennett, founder and director
of researchED, an organisation supporting teachers through research, agrees that FE staff and students face unique challenges. “Often there are far
fewer consequences or sanctions available to FE staff,” he says. “Students sometimes struggle appreciating status because of their own relative maturity and some students may be there for the wrong reasons, but
14 ISSUE 27 • SPRING 2017 INTUITION
ONE-TO-ONE SPPOT PAL ANE “Tackling disengagement and behaviour issues can involve intense one-to-one support. “For example one London provider I know takes learners along to Canary harf, saying there is no reason why you can’t work here, rather than just blandly and abstractly assuring them of the vague possibility.
unwilling to embrace alternative destinies.” But Bennett, who was appointed by former education secretary Nicky Morgan to reduce low-level disruption in UK classrooms, is unsure if disengagement and associated behavioural issues are on the rise in FE. “There are issues with disengagement in all
sectors,” he says. “But substantiating claims of things getting worse
are always fraught, because we have so little data on the matter. “Whatever metric you use – drop-outs, grades
achieved – all act as poor proxies for engagement. “What do we even mean by engagement? Do we mean enthusiasm? Or focus? Or enjoyment?”
THE SMALL STFF PHIL BEADLE ou have to sweat the small stu. ’m draconian. lay down expectations from the outset and operate that sir’s in control’.
want them paying attention. For example, when ’m speaking you don’t have a pen in your hand’. No minor behavioural infraction goes unaddressed. t is not a popularity contest. ou are not there to be liked, your job is to lead them to really good learning.
DSCPLNE AND BONDAES SAAH FAO There is a common misconception that chaotic, disengaged young people do not respond well to discipline and boundaries. n reality this is what they crave. “The rules we enforce are not about controlling but bringing order to their lives. e focus daily on what is acceptable behaviour in the workplace, such as mobile phone use, appropriate language and respect for others all vital skills not usually addressed on standard employability courses. Oen, the most consistently disengaged young people
don’t respond well to paperwork and classroom environments so our courses take place in community venues.
TOGH, BT NOT NAST PAUL DIX There’s nothing wrong with being tough. There is everything wrong with being nasty. There is a need for positive reinforcement like it’s going out of fashion. hen you are dealing with young adults if you go down the punishment route they will kick back. “It has to be more collaborative. Most experienced teachers never give out punishment.
ENGAGE TH GOOD HMO SUE WALLACE The success of specific strategies such as negotiated rules, seating plans, rewards and sanctions can vary considerably, depending on the characteristics of the learners involved. esearch suggests that it is teacher enthusiasm, good humour and an engaging style of delivery that will engage most of the learners most of the time.
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