problem that the student has, and then get the student to fix it.


1. FIND THE REAL PROBLEM. Ask how the student feels about the subject/course/ apprenticeship, or for the reason for their behaviour or poor work. Do not criticise them and, if you can, avoid criticising the behaviour in detail. Use empathetic listening. Even if your first instinct


is to blame the student, assume in the first instance they are willing and able, with help, to understand and solve the problem by themselves. Do not jump in with advice or judgements. You


may give another’s point of view, but without implying that you yourself hold that view. Show acceptance and interest non-verbally. You are looking for the reasons for the behaviour you want to change. Useful questions are: “What do you find most dificult?...” For example, “What do you find most dificult about working with the other students in your group?” “Why do you tend to?…” “How do you feel?…” For example, “How do you


feel about working in your group?” Show empathy by listening without interruption; nod and use eye contact to show interest; and show concern about their feelings.


2. AGREE A SOLUTION. Avoid blaming them or anybody else. Don’t collude in their blaming either. The student must see how they can solve their own problem. Say that you are only interested in making sure it doesn’t happen again. Look forward. Ask the student for a way of avoiding or solving the dificulty. Give them the problem, and ask them for a solution: “So if that’s the problem, what could you do about it?” Offer support in implementing this solution if you can: “Is there anything I could do to help?…” If a solution is not forthcoming, ask the student to


go away and think about it, then tell you what they have decided. If this doesn’t work, suggest a solution yourself, but ask the student if they can think of a better one: “Would it help if I?…” Ask if they are prepared to carry out the solution.


3. A TARGET IS SET. For example: “So we agree that you will talk to Jess about your disagreement before the next lesson?”


4. AN EVALUATION FOLLOWS, TO SEE WHETHER THE TARGET HAS BEEN REACHED. The student is made aware of the fact that the agreed solution is to be checked: “Good, let me know before next lesson what you and Jess have agreed between you.” Find, Agree, Target, Evaluation creates the mnemonic FATE. If the first solution the students suggests doesn’t work, ask for another. This is a powerful strategy, but it will not always


work. For example, some students misbehave because they are under stress. Everyone has a short temper and behaves irrationally when under stress, and the cause of the stress may be beyond your influence. In these circumstances, a counselling service or other referral agency may be able to help. Don’t blame yourself. Teachers cannot solve


all dificulties. We would all do well to remember the following:


“God, give me the grace to accept the things I cannot change, the courage to change the things I can – and the wisdom to know the difference.”


FURTHER READING


• Search online for ‘evidence based discipline and classroom management geo ett o a ee donload


INTUITION ISSUE 27 • SPRING 2017 31


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36