CONDICIONES O RESTRICCIONES EN RELACIÓN CON LA UTILIZACIÓN SEGURA Y EFICAZ DEL MEDICAMENTO

If children are to be encouraged to make decisions and gain self-esteem through self-discipline, then responsibility must follow their actions. The class

POSITIVE BEHAVIOUR: STRATEGIES FOR INFANT AND JUNIOR SCHOOLS 8395 Chapter12 (135-153) 4/4/02 2:56 PM Page 141

council allows the peer group to make good citizenship decisions about behaviour which is negative and damaging to others. This usually involves issues such as bullying, racial abuse, etc.

Many children are frightened by bullying, are humiliated by name-calling, are saddened by personal possessions being stolen, are angry and frustrated when a PE lesson is stopped because of the stupid behaviour of others.

The class council allows the peer group to draw its own boundaries for behaviour modification. This is very important, as it is seen as just and fair. This system gives the problem back to the peer group and, as the peer group is the dominant influence, that judgement is more effective than all the shout- ing, nagging, pleading and cajoling that a teacher can muster.

The class, by this time, have become used to decision-making. They will have decided already their criteria for smart and stupid behaviour. This allows them to provide a framework for behaviour management in the class.

The teacher has the role of negotiator and will also deliver the decision of the peer group. This is an unbiased role where help can be given to weigh up all the evidence. It is normally wise to remove the offender while the discus- sions are going on to allow the more timid children to make their views known without fear of intimidation. Their voices must also be heard. Although bullies can pick off individuals, it is difficult to withstand the dis- pleasure of their behaviour by the peer group.

It is also important to find all the witnesses to the event, as it must be seen to be fair if it is to work properly. The role of the witnesses is crucial because what appears to have happened may be far from the truth and no one needs a witch-hunt. For example, two pupils have been involved in a nasty fight. One appears to be the victim – they have come off worst in the skirmish. After lis- tening to the witnesses it may become clear that the child who seems to be the ‘winner’ was severely provoked or was being systematically bullied and turned and fought back. (Listening to children is a skill which we all need to develop. Being able to express feelings is essential and children need to be taught how to listen to each other as well.)

Pupils can be very harsh when given the power to judge their peers. It can lead up to wanting the offender ‘hanged by the neck till dead’. The easiest way to deal with this is to remind them to pass judgement with mercy, as they may be the next ones to stand before the class council. They must first con- sider how they would feel if that penalty was imposed on them and then pass judgement as they would wish to be judged. The teacher is there to ensure moderation and fairness.

Once the decision is made, I flick the solution back to them and give them responsibility for solving the problem. Bullies are also victims, e.g, ‘You tell me that John bullies other children at break time. How do you think that we can help him change his behaviour?’ In one case four children volunteered to stay with the bully every break time and show him how he should behave. The chil- dren were primed to treat the bully in a supportive and friendly manner so that he felt changing his behaviour was a good idea. In a sense, these volunteers offered the bully a lifeline back into the mainstream of the class.

BULLYING

Many of us like standing in judgement on others. It is the ‘I’m OK, you are not OK’ syndrome. Being part of the solution is more positive. Bullies have needs too. Intimidators can change and every opportunity must be taken to praise the aggressive child for taking responsibility for changing in a positive way.

The children drew up a class council ‘not allowed’ list:

1Bullying.

2Fighting.

3Name-calling.

4Stealing.

5Spoiling a trip out.

6Fighting at the swimming baths.

7Stuffing toilet paper in the sinks and turning on the taps.

8Constantly disturbing the work of the class.

Possible suggestions from the class for offences included:

1No break times for a week.

2Going home for dinner.

3Lines.

4No swimming lessons.

5Going to the head teacher.

6Bringing parents into school.

7Working in the corridor away from the rest of the class.

8No TV programmes for one week.

9No tuck shop.

These may not be the solutions that I would have chosen, but that is not the point. The pupils were learning valuable lessons and they actually worked. I was not the only one who had choices in this matter. Their voices had to be heard and I got far more co-operation in other matters because I allowed them the freedom to make their own decisions and establish their own behaviour management strategies. Of course, I ensured that positive behaviour was rewarded so that children who bullied had an incentive to change.