A peer support approach to managing low-level classroom disruption
What?
FFI/SI is a systematic approach to the management of low level disruptive behaviour in the classroom. It uses a peer support model, enabling teachers to support each other in forming solutions.
There is nothing new about the strategies that might be tried as a result of an FFI approach. What is different is the structure that the approach gives schools, helping them to work through a process to implement change. You could call it a fresh approach to an old problem.
FFI puts the classroom teacher at the centre of the process and doesn’t make any assumptions about what is or is not a problem. A “no blame” approach is adopted, creating a supportive environment for any member of staff expressing a concern, so nobody should feel apprehensive or insecure about raising a problem. The emphasis on teachers opting into the strategy and the commitment to confidentiality, which is an absolute must, set a positive context for problem solving.
Why?
Most teachers would agree that it’s low level disruption, which rumbles on like a bad toothache, that can seriously undermine classroom learning and teaching. FFI/SI provides a framework of support for teachers to deal with this, ensuring that they keep control of their classroom. While the focus is on low level disruption, there is considerable evidence that FFI can prevent minor problems from escalating into major ones. The highest level of the framework offers a mechanism to track higher level problems if they do occur.
How?
A member of staff is trained as the school behaviour coordinator (BECO). It is imperative that the BECO is a staff member who is respected by their colleagues and it need not be a member of the senior management team – indeed due to the confidentiality involved at Level 1 it is often more helpful if they are not members of the SMT.
The BECO has protected time to carry out their role which centres around supporting classroom teachers to develop their own solutions to their individual classroom management difficulties. Indeed, what may constitute a problem for one teacher may not concern another but with FFI each and every concern is taken seriously and approached in a non-judgemental way.
In many ways, the BECO acts as a "sounding-board" for their colleague, supporting the teacher to identify the key elements of their classroom problems and develop a strategy to overcome them. As it is vital that the class teacher remains in control then it should be understood that the BECO does NOT take the problem on his/her own shoulders. Much of FFI emphasises interventions at what is called Level 1, and this is looking at the teaching and learning environment and making appropriate adjustments, in order to try and reduce the problems of disruption.
It is only at the later Levels (2 and 3) that the specific needs of individual children start to be explored. Studies suggest that upwards of 80% of low-level classroom disruptions which interfere with the teaching and learning process can be dealt with successfully at a Level 1 intervention.
Vital Statistics
• Three levels, with emphasis placed on the first level.
• £15K pa offered to each authority by the Scottish Executive to implement the strategy.
• 27 authorities now using it in their schools, and others are in the process of opting in.
• Predominantly used in primary and secondary schools, but is being used in nursery and special school settings.
The Who’s Who of Staged Intervention
East Ayrshire education authority piloted the initiative and has co-ordinated its subsequent roll-out across Scotland.
A conference is planned in November for existing behaviour co-ordinators to take stock, network, and discuss existing issues and new approaches to their work. For more details, check out the page on this site.
How can I find out more?
Contact either Tom Williams or Maggie Fallon at East Ayrshire Council.
Tel: 01563 555640 or 01563 572715
email: tom.williams@east-ayrshire.gov.uk or maggie.fallon@east-ayrshire.gov.uk
