|
 This
series of Case Studies is edited by Alison Closs and produced
by Gina Reddie.
Any
enquiries about this publication should be directed to the Anti-Bullying
Network on 0131 651 6103.
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Spittal
Primary School
Lochlea Road
Spittal
Rutherglen
South Lanarkshire
Glasgow G73 4QJ
Contact: Carol Howarth, Headteacher, 0141 634 5861 |
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| Being
aware of other people, respectful of them and sensitive and supportive of their needs This is the necessary partner of being responsible for self. Nowhere is
teacher modelling of behaviour more important than in this particular foundation of ethos
and participation.
As teachers we have to respect children and listen to them
more if they are to respect and understand others. Again we work at it from Primary 1.
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 They care about you
too so you care about the others. |
| (Pupil comment) |
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| Example (see photo
opposite): in Primary 1 Circletime, each child has been asked to shake hands with their
neighbour, ask his or her name and age and then in turn introduce their neighbour to the
whole class: Bob: He's David.
He's my friend.
Teacher: It's good to have a friend, isn't it? Can you remember his age?
Bob remains silent.
Teacher: We all forget things. Often I forget someone's name and I have
to ask whoever it is again, don't I?
Bob: What's yer age again?
Charlie: I've forgot her name. Get yer feet aff! (Pushes neighbour's
feet)
Teacher: How would you like to ask all that again, Charlie?
Charlie: Please, please move yer feet and I've remembered, it's Mary and
she's five.
Teacher: Thanks for moving, Mary, and Charlie, you asked that really
nicely.
Good for you remembering!
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| Learning
to take turns in contributing and learning
to listen appreciatively to each other
in Primary 1. |
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| As children progress
up the school we emphasise increasingly real collaborative learning, not simply sitting
together and chatting but actually working separately, which can happen so easily.
Curricular projects, in particular each class's biennial enterprise project, lend
themselves to genuine teamwork in planning and executing the project. (see photo opposite)
A good example is Primary 2's Christmas Post Office project which involved them in
collecting all the internal cards of staff and other classes, franking and delivering them
to a pre-planned and advertised time schedule. Every child was actively involved. Much support for learning in class can come from pupils' peers, often
spontaneously if the classroom ethos is right. All children have strengths and knowledge
they can share and also areas where some help would be useful. (see photo opposite).
A more formal supported learning programme is planned by our
learning support specialist who works each year with volunteers from Primary 6 to train
them to carry out a shared reading scheme with Primary 3 pupils who need additional
reading practice. The Primary 6 pupils collect the Primary 3 children from their classes
and bring them to the support for learning base, make them feel at ease, help them select
suitable books and then settle down to carry out the work, including praising and thanking
the Primary 3 children for their efforts (see photo opposite).
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| A
Primary 7 group collaborates on planning
a project. |
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| Help
for a classmate with a technical problem. |
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| A
shared reading programme with Primary
6 pupils trained to help Primary 3. |
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| One of the most
interesting things is that it is often some of our most macho boys, including some who
could have behaviour difficulties and are not great readers themselves, who volunteer,
come without reminder regularly and who are most encouraging to their young friends. They
participate because they like the responsibility and the praise that goes with it. The
young ones look up to them, and of course the older ones' self-esteem rises and their
behaviour improves. And, as we know, the reading of both partners improves. |
| (Staff comments) |
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