Staff Room Activities

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Approach 2: scalingAsk each person to draw a scale of 0 to 10 and read out the following:If you consider that your miracle day was 10 on a scale of 0 to 10, and when theproblem was at its very worst it was 0 on this scale, where do you think you are inrelation to the problem today?Each person indicates where they are. Then use the following questions to encouragethem to find solutions to the problem and to set themselves targets.For example:• What will tell you that you have moved one point up the scale (what will you hear, see,be doing)?• So what is it you are doing that means you are at 4 and not 3?• Where on the scale represents where you want to get?What would you be doing then?• What will be the first sign that things are different?• What will you be doing then that you are not doing now?• What is stopping things getting worse?• What one thing might you do that will help you move one point up the scale? (one moreon the scale than today)Activity 10: making wise choicesThe idea behind making wise choices extends the use of the problem-solving process intoa more detailed and thoughtful exploration of the consequences of a particular course ofaction.A wise choice is one that balances the practical or thinking elements of the process with adetailed exploration of the intrapersonal (relating to myself and my feelings), theinterpersonal (relating to the needs of other individuals involved) and extrapersonal (relatingto the needs of the communities involved).The following activity from Green set starts to explore this idea.Read the story of Paramjeet.8Going for goals! <strong>Staff</strong>room activities © Crown copyright 2005Primary National Strategy DfES 1350-2005
Pauline’s new watch had gone missing from her bag. What a disaster! The classhad been kept in while Mrs Brown had asked them to search for it. She went outof the room while they did this and said, ‘I hope it is on my desk when I get back.’Everyone looked for it, but it didn’t turn up. Mrs Brown said how disappointed shewas and that she would have to phone Pauline’s parents to explain. She lookedreally angry and disappointed.Paramjeet ran out of school. He had to hurry because he was going away with hisfamily for his cousin’s wedding. There was only one train and they couldn’t missit. He was nearly home. He just had time to buy some sweets for the long journey.He went into the corner shop. He reached into the special compartment in his bagto get out the money and he felt it – Pauline’s watch. He and Pauline hadidentical bags. She must have put the watch in his bag by mistake.What would be the wisest thing for Paramjeet to do?Talk together for a couple of minutes in pairs, to explore your initial ideas and record themin some way.As a group, use the steps outlined below to come up with the wisest choice.Ready:Is Paramjeet calm enough to think? How might Paramjeet calm down?Steady:1 How was he feeling?2 What is the problem? Why is this a problem?3 What does he want to happen?4 Think of all the possible options. Be as creative as you can.Are they practical? How likely are they to be successful?5 Choose two or three to explore further.What would happen if he did these?6 Who does he need to think about?(Pauline, Mrs Brown, his parents, his sister, himself)7 What groups (communities) of people does he need to think about?(his family, his class)8 Plan - what he should do first, what he should do next, and so on.Applying learningDiscuss:how you might apply this to the choices children have to make in school;how you might apply this to the choices you make as a staff at school.9© Crown copyright 2005 Going for goals! <strong>Staff</strong>room activitiesDfES 1350-2005Primary National Strategy
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Staff Room Activities

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