Spring 1 2021 Teaching and Learning Newsletter

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Change By Mica Coleman Jones Self-regulation is something that we all continually work on, even when we are not aware of it. Take a moment to think about the various things you do to regulate yourself when you are feeling tired, frustrated, anxious, and so on. The ability to self-regulate comes naturally to some, but for others it is a skill that needs to be taught. When we teach Zones at The Beech Academy, we acknowledge with pupils that it can be contextually appropriate to feel negative emotions. We all experience trying circumstances each day, but how we respond to those negative emotions is what matters. As referenced in the Window of Tolerance diagram, each of the four Zones describes a different category of emotions: The Red Zone is used to describe extremely heightened states of alertness and intense emotions. A person may be elated or experiencing anger, rage, explosive behaviour, devastation, or terror when in the Red Zone. The Yellow Zone is also used to describe a heightened state of alertness and elevated emotions; however, one has more control when they are in the Yellow Zone. A person may be experiencing stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness when in the Yellow Zone. The Green Zone is used to describe a calm state of alertness. A person may be described as happy, focused, content, or ready to learn when in the Green Zone. This is the zone where optimal learning occurs. The Blue Zone is used to describe low states of alertness and down feelings such as when one feels sad, tired, sick, or bored. Pupils have each been supported to think about the things they can do for themselves, or with others’ help, to return to a healthier place when they experience emotions that prevent them from being ‘ready to learn’. These strategies are referred to as ‘tools’. We also acknowledge that what one person might need when they are feeling sad may be different from what others would do, and that is what makes this approach personal to every student. Traffic light systems and behaviour charts are outdated and poorly evidenced approaches to changing behaviour. Put ‘behaviour charts’ into Google, and your search results will be flooded with articles such as ‘Tear Down Your Behaviour Chart!’, ‘The Dark Side of Classroom Behaviour Management Charts’, and ‘Hey Teachers, Please Stop Using Behaviour Charts’. Behaviour charts, and other ‘carrot and stick’ approaches such as working towards cards, aim to incentivise a pupil to be compliant. However, research shows that short term compliance does not teach children to identify and understand the emotions that are driving their behaviour. As a system, it also fails to recognise the external factors which influence behaviour. It is therefore unsurprising to see repeated behaviours, if the original conditions that allowed the behaviour to occur in the first place were unjust and unresolved. Instead of bribing pupils to complete undesirable tasks in exchange for some reward, I challenge teachers to consider how the learning in itself can become the desirable activity. For instance, our hook lessons for novel studies are great examples of ‘setting the stage for social-engagement’, which capture the interests of our pupils and encourages them to become curious learners. Recognising what can cause anxiety for autistic people and making appropriate adjustments can make a huge difference to the individual, and is required by law. As professionals, we must endeavour to understand the autism perspective, and not fall into the trap of making assumptions. For example, pupils who are intellectually able and conversational are often assumed to be proficient in all areas of life, including emotional regulation – but this may not be the case.
Novel Change Study at the Beech Academy By Bev Cooper By Mica Coleman Jones Finally, as Beardon (2017) argues, ‘If we accept that it’s autism plus the environment that causes the anxiety, and we acknowledge that one cannot stop a person being autistic, then logic dictates that if we want that person’s anxiety to diminish, then we must change the environment.’ As Deborah Wright describes in ‘Empathy Accentuated’, sudden change and new expectations can destabilise feelings of safety and security. Changes are inevitable, and simple acts of consideration such as taking the time to give clear instructions to what has changed, how it has changed, and any action that is required by the pupil, can be enough to alleviate any anxiety that might otherwise be caused.
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Spring 1 2021 Teaching and Learning Newsletter

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