 Yn ymgyrch gwybod, mae'n beryddio'r cyfrifiadau sefyddo ac Asha yn fwy o'r rhywbeth yw'r cyfrifiadau. Mae'n rhaid i'r ffordd mwy o'r hyn o'r cyfrifiadau? Yn ymgyrch, yw Dr Asha Patel, y cyfrifiadau cynllun i'r cyfrifiadau a'r cyfrifiadau yn ymgyrch. Yn ymgyrch, mae'n fwy o'r cyfrifiadau yw'r cyfrifiadau sy'n ei ffwrdd i'r cyfrifiadau a'u gilydd ymgyrch. Yn ymgyrch, mae'r cyfrifiadau sy'n ei ffordd. dod oedd beth sydd sicrhau'r cyfrifiadau sy'n ei wneud yw'r cyfrifiadau, ac nid oedd ymgyrch am y cyfrifiadau sydd yn hyn o beth sy'n ei ffordd o'u cynnigol yw ymgyrch, yw roeddaeth? dwi gennym cael ei fewn i'r barhau, felly ychydig yn mennynwyr ar y cyfrifiadau sydd yn gallu cael eu cyfrifiadau sydd yn bilyddiol a bydd yn ei ffordd mwy o'r cyfrifiadau. oedd y hwn yn y claser. Yn amlwg ymddangos eich clywed? Yn y gweithio'r ddweud y ffandyl? Yn y gweithio'n ddweud yw'r ddweud yw'r ddweud? Yn gweithio ymddangos eich cyffredin, ychydig y ddweud sy'n trwmau i amgylcheddau yn gallu'n ddechrau sydd y bwysig y mynd ychydig yn mynd i gwerthu'n defnyddio. Rwy'n meddwl i'w cyfreithio'r ddechrau sydd wedi'u bobl yn y cwyl. mae'n meddwl o hyderwydd .. ..o cyfiant .. ..y ffrwng fydd efallai efallai'r ddysgol clywed ... ..mrwyaf.. ..burnwch ein bod hynny'n ein ddeserth, o safety yma. Mae yna bod osau sydd ymddangos am rhan o phloedd, mae'r bwysig yn ddengy rôle i ziwethaf o gyffredin lliwydau sy'n gweithio y lleio o sefydig a chael ti, ac ydydych chi, ac mae'r bobl sydd yw'n ymgylched. Mae'r bobl yn nesaf arenyn nhw'n mynd i'r wybodaeth .. and hours and hours so they owe the school like four hours worth of detention so you just think actually is it helping or not so we're actually interested in-what other approaches can we offer schools and what can they do themselves actually support children and their mental health but also that they learn strategies that they can take on after school so when they go into a job they don't like somebody or don't get along with somebody. They're not going to be put into detention so they actually need to learn skills that they can emotionally yn amguedd y gwaith o ran, gyda siarad yn cael amser o ddysgu o da'u amser, ydy'r gwahanol i wybod o'u gweithliadau i gael y rhysgwyntion? Yna gwrdd bod hanes o'r un pwan gydymol yn erioedol a ddicio'n gweithio'n gweithio'r gweithliadau i fynd i gael'r rhysgwyntau, ac mae'r wych yn hoffi, nhw'n rhaid o sylweddol iawn, ac erioed yn rhaid o'r cyd-dysgu, rwy'n serad yw'r cyfrifiad wedi'r rhôl yn ei hwn. i'n cyfathru i ysgol ffynol yn fwy o ddweudio'r cyllid yn ysgol ar ddeu llwyr i'r llwyr hefyd i'r llyfr a cyfathru i'r llyfr. Yn mynd i gael, yn y sylfa hefyd, cyfathru rydyn ni ymddun hayd yr mynd i ysgol? Yn y mwy o'n darlent neid o'r tyfu, ac y fwy o'n credu'r gyda'r cyfathru i'r cyunedwyr gwleidio'r cyfr� o'r gorffordd. Rydyn ni'n ddweud hwyl i'n gweithio'r gyfathru o'r cyfr� o'r cyfan pierwr. yw'r rhaid? Is this a priority for you? Are you ready to ride a stone because it's not easy to do? Sometimes we think it's a bit of a tip box to say okay we've got mindfulness, we've got yoga coming in, so that's us looking after everybody's mental health. But the reality is actually we ask you those difficult questions, so we want to build that reflective practice within schools so that actually staff are reflecting upon their own decision making and then also they're using that language with students as well, so students are also thinking about okay why do I do that, what went wrong, what could have done differently, what went well, how can I repair that and who's involved in it. So one of the things is actually getting a senior leadership team on board and actually engaging in it. Sometimes we've had people say yeah go in and do that but then don't involve me and actually that doesn't work because you've got to live and breathe as well. So you have to be ready to engage in self reflection which can be really difficult because maybe everyone's had their own personal challenges. So to bring those up and it's not about everybody bearing bones and talking about their own traumas that have taken place but it's actually thinking about well this is what I bring to the table, when I step into the doors I'm still a human being. So it's thinking about what senior leadership teams do but also get them to challenge their own thinking and decision making and the language that they use so one of the important things we talk about is language and the change. So actually it's less about they've done this and their attention seeking because we all like attention so I'm not sure why somebody wouldn't be attention seeking. But actually it's not about blaming so it's more about unpicking things together as a team and saying okay what did we do, what worked, what didn't work so well. But then also senior leadership teams and teachers being in a position to say actually whose interest was that decision made in. So we hear things like exclusions, fixed term exclusions. So we can ask that difficult question. Did you make that decision because you felt the pressure from staff or was it in the students best interest? What is it that's going on in those decision making processes? That's quite a difficult thing to challenge though isn't it because this might be a school where they've done things a certain way for a really long time or there's an expectation that a child misbehaves, there should be a punishment for that. So how do you overcome some of those things? So the overcoming of that is actually because some people actually just don't have the information they don't know. So it's not about criticising and saying actually what you're doing is wrong. It's actually saying here's another lens. It's a bit like a filter on Snapchat where you put a lens on glasses and he kind of sees things from a different point of view. So we're just giving people some language, some skills to actually think from a different lens and then come to a middle ground. We're actually from the educational point of view and the systems that they have to go through how they can link it with a therapeutic approach. So one of the things is about actually having that difficult conversation with staff and letting them know actually this approach might annoy you. You might get ticked off that you've seen a student hit somebody or even been disruptive in classroom for example and you see them going out for a cup of coffee or hot chocolate for example. And you actually think well that student's been rewarded for that but actually it's about that therapeutic relationship that they're building with somebody else. And actually that's the time that they can re-regulate themselves because you're trying to engage in a conversation with them straight away. That front part of the brain that does all of that processing isn't working at the moment because it's so aroused. But how, I mean you are rewarding the behaviour though aren't you? I mean if a child knows that you know I kick off then I get to go out for class and sit and have hot chocolate. What's going to stop that happening again and again and again because I'd love to get out of class and get out. Yeah of course that's a really good point. Actually in a therapeutic perspective it's about an individualised reaction. So it's not that every time that you kick off for example that you go for hot chocolate it's about knowing that student. So it might be actually how can we put strategies within the classroom so they don't have to leave the classroom. So we've had some people for example who have put tents in their classroom so they can engage in the classroom but actually maybe they're just not right to sit at the desk for that 10 minutes at a time so they're kind of going in to doing that. So it is really dependent on that relationship and that's why we say actually we could have the best intervention but if you don't have a really good relationship with your students then actually it doesn't matter. All research shows that it's the therapeutic rapport. And how as a non-specialist would you go about developing that therapeutic relationship then so imagine we've got everyone on board and we've said okay in order to support these children whose behaviour is a real challenge to us actually we need to build a therapeutic relationship but I'm not an expert. What does that look like? Yeah so you don't need to be an expert and it's about listening and asking your students what do you like, what don't you like. When I notice this is happening what would you like me to do? Do you prefer to be left alone? Do you need me to come with you? Do you need to talk about it? Do you need to write it down? So actually asking the students and taking this. What if they don't know the answer because maybe they've never learnt. Yeah really good so actually it's about experimenting so it's coming to the students and actually let's give this a go. If it doesn't work it doesn't work we'll find something else until it does. So it's about just investing your time and it doesn't need to take a long time. It might be last you're walking from the classroom into dinner hall for example that you can be just talking about the student and getting to know them and it's about them trusting you as well that you're going to be there, you're going to create that safe space for them to feel comfortable. And do you use this approach for everybody or is it just for like particular students? So this approach can be used for everybody. So particular students might find it more difficult and it might because they've had difficult relationships in the past so they don't trust easily and so they might kind of keep pushing you away but then that's about you having that resilience to keep going back to them and supporting them and just letting them know that you're there. So it's a full school culture and it's just about human interaction really. And how does that look in terms of like your kind of behaviour policy and your general expectations in class and that sort of thing. Does it have an impact there or is it more on that one to one level? So with behavioural policies for example so what we're saying, what we're very clear about is mental ill health isn't an excuse for violence and aggression. Schools have to be a safe place. They have to be a line and the school needs to know where that line is of actually somebody's at risk, the school's at risk and it's about actually giving the children skills that they can actually find alternative ways to manage the emotions that are going on. But a part of the behavioural policy is actually maybe looking past the behaviour so it's finding other ways of what is driving that behaviour, what is a student trying to communicate and it's those conversations that staff will be having between themselves and with students that will actually start to unpick so what can we do to problem solve this for the student and what is it that they need because maybe that's their way to cope with that and it's been effective so that's why they do it. So some people say actually it's challenging but it's challenging for us but for them actually that works. It's meeting a need for them. But aren't some kids just naughty? Maybe a kid's bored or just kid. Do you know what I mean? Does this meet the needs of every child? Is behaviour always meeting an unmet need or are we sometimes looking for something that isn't there? So behaviour is communicating something. So if it's communicating I'm bored or I don't find your lesson interesting or I just don't like you as a teacher, we don't like everybody, we can't. So it's a form of communication. So we don't have to go okay well this has happened and we think the worst it actually might be well everywhere else it's fine it's just here and then you can unpick that but you've got to be open to that and not feel like actually you're a bad teacher you've done it wrong and you're not engaging it's actually thinking well what works in other classrooms and who can support me with that. But also you said at the beginning about building the skills in the students because actually when we go into the workplace sometimes we are going to be bored, we're going to be unchallenged by our work or we're not going to like the people we're working with and that doesn't mean that behaviour is acceptable so how do you go about kind of setting those standards and building those skills for those people? So you can do it in lots of creative ways so in some schools we've done that interview strategies like you're applying for a job within a school and then you go and get interviewed and you start employment or they've created actually like home life within the schools so people kind of come to school they get money to then pay towards rent and stuff so all these pretend kind of communities have been set up within schools to help them to manage those kind of life skills but then also it's those conversations where people from other year groups have had those conversations come back saying actually this is what I did and then realise it wasn't so good but then I've turned it around and kind of getting people to talk about their own realities because I think sometimes we think that we're different or we're sitting ivory towers but naturally we've got a lot of life experience as well and sometimes there is a barrier between staff and students but actually other people can help to bridge that Absolutely but it's okay to have high expectations on the pupils' behaviour essentially it's about building the skills so that they're able to live up to those expectations Yeah I think there's always that you want to support the student because you want them to get to this place if we start to drop expectations and think oh well they're just naughty anyway they're not going to go far in life then actually we're letting the students down and it's up to senior leadership teams as well to recognise if they have got staff members that hold those views because actually who is it benefiting and how do you challenge that if you see it, maybe as a senior leader I've sat down and gone actually this is an issue for this particular member of staff how do I have that conversation and what do they need to change so we found that putting systems within place so it's not creating more work for anybody but giving staff time to reflect on what they're doing and not having an agenda so not linking it to performance management that other people within the team bring items that they'd like to discuss and somebody keeping it facilitating it so that's where the conversations can take place where actually there might be a student that does annoy you and it's just opening up and saying that and it's okay but where can you learn what can you do from other people and then if that continues where actually a senior leadership member staff is finding that actually it is particular staff that doesn't fit with the values and where the vision of the school is and it's up to them to have that conversation is this the right place for you because it also doesn't help their own mental health, they're working in an environment that goes against their own values and principles and beliefs about what education is for but actually it's not healthy for them either and finally you talked about the importance of language so we're trying not to use that kind of blaming, shaming language what would be your kind of tips imagine a teacher, a teaching assistant is tuning in and watching this video so they might have the right ideas but they're not quite sure what words to be using what have you got any sort of tips there I think the first thing is that the expectation is not to be doing this 100% of the time so it's like being a parent so sometimes you're in a supermarket there's lots going on and a child keeps throwing stuff in the basket or whatever and then you just lose it or you say something and you think oh I shouldn't have done that that wasn't helpful, it actually then turned into a full on blown tantrum but recognising that that happened I'm thinking ok next time that this is something I could do so first thing I'd like to put out there that actually this is not an expectation you do this 100% of the time because we're human, we can't what they generally say is 30% even a 30% of the time is good that's reassuring so that's what I think actually it's not possible 30% seems like manageable for people so you're trying to do it some of the time and what about when it does go wrong then do we revisit that and apologise or work with the people on that or do we just move on? No I think it's actually really important to let the people know so actually saying to the people that wasn't good I could have handled that differently and apologise if you're human if you let a student know that actually that wasn't great that's not how I meant it and it came out wrong when you talked about what type of language and how do you talk about something sometimes I find using the students language helps and just clarifying with them you said this, is that what you meant by it and then you've got a language that's created and used by them and actually saying this is what I'm thinking and I'm just being curious so go with an open mind and just be curious and say actually this is what I'm thinking is it right, is it wrong what do you think? and not thinking that you know it all because we don't okay I like that so we are fallible, we're able to make mistakes and then we're modelling for students actually we all do that it's quite brave though to do that isn't it it is but I think the best teachers are the rebel teachers they want to have brave and put themselves out there and open themselves up to that because that's what his teaching is all about true true brilliant, well thank you so much it's been really helpful, we'll link to your stuff below did you want to summarise at all anything about your organisation or anything else you want to say I just think just try, just give it a go there's not one specific training out there that's going to do it so it's about drip feeding just keep building on your own practice and as long as in your heart and in your mind you're willing and wanting to go there it'll come over time and just to send people away it'd be really nice to give them maybe a quick win something they can do right away after doing this and it might be something you've already mentioned and then maybe a challenge along the term thing they should work on, what would you suggest? so a quick win actually would be go and ask one of your colleagues or ask somebody close to you that I do when I'm in this situation because sometimes we're not really aware of ourselves so I think it's a bright thing to do as well but go to maybe your partner or a close colleague and say when I'm feeling stressed, what do you notice in me? exactly then someone then you start to recognise that within yourself a longer term challenge would be to I guess experiment with being open for a reflective practice of say maybe you put away half an hour of your time a week to reflect on and ask yourself some key questions what was difficult and have I done stuff to move myself forward to whatever your goal is? I like that, so actually having some time to reflect, to challenge but also to celebrate as well definitely, marvellous thank you so much, thank you for your time and I look forward to your talk later on as well