Critically Informed Response to Guide a Teacher Follow-up Conversation
Promoting Student Wellbeing, Semester 4 - November 2021
SCENARIO
Where: A large non-government, catholic single education K-12 school in a high socio-economic area.
Who: A pre-service Visual Communication Design teacher and Taylah, a student from year 9.
What: Taylah is unengaged and distracted in class.
Taylah is new to the school this year. Upon joining the class, I observed her being disengaged and often distracted with a friend. Additionally, Taylah would go against suggestions from my mentor teacher. During one of the first classes I observed with Taylah, my mentor teacher, after asking her multiple times to concentrate on her work instead of talking to her friend, asked her to move to the other side of the classroom. Reluctantly, Taylah did so, but when my mentor teacher was no longer observing her, Taylah moved back to be with her friend. Upon noticing, my mentor teacher asked her once again to move, but Taylah spoke back defiantly, saying everyone else got to sit with their friends.
Upon discussion with my mentor teacher, I learnt that Taylah has often complained that her teachers “are out to get her” and she feels isolated at this new school. Additionally, Taylah is not engaged in work because of constantly having to move from on-site learning to remote learning due to lockdowns of the state.
During a class I was teaching on planometric drawings, I presented a demonstration where I asked the class to circle around the table I was sitting at while I showed them the technique required for the task. Taylah lingered at the back, behind everyone else, with her friend. The two girls were giggling throughout the entire demonstration, despite my efforts to try to focus their attention on me. At one point, I asked Taylah and her friend to go outside and get a drink of water to calm down before returning to class. After the girls left, I apologised to the rest of the class for the interruption and continued the demonstration.
When Taylah returned, the demonstration had ended and the rest of the class was going on with their task. Taylah approached me and reluctantly apologised, while still smirking. I accepted Taylah’s apology and asked if we could catch up for a conversation at another time.
CONVERSATION
S refers to student / Taylah
T refers to teacher
S. (Coming back into the classroom) I’m sorry, Miss.
T. Thank you for apologising, Taylah. I will come assist you with the task now, but I was hoping we would be able to catch up for a chat later today?
S. Am I in trouble?
T. No, Taylah, I just want to check in with you.
S. Okay, I guess I can come see you at lunch.
T. Great, we can eat together in the Art office.
Clarifying the issue with Taylah following the class allows the opportunity to emphasise support (Rogers, 2006), as well as acknowledging the problem behaviour and giving Taylah a chance to share her perspective (Lewis, 2008). By making time to chat away from class, I am giving myself time to slip into a “helping” mind-set (Kottler & Kottler, 2007), as well as eliminating and resisting distractions and other commitments in order to give Taylah my full attention.
Additionally, offering to have a conversation with Taylah in the office assures others will be in the shared space, removing any ethical dilemmas (Rogers, 2006).
Later
T. Hi, Taylah, come in and take a seat. What have you got to eat today?
S. Just a burger from the canteen.
T. That looks yummy.
S. Yeah.
Effective listening skills can be discussed using the acronym SOLER (Nelson, 2007);
face the client squarely,
maintain open posture,
learn towards client,
maintain appropriate eye contact, and
be relaxed.
Encouraging Taylah to sit alongside me allows us to converse at the same level and avoids the need to look up or down at one another, therefore creating an equal dynamic.
EGAN’S SKILLED HELPER MODEL
Stage I. Explore - What is going on?
T. I’m glad we were able to catch up to chat. I don’t want you to feel as if you are in trouble or anything. I have just observed some behaviour lately that has made me a bit worried, and I wanted to check in with you.
S. Okay.
Stage I of Egan’s Skilled Helper Model explores the situation and aims to build a non-threatening relationship between Taylah and I (Nelson, 2007). At this stage, students are often reluctant or resistant, so it is my role to challenge their modes of thinking and make them more comfortable to open up (Nelson, 2007). Starting with small, incremental steps, and being sensitive to Taylah’s readiness level (Kottler & Kottler, 2007) assists in building a relationship and conveys my sincerity and commitment. By giving Taylah control, she is more likely to enter a calm, receptive state. This makes it easier for me to initiate perceptual changes and influence her thinking, feelings and behaviour (Kottler & Kottler, 2007). Additionally, by assertively expressing my emotions of being glad to chat and being worried for Taylah, I am increasing the respect Taylah has for me (Lange & Jacubowski, 1980).
T. How have you been feeling lately?
S. Fine, I guess.
T. What has been going on?
S. Not much, just lockdown and COVID and stuff. I’m over it.
T. Yeah, I can relate to that. I have been struggling a lot with that too. Are you glad to be back at school at least?
Relating to Taylah’s struggles through the use of openness and honesty (Kottler & Kottler, 2007) helps to normalise what she is experiencing and draws upon a wider range of experiences to remind her that she is not alone in her emotions (Harms, 2007), in addition to clarifying that I have understood what she has conveyed.
S. Not really.
T. Why’s that?
S. I don’t know, I just don’t care about it.
T. What exactly do you mean by that?
S. I just don’t care about school or the people or anything. All the teachers are out to get me. I hate this place.
T. Hmm. I can understand those feelings would make school hard for you. Can I ask why you feel like your teachers are out to get you?
S. Because like, I always get singled out for stuff and it’s not fair. Like when [mentor teacher] told me to move because I was talking even though everyone else was talking too. Or even you making me leave during class today.
For students to remain in a receptive state, they must feel heard and understood (Lewis, 2008). As such, conversations require a lot of listening. Active listening is valuable to help Taylah recognise that I am attentive to what is being said through clarification, as well as helping me engage with empathy and encouraging her to keep talking (Geldard, 2015).
T. I am sorry you feel like you are being singled out. I was not trying to do that, and I apologise for making you feel that way. I asked you to get a drink of water to calm down earlier because when any student is chatting or giggling while I am trying to explain something, it makes me distracted and I become worried of missing a step or having to take more time to explain. I was also worried that other students would become distracted as well and then miss important information.
S. Okay, I’m sorry.
Using an “I” message with positive corrective language (Rogers, 2006) places blame on the effect instead of on Taylah, as opposed to “you” messages which contain a negative evaluation. Additionally, Taylah is reminded that I am human, and takes responsibility for my problem, therefore increasing the probability of change (Gordon 1977; Lewis, 2008).
What is creating the problem: “When a student is chatting while I am trying to explain something…” factual without evaluation.
What is the tangible effect on the teacher: “...it makes me distracted…”
What feelings are generated: “...and I become worried of missing a step or having to take more time to explain.”
Taylah may not realise the effect of her behaviour on others because she is too engrossed in her own goals (Lewis, 2008). By making Taylah aware of this problem, she may be more willing to modify her behaviour.
T. Can you tell me a bit more about why you don’t like it here?
S. I don’t know, I just don’t have many friends and school just doesn’t seem important to me.
T. Why is that?
S. I’m dumb so why bother trying?
T. Hmm. I’m sad that you think that because I think you are actually quite intelligent. But I can understand you are feeling quite stuck and frustrated right now. You say that you have no friends, but I can see that you have several people you enjoy talking to in my class.
S. Yeah, I guess so. I don’t know, everything just sucks right now.
Identifying both the verbally and non-verbally expressed feelings in a conversation and reflecting back in succinct statements what emotion is being conveyed, eg “I can understand you are feeling quite stuck and frustrated right now” helps to reassure Taylah that I have recognised and acknowledged her feelings (Bolton, 1986). Additionally, non defensive confrontation encourages Taylah to recognise and evaluate the validity of what she has said and thought. Providing her with additional information and questions that cannot be assimilated if she continues to hold her current view (Lewis, 2008) makes Taylah question the contradictory positions.
T. I can agree that things are a bit tricky at the moment. What is it like at home for you during remote learning?
S. Fine, I guess. I just stay in my room most of the time.
T. How come?
S. My parents, they just don’t get me. They yell at me all the time and they’re so negative. And they’re constantly fighting. They just make me feel worse.
T. That must be really hard for you.
S. And like, I can’t talk to them about stuff because they don’t understand and it just ends up in a fight. Feels like nobody really understands.
Transitional questions, such as “what is it like at home during remote learning?” encourages Taylah to move back to a point of discussion from earlier, particularly after the introduction of other ideas, and encourages her to focus on a key point of concern while solidifying myself as an active participant in the conversation (Geldard, 2015).
T. Not having that support system is challenging. I am glad you feel comfortable to talk to me about this.
S. Yeah, I guess you don’t judge me or whatever. Other teachers do. It’s like they assume I’m going to be bad when I haven’t even done anything.
T. Yeah, that isn’t fair. I can understand you feel they may be out to get you because of their prejudice.
S. Yeah.
While putting aside our judgement and needs is not necessarily natural, it is a key factor in employing counselling skills (Kottler & Kottler, 2007). Letting go of these judgements and predetermined ideas allows me to embrace an open mind that promotes honesty and authenticity.
T. From what I am hearing Taylor, it sounds like school is really tough at the moment because you’re dealing with a lot of negativity at home, and that negativity is continuing here as well. You seem to be going through a hard time mentally, and that is impacting your behaviour and then your teachers are reacting in a way that you don’t think is fair. Does that sound right?
S. Yeah.
Summative reflections are used to provide a mirror to Taylah (Bolton, 1986). By restating and reflecting the feeling and content of what has been said, I am able to demonstrate an understanding of Taylah’s concerns while clarifying the main themes presented in the discussion (Kottler & Kottler, 2007; Bolton, 1986). Paraphrasing what she has said in my own words additionally helps her to understand what she has expressed, and affirms the validity of her emotions and experience (Harms, 2007; Lewis, 2008).
EGAN’S SKILLED HELPER MODEL
Stage II. Understand - What do I want instead?
T. Okay. Would you feel comfortable working with me to figure out how we can make these things easier for you?
S. Yeah, okay.
T. Okay, great. Maybe we should focus on what is going on at home for now. What is it that you would like to change?
Stage II of Egan’s Skilled Helper Model allows Taylah to explore possibilities of what she wants instead of the current scenario (Nelson, 2007). By focusing on the micro level at first - the activity at home - the effect will then influence Taylah’s behaviour at school. Development occurs within the complex network of relationships between levels and systems that form a child’s environment.
S. I just, I don’t want them to be so negative all the time and actually try to understand me.
T. Do you think telling them about how you feel could help?
S. I guess but like, they wouldn’t get it. Like they just tell me to “fix my attitude”. I want them to realise it’s not that and that there is a reason I feel like shit all the time. I want them to, like, care.
T. How do you think you could get them to realise that?
S. I don’t know, they won’t listen to me or take me seriously.
T. Have you tried in the past?
S. Not about this sort of stuff.
T. Then how do you know that they will react that way?
S. Because they are stubborn, they don’t want to actually have a proper conversation about anything.
T. Yeah, it can be frustrating when it feels like they aren’t willing to hear you out.
Testing the validity or reality (Nelson, 2007) of Taylah’s statements through the use of choice questions encourages her to evaluate the likelihood of different consequences or behaviours. This allows her to look logically at an idea, rather than emotionally, and better prepare her for future situations (Geldard & Geldard, 2015).
S. Yeah like, I want to talk to them but I don’t know. I don’t know how or if it’s even worth it.
T. Well, we can work that out together. But I do think it would be worthwhile. Is that something you would like to work on together?
S. Yeah, okay.
T. Okay, great. Let’s make it a goal to talk to your parents about how you’re feeling.
S. Okay.
Creating a goal using the SMART method allows for a direct focus on a part of the issue that can be measured and attained (Nelson, 2007). This helps Taylah feel less overwhelmed, as she now has one small thing to focus on, instead of being clouded by everything going on (Kottler & Kottler, 2015).
EGAN’S SKILLED HELPER MODEL
Stage III. Act - How might I get there?
T. Let’s brainstorm some ways you could tell them how you are feeling. What are some things you could do to gain confidence to talk to them?
S. Um, I could write them a letter or something.
T. Yeah, that could work. What else?
S. Um, I don’t know. You could tell them.
T. I could, if you wanted me to. Or I could be with you when you have a conversation with them.
S. Maybe.
T. What are some other things you could do?
Stage III of Egan’s Skilled Helper model sees Taylah make an action plan based on exploration and understanding gained in stage I and II (Nelson, 2007). By offering a solution or advice, Taylah misses the opportunity to acquire and practice problem solving skills and confidence in her abilities, therefore reinforcing the idea that she is incapable of making her own decisions. By providing space for Taylah to explore her feelings and ideas, through encouraging brainstorming, and accepting every suggestion as valid, reassures her that she is capable of making decisions and solving problems (Lang, 1999). Additionally, by prompting her with phrases such as “what else”, she is encouraged to broaden her thinking and potentially produce more effective solutions (Lang, 1999).
S. Um, I guess I could talk to Mum. She’d probably be more open to talk and won’t get angry immediately.
T. Okay, great. What could you do with Mum? Would it be easier if she was alone?
S. Yeah, she goes on walks a lot. Maybe I could go with her and talk to her then.
T. Great. Would that make it easier to talk to Dad too?
S. Yeah, maybe. Like if she didn’t react badly and I felt like I had her support already.
T. Yes, I agree. What do you feel comfortable saying to Mum?
S. Um, I think I just want to say that I have been struggling a lot lately, and there's been a lot of fighting and negativity and it’s just really hard with COVID happening, and I just really want her support.
T. I think that’s great, Taylah. When do you think you will be able to have this talk?
S. She goes walking most nights after work. I could probably do it tonight. But I’ll check if she is in a good mood first, though.
T. Good idea, it is important that you are both in a good headspace to talk.
S. Yeah.
Helping Taylah break her goal down into tangible steps within a realistic time frame allows her to overcome hurdles and turn her challenges into opportunities (Kottler & Kottler, 2015; Nelson, 2007) while reducing feelings of being overwhelmed. Working collaboratively together to decide what steps Taylah wants to take additionally gives her a sense of control and develops her emotional intelligence (Lang, 1999).
T. That sounds like a great plan, Taylah. Would you be willing to catch up with me again in a few days after you’ve talked to your mum? And we can work out the next steps for making things a bit easier for you.
S. Yeah, that’s fine. Thank you, Miss.
T. Thank you too, Taylah.
The final step of Egan’s Skilled Helper Model (Nelson, 2007), after developing strategies and a plan of action, is to set time to review the action. This allows for evaluation of it’s effectiveness (Lewis, 2008) and collaboration for deciding the next steps. Additionally, Taylah is then able to reflect upon her progress, which can further motivate her forwards (Kottler & Kottler, 2015; Nelson, 2007).
The conversation with Taylah has indicated that she is feeling negative about herself and her abilities in school, stemming from situations in her home life and the perception she has of her teachers. These factors are affecting her mental (thoughts, self-talk), social (relationships with self and others) and emotional wellbeing. While an initial goal has been collaboratively developed by Taylah and I to open up to her mother about the feelings she is experiencing in order to support her at a micro level, further intervention and monitoring is required to fully support Taylah. Multi-tiered support and an Individual Learning Plan can be implemented at a systematic level. Multi-tiered support, originating from the public health system, recognises that different levels of service are required for different levels of needs (Sugai & Horner, 2009). The conversation with Taylah, in conjunction with prior observations, indicates that she requires support from the secondary tier, which concerns around 10-15% of students with ongoing social, behavioural or academic problems (Sugai & Horner, 2002). A targeted intervention used to support Taylah could include ‘Check, Connect and Expect’ (Gage, 2015). This evidence based strategy is designed to improve social behaviours and prevent students from developing emotional or behavioural disabilities (Cheney et al, 2009). This strategy would see Taylah carry a report card with her that would allow her teachers to provide her with frequent and positive feedback. A study by Cheeney and colleagues saw this strategy used within eighteen rural schools. After two years, 60% of students graduated from CCE demonstrated improved social skills and a significant decrease in behavioural problems. While this strategy will not only emphasise positive interactions and relationships between Taylah and her teachers, evidence has demonstrated the likelihood of Taylah also becoming less disruptive and defiant. Additionally, an Individual Learning Plan, or an Individual Education Plan (DET, 2021) would provide Taylah with a written statement describing adjustments and goals that would allow her to meet her full potential. Implementing this strengths-based approach also encourages student voice, and gives Taylah the ability to engage in her own learning while acknowledging and celebrating her achievements.
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