'Behaviour support' from an external agency to mainstream schools: policy and practice
To enter into the relationship, trust has to be built. To build that trust in the early days great cognisance has to be given to the requirements of the school as perceived by the senior managers; if that initial trust is created, then, through regular effective monitoring, a joint perception of need can be constructed
The subsequent experience was a disaster. I had never come across a 'hard line' supervision model which argued that to do any direct work with students could orilv de-skill teachers and rtrovide a false hone of unlimited heln for-- - - - j - - - _ _ _ _ 1 - - - - JL-- - - - r difficult students, and that, therefore, our work must be directed solely at
r ^ a i + Kou^/ci viain^ icauLuo picicLJi.cc. iviuicuvci i i Lau ilcili lci ca /^ciicillc ilui understanding of a supervision model which argues that the supervisor needs no skills other than those of reflective listening and summarising, that the role is to act as a 'sounding board', thereby enabling teachers to clarify their own thoughts and develop practice accordingly. There is no requirement for the supervisor to be a skilful teacher of D2M students him/herself. The other aspect of the role, which disturbed me greatly, was that the support teacher (supervisor) might offer /personal counselling7 to the teacher involved, on the basis that a teacher who is 'together' about his/her own life is far more likely to be able to cope with the demands of potentially disruptive students. I absolutely adhere to the latter statement, but cannot subscribe to a view that making eounselling-style supervision available to all teachers is the best way to achieve a high-esteem profession.