Have you ever been to a party where you only knew one person? Who was the first person you went to when you arrived? If you’re like everyone else I’ve asked this question then you’d go to the person you knew.
We can use this metaphor when we consider our classroom or group session. Do all the people in your class or group really have that connection with you and the other staff or facilitators. Would all of the participants or pupils feel comfortable to approach each member of your team for play and interaction?
Much as we would like to think that this is the case, the reason behind me asking the question is that I’ve observed that, unfortunately, there can be times when some children get more opportunity than others to build that initial relationship with the staff that support. This is quite understandable when we reflect on the high level of support that some children need. It’s natural that some people are going to make more demands upon our time.
But the result of this is that some children have not found rapport and built relationships with staff. Rapport and relationships are recognised as crucial for high quality care and education and all children and people we support have the right to positive relationships with those that support them. The maths is simple… better rapport and relationships = better care and education.
So what’s the answer? It’s quite simple really. Each staff member needs a few short periods of time with each child or person to do the 3Cs of Rapport-Based Communication. Start by looking for the offers, the in-the-moment things that the person is doing. Then copy the offers, like there’s nothing you’d rather be doing. By doing this you are more likely to find rapport with the person, and the person will find you safe to be with. This builds the trust that is the core of any supportive relationship.
In the schools where I’ve used this approach, it was possible for each member of staff to find time for 3 x 15 minute sessions before the end of the first half term. The result of this was that:
Each member of staff felt like they had a better understanding of each child
Each member of staff knew some good starting points for interaction with each child
All member of staff reported that all the children were approaching them more for play and interaction
Children were more likely to respond positively to staff requests
I believe that this approach is a key priority for the first half term in any special school classroom and is a direct strategy to improve the experience of transition. Get in touch if you’d like any more information info@mattlaurie.com
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