[Reader-list] Safe and Sensitive Schools

[Chintan Girish Modi]

From
http://www.teacherfoundation.org/index.php/safe-and-sensitive-schools.html

The Teacher Foundation has long been concerned with the nature and language
of personal interaction in Indian schools – head teachers with teachers,
teachers with students and students amongst themselves. These interactions
are often marred by harshness of tone, insensitivity towards others’
feelings and a sense of inadequacy in expressing thoughts, ideas and
feelings. Authoritarianism and judgment pervade majority of teacher- student
interactions in schools across the country.

We at TTF, strongly believe that schools need to evolve a system, which
fosters the ‘human’ side of student growth and development, besides the
academic aspect. The SASS project works toward actioning this positive
cultural change in schools. It will actively nurture staff and students self
esteem and put into place clear listening systems which can eventually
contribute to aWhole School Behaviour Policy This policy should be
inclusive, positive, caring and assertive for students and staff so that all
experience success in school - the gifted, the average and the individuals
with special needs.

The Objective:
To make the selected schools safe and sensitive through embedding policies,
spaces and interactions that are positive, constructive, nurturing and
collaborative for all – students and staff alike.

TTF’s idea is two-fold:

* To contextualise and adapt the Whole School Quality Circle Time model
developed by Jenny Mosley (the well-known teacher trainer, drama therapist
and author from UK) and effectively use it in selected schools (both private
and government and at both primary and secondary levels). The model is
highly flexible and can be adapted to various linguistic, socio-cultural and
geographical contexts. It requires no additional expense from the school,
apart from the investment of its teachers and school leader to be trained
effectively for 3-5 days. They will be periodically monitored and supported
over a period of one and half years. This is the intervention component.

* TTF will record change in the nature of teachers' personal interactions
with their students – once they have been trained and supported to adopt an
ethos of respect and warmth in their interactions with students. This will
be the action research component.

* The intervention is done in two phases amply supported by follow up and
support sessions by TTF facilitators.

15 schools in Bangalore and 2 schools in Mysore have been selected for the
pilot initiative. The project is funded by Wipro and is research based in
its essence.

The outcomes of the SASS project include :

* Higher teacher morale
* Happier, more confident and self-disciplined students
* Cheerful classroom interactions
* Warmer interactions between principal, school management and teachers
* The development of a Whole School Behaviour Policy that ensures a
consistent policy of warmth, respect and positive interactions amongst
everyone in the schools as well as clarity in the rewards and sanctions
systems in place.