Dear Colleagues,
I gave a talk recently called the “M Factor” and when I got home my 14 year old daughter asked me what I did with my day and I told her I gave a presentation to teachers. Straight away she said to me “I hope you told them to be not to be so moody all the time”. Resisting the urge to point out when it comes to this issue if Mood was an Olympic sport, she would win a Gold Medal for the UK this summer, for once we are in agreement.
I have believed for some time that Mood and Motivation are the basic concepts in successful teaching and learning. Reading and setting the mood of the classroom and being able to interpret and change the mood of specific individuals are vital to successful classroom management. However it is often three aspects of mood that you will have to focus on.
Number one is your mood. When you are in a good mood you can handle most people and most individuals. However if before you have gone into the classroom you have had a difficult journey into school or are not feeling that well, then what might be little irritations on most days might really annoy you especially if presented by a specific student that you don’t really click with. Also certain individuals may be able to “smell” the fact that you might not be at your best and some students or “players” will pick away at you just to stir things up.
The second mood to manage will be those of the more challenging individuals in your class. Can you read their mood when they first come in, have they had a difficult last class or they really not ready to learn. Do they need some time to settle? have they had enough sleep the night before? Can do detect friction amongst certain individuals coming into the room?
Finally, take another look at the “players” in the class because if they become easily bored, they are likely to set up the more “incendiary” individuals as this will be entertainment for them.
Once you have the mood sorted then you need to focus on the Motivation of all individuals in the class.
William Glasser has identified Motivation as having 3 components which are as follows: Belonging, Power and Fun. How you interpret this is will be crucial to classroom success.
In terms of Belonging every individual must feel that the classroom is a safe and secure place. They should value their time there and most of all feel valued by their teacher.
In terms of Power every individual should feel that they have status and opportunities to present their skills in ways that add value to the overall class dynamics. This could be whether it is terms of presenting learning knowledge themselves or helping others to learn.
Finally let’s remember whether you are 3 or 93 everybody likes to have Fun. Let’s make learning fun in terms of the whole experience, mix up the format once in a while. Play games, quizzes, role play, use ICT creatively to present information or review learning.
Mood and Motivation are the keys to successful learning outcomes as any student would tell you ………not in those words probably…… as it would be more likely that “my best teacher was fair and he/she made the classroom fun as well”
Fin 26th Jan
PS Check out my website on www.fintanoregan.com on the home page for my new ADHD resource Pack

Dear Colleagues

Please find details of courses I am running for ADHD training at the Helen Arkell Dyslexia Centre in Surrey this Spring and early Summer

The first is on the afternoon of Friday the 16th of March from 1.30 to 4.30 on Teaching and Management of children with ADHD which will outline a range of systems and strategies for children with ADHD

The other option is an indepth 5 week course especially designed for Teaching Assistants on supporting children with ADHD from 1.30 to 4.30 on Fridays the 24th of Feb, 23rd of March, 27th of April, 18th of May and 15th 2012

For further details please see the attachments and/or contact the Helen Arkell Centre at 01252 792400 or email enquiries@arkellcentre.org.uk

Best Regards

Fin O’Regan

Dear colleagues here is a transcript of my speech made at an evening awareness meeting at the House of Lords on december 11th attended by a number of Lords, MPs invited guests and followed by Rory Bremner

Fin O’Regan Speech House of Lords 11.12.11

• As Dr Young has outlined very clearly, ADHD is an extremely important issue for the children and adolescents who suffer from it as well as their families, friends, teachers but it also spreads much wider having a significant impact on the healthcare system and society as a whole.
• What can be done to prevent the current situation as Dr Young described and how can children with ADHD be identified earlier? The problem often begins in the classroom but unlike the criminal justice system, the education system has been slow to recognise its impact. Whereas the youth crime action plan in 2008 identified ADHD as one of the main risk factors in criminal offending during childhood, ADHD struggles for recognition within the current educational system.
• The term ADHD does not appear in the SEN Code of Practice nor was the term mentioned in any of Sir Alan Steers 6 reports on Learning Behaviour. It is truly the poor relation with regards to SEN in the UK at this time.
• I often quote from a mother who recently said that “people in the UK do not accept, recognize or understand ADHD; they have no idea of the affect of Attention DEVASATION Hyperactivity disorder on my life “I looked at her thinking she was joking but she was not. This was truly the impact she experienced at the time.
• One big question is how to screen for these children so they don’t slip through the net. As Lord Hill commented during recent debates on the Education Bill, “We know that there is a group of children with SEN who are currently excluded on multiple occasions on a fixed-term basis, and there may be other excluded pupils whose SEN have not yet been identified. Incidents which prompt multiple exclusions will often be an indication that a pupil has underlying difficulties that may not have been correctly identified or met”. As a former Headteacher I do understand that exclusion is an unfortunate but sometimes necessary tool for Behaviour Modification but it is a blunt instrument for children who have impulsive and non premeditated behaviour and quite simply it does not work for modifying ADHD behaviour.
• Our recommendation is that once a child reaches second fixed-term exclusion, their learning and behavioural needs are appraised. Mental health needs can be screened for by a very simple yet scientifically respectable questionnaire such as the existing Strengths and Difficulties Questionnaire completed by a parent and/or teacher, which will indicate whether multi-agency assessment is needed.
• If behavioural problems can be identified before leading to permanent exclusion from school, it is possible for the child’s behaviour to be managed appropriately and the negative impact of permanent exclusion on the child’s education and future avoided. Effective screening could result in a significant drop in permanent exclusions, save millions of pounds per year by keeping children out of costly Pupil Referral Units and, more importantly, set these children on a more positive path forward so as to avoid the well documented increased risks of involvement in the Youth Justice system, teenage pregnancies, motor vehicle accidents and drug and alcohol abuse. We must start thinking seriously about those who are at risk of exclusion as a result of ADHD by raising its profile on the political and healthcare agendas to ensure better futures for children with this condition. As a group we have had input to the consultancy stage of the SEN and Disabilities Green Paper. This appears to go some way to tackle this problem and as we have heard from Lord Hill: “In order to offer routinely more effective early support, we will recommend in exclusion guidance that children are assessed through an effective multi-agency assessment for any underlying causal factors and these should take account of all special educational needs, including ADHD. We will suggest that schools trigger this assessment in instances in which a pupil displays poor behaviour that does not improve despite effective behaviour management by the school”. Lord Hill also assures us that Governing bodies must take account of relevant information pertaining to the child when considering exclusion. They already have a duty to secure as far as they can that special educational provision is made for those pupils with special education needs, and future versions of guidance must make it explicit that they should take account of information relating to the child’s special educational needs, if any, in this situation.
• I mentioned earlier a mother who talked about Attention DEVASATION Hyperactivity Disorder well D also stands for DETACHMENT, DISILLUSHIONMENT, DESPAIR and DIASTER however it also stands for DIAGNOSIS, DESIRE and DETERMINATION and it is these positive Ds that I would; like to focus on to recognize and support children and young people with ADHD, keeping them in the classroom and out of the courtroom.
• Thank you for listening.

Attention Deficit Hyperactivity Disorder (ADHD) is an internationally validated medical condition of brain dysfunction in which individuals have difficulties in controlling impulses, inhibiting appropriate behaviour and sustaining attention.

In the UK however the condition remains largely misunderstood and often overlooked which has serious long term consequences for t he individuals concerned and their families..

It is unfortunate but true that while Education has been slow to recognise the impact and importance of ADHD awareness in schools the criminal justice system has been far more proactive regarding the issue.

In 2008 the Youth Justice Board highlighted 7 main risk factors with regards to Youth Offending which were as follows:

 Temperament
 Maltreatment
 Mother has low IQ
 Child has low IQ
 Parent convicted
 ADHD diagnosis
 Low socio – economic Status

This clearly shows how seriously the Criminal Justice System views the situation .This also takes into the consideration the fact that it is a major risk factor once “an ADHD diagnosis has been made” What are the implications associated with all those individuals under the radar.

This issue was further highlighted by an ASSET data report by the YJB in 2002/03 regarding youth offending. This outlined some of the key characteristics and circumstances of offending in the UK which were listed as….

 27% had previous permanent exclusions from school
 41% were regularly truanting
 42% were rated as underachieving at school
 40% were assessed as associated with peers actively involved in criminal activity
 50% were recorded as having used cannabis
 75% were considered to be impulsive and to act without thinking
There is no doubt that this last characteristic clearly shows a link with behaviour associated with ADHD. In addition to this, when questioned, Police Officers will admit that during gang related offences they are far more likely to arrest the “followers” (i.e. the risk takers) than the leaders.

In terms of School exclusion there is also an extremely strong link with ADHD. This is due to the fact that the greatest reason for school exclusion is a term called PDB or Persistent Disruptive Behaviour.

Figures taken from the DFE in 2008 show the following.

 Of the 8,680 students who were permanently excluded in 2007/08 31.1% are said to exhibit Persistent Disruptive Behaviour or PDB.
 PDB is also the main cause of 176,030 cases of the 425,600 fixed term exclusions. This is 41.1% of all fixed term cases.
 Boys are 4 times more likely to be permanently excluded from schools and 3 times more likely to be temporary excluded

There appears to be no consistent, regional or national definition for PDB. It is used however to cover a spectrum of behaviours, from calling-out in class, annoying/distracting other students and general attention seeking. These would be classic behaviours associated with ADHD.

When you consider that the ratio of Boys to Girls with ADHD is in the 4:1 range this is also consistent with the rate of Exclusion. The overlap appears more than just an unhappy coincidence.

Obviously there will be a range of issues for School Exclusion along with a number of reasons why individuals enter the Criminal Justice System. What cannot be ignored however is that ADHD is a highly significant factor?

How many more lives are to be wasted until we begin to take the opportunity of recognising and supporting children and young people with ADHD? Keeping them in the classroom and out of the courtroom?

Fin O’Regan 7th of October 2011

www.fintanoregan.com

Dear Colleagues,

I wrote this piece some time ago as part of an approach to behaviour and learning however in the light of recent events in many of our cities it have may have greater resonance. Any comments would be welcomed.

SF3R: A formula for behaviour, learning and life

The key principles and patterns of management remain timeless and never go out of date. The essential needs of children and young persons will always remain the same even in the age of mobile phones, face book and twitter.
The pillars of good teaching and parenting can be summed up in the formula SF3R

What is SF3R?

S stands for Structure which is in essence the values, rules and systems, those children and young people need in order to make sense of the world around them. Structure allows children and young people to feel safe, stable and creates security in their lives.

Structure means developing clear boundaries and expectations and requires consistency and specific rituals to be most effective

F is for Flexibility, where adaptation to a range of different circumstances will complement the structure in our lives. Flexibility when applied successfully will allow freedom, opportunity and fun for all involved.

Flexibility requires an appreciation of different people and cultures. It is inclusive and is the reason why fairness is not giving everyone the same but giving people what they need

The 3Rs are the means of selling, supporting and sustaining the long term the success of Structure and Flexibility.

R is for Rapport which requires people skills including the effective use of praise and the power of active listening. Successful rapport results in trust and respect for people for who they are and not who we wish them to be.
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Rapport creates respect, trust and self esteem between people

R is for Relationships which are the lifelines for human beings to connect with each other in order to make sense of the world around them

Relationships need partnerships with people and ways of keeping those partnerships positive and productive

R is for Role Models as everyone listens and looks for guidance from someone, Role Models provide direction and purpose and were themselves successful graduates of SF3R

A Role Model is someone who appears to do the right things for the right reasons at the right time

Teaching and raising children is not rocket science but neither is it easy and straightforward. Common sense together with a series of rituals and routines will provide the long term dividends in successful outcomes in learning and behaviour both in school and at home.

Children and young people are not robots (nor would we wish them to be) and as a result challenges to structure and routine will take place. This is where creativity and patience will need to occur in order to navigate the trials and tribulations of life both at school, at home and with interaction with peers.

People will always need others to model good practice and to help them to understand and experience their successes and failures. People must have guides to facilitate and develop balanced and trusting relationships.

For teachers and for parents whose role it is to nurture and direct this process it will not be a case of “inspiration but more often perspiration” or as the star golfer Gary Player once said…..”The more I practice the luckier I get”…….you really can’t put it any better than that,

Fin O’Regan. www.fintanoregan.com

I have a new paper on ADHD and Exclusion published in the International Journal of Emotional Education plus comments from a number of Universities

Just to add of courseI value a multi-modal approach to management but with all the information now availale on Executive Function it makes no sense not to consider the Medication option.

However what appears to have been lost in all of this is he fact that I intended o link the issue of PDB to undiagnosed ADHD and in this I appear to have failed

You can the article at

http://www.enseceurope.org/journal/contentsmaina.asp

No leaks as yet but the word on the street is that School Action and School Action plus and basically the Code of Practice is too go

Along with the latest Mr Gove emphasis on academics and not pastoral approaches what lies in store for pupils with SEN?

The future is not Orange it is nost definitely Grey if not Black

A new green paper on SEN will be published in the fall.
Make sure you get the opportunity to comment on the proposals before the paper becomes law.
The minister responsible is Sarah Teather and you can reach her on teather.ps@education.gsi.gov.uk
Early indications are that SEN services will be cut to the quick and the whole statementng process will be reviewed.
This last issue may well be a good idea as it seems only the families who have the ability to last the course receive the benefits
Your comments please
Fin

The TES announced on Friday June the 18th that Gender equivalent exams were being considered for the future.

Positive feedback has been recieved by a number of schools regarding AQAs new key stage 4 qualifications in English, Maths and Science,  with coursework options for Girls and more traditional exams aimed at boys.

The aim is to narrow the gap between the sexes, as traditionally girls out perform the boys on coursework and boys apparently do better than girls on exams…….

This opens up a range of issues, not least where do we start and end with Gender specific options….. nursery school to recriutment and employment?

Will considering gender differences take us back to the past or encourage sexist attitudes?

You could argue  insurance companies have for years been gender specific with regards to life insurance ,car insurances etc…..

We know that girls outperform boys, especially during the primary school years in English and we do know that 80% of students excluded from both primary and secondry schools are boys………so things are not working for both in the same way

Clearly something needs to be done to address these issues but is this the right type of approach?

In an era of inclusion and also personalised learning to we need to revert back to the age old battle of sexes…………perhaps the answer is simply a greater choice of learning options and the freedom to make those choices…………

Can we trust girls and boys and Mums and Dads the freedom to make those choices?

Interested in your comments….

Fin

www.fintanoregan.com

The issue of School Exclusion and the powers for Head teachers to exclude  may increase with the expected tougher line on behaviour with the new government in the UK.

However does exclusion work in terms of preventing repeat behaviour from the individuals concerned and does it act as a deterrent to other potential offenders?

What should warrant exclusion and which behaviours should trigger this response?

Alternatively which behaviours should trigger the message that the child’s learning needs are not being understood at this time?

Exclusion you could argue is overused and underused as a response to student behaviour.

As a Head teacher myself I have excluded student’s when I felt that we as a school could no longer best meet the needs of the child. In every case however the common factor was that we could not count on any response from the parent or carer in options that we were considering to help the situation.   

It does seem however in my opinion that in many situations Exclusion appear to be a blunt instrument to respond to behaviour that does not  resolve the issues rather than to make them some one else’s problem.

What do you think?

Fin Oregan