Phase One.

The first step in developing an 'Out of Classroom Curriculum' is to undertake action research across the whole school for at least a term to verify perceptions of behaviour and to identify areas of concern.  This is most easily achieved by teachers carrying folders whilst on duty in each area of the school and recording their observations, both positive and negative, along with the names of offenders and the nature of the offence.  Observations also need to be recorded in other key areas such as the library, the tuckshop, the office and foyer, the aide station, along pathways and in covered areas. Wherever children congregate or hang out, wherever children may seek refuge or TLC.  Students and parents also must be included in this data gathering phase in a proactive way, jotting down their observations and replying to questionnaires.  

 

During this phase special note must be taken of any black spots for potential bullying or other dangerous activities.  As the data is collected and collated patterns of use and behaviour will begin to emerge.  It may be that a group of cyclists regularly remains in the bike area to chat and to check out the arriving bikes.  This may be resulting in a degree of fear or apprehension from some who arrive to threats and taunts and may lead to their refusal to come to school by bike.  If there are activities and sporting equipment available on arrival at school there may be a simple solution to a worrying problem. Such problems can’t be permanently solved only with rules and supervision and sanctions.  When a school chooses to solve behaviour problems through a program of rules, sanctions and punishments it is not assisting its learners to take responsibility for their own actions and decisions and any improvements are short lived, not transferable to other problem solving situations.    

 

Phase two.

The data and observations now need to be carefully collated and evaluated. A computer program manages it easily as it can show trends and high incidence areas and even table and graph the data.  It can summarise frequent offenders and categorise the types of misdemeanours.  It can establish patterns that may or may not have been apparent to casual observations or gut feelings.  With the data authentic dialogue can proceed and solutions to problems can be sought.  During this phase a lot of discussion with a lot of groups needs to take place to ensure everyone becomes aware of the depth of the problems and their deleterious effect on the total curriculum.  

 

The pupils and students must again be involved in this phase if changes which will affect them are being contemplated.   This talking and consultation phase should not be hurried for if any changes do eventuate the obstructionist group, teachers, pupils, students and parents, will cry foul through lack of consultation and use their destructive influence to benefit themselves the most and the common cause the least.  However some of this hardened crusty core which not only detests doing duty but also detests leaving the staff room to take a class, or detests the bell which summons them to class, will always be a force for doing nothing except complain the most and blame the disruptions on a myriad of external factors.  Suffice to recognise that they exist and will not co-operate, but may still have suggestions in phase three.