eastern caribbean child-friendly schools newsletter vol 7 ... · - making cfs work at the irene b....

IN TOUCH Newsletter Vol. 7, 2014 1

WH

AT’S

INSI

DE nWelcome - pg 1

nMessage from UNICEF - pg 2nUp Close - pg 5nIn Focus - pg 7 - Springer Memorial Secondary, Barbados - Addressing Behavioural Issues Through Literacy ..pg 7 - North Eastern Comprehensive, Dominica - Gendered Assembly To Promote Positive Behaviour Among Boys ..pg 8 - Portsmouth Secondary, Dominica – Reaching Students Through Entrepreneurship ..pg 9 - Making CFS Work At The Irene B. Williams Secondary School, Antigua And Barbuda ..pg 10 - Meaningful Student Involvement At The Seventh Day Secondary, Barbados ..pg 13nPutting Safety First at VOJN School, Nevis - pg 14nPrincipals’ Corner - pg 24nCharacteristics Of Effective Schools - pg 14nVoices - pg 25nCFS Updates - pg 24

Eastern Caribbean Child-friendly Schools Newsletter Vol 7 Issue 1, 2014

IN TOUCH Newsletter Vol. 7, 2014 2 IN TOUCH Newsletter Vol. 7, 2014 2

Welcome

Lisa McClean-Trotman, Communication for Development Specialist, UNICEF Office for the Eastern Caribbean Area

Welcome to the 7th issue of In Touch. This magazine highlights good practices at schools implementing the Child Friendly School (CFS) framework in the Eastern Caribbean Area.

In the Eastern Caribbean the implementation of CFS framework first started in 2007 with the main focus on positive behavioural management. This was primarily done in an attempt to reduce the use of corporal punishment by teachers and to address issues of interpersonal violence among children, which were becoming a concern for regional governments.

Recognising that a holistic approach must be taken the CFS model in the Eastern Caribbean has been expanded and now includes the following:

� Positive behavioural management techniques

� Healthy and Health Promoting Practices – including teaching Health and Family Life Education

� Student centered Education

� School Leadership and Management

� Inclusive Child Seeking Non-Discriminatory Practices

� Staff Professional Development

� Gender-Sensitive and Friendly Environment

� Spiritual Care

� Safe, Protective and Nurturing Environment

To date more than 50,000 students in the Eastern Caribbean are being exposed to CFS practices and the number keep growing.

Past issues of In Touch have focused primarily on efforts to implement CFS practices at primary schools. Recognising that countries are now moving towards making secondary schools more student-friendly, this issue focuses primarily on how the CFS framework is being implemented at secondary schools. However, while the emphasis is on secondary schools there is still information about good practices at primary school implementing CFS framework.

Please do not hesitate to share your stories and news with us at [email protected]


IN TOUCH Newsletter Vol. 7, 2014 3IN TOUCH Newsletter Vol. 7, 2014 3

The CFS Framework is one which recognizes education as a human right - a responsibility of public authorities to support and facilitate all children to achieve their maximum potential, to better understand themselves and relate effectively to the environment in which they live. Caribbean governments have shown their commitment to ensure the rights of Caribbean children through their stellar support for the achievement of universal primary and secondary education. It is important therefore that, as part of efforts to wrestle the giant of education access to the ground, all barriers to inclusive education must be removed.

Traditionally, schooling in the Caribbean has focused on passing examinations to facilitate access to the next

level of learning. It has been more about the outputs and outcomes, more about cognitive development and less about social and emotional learning. The

competition for spaces in schools has contributed to a somewhat exclusionary approach to education and the

CFS Framework with its focus on child-centredness, inclusiveness and democratic participation is a great

tool to help to turn this situation around.

Emphasis of Cfs

The emphasis of CFS programming in the Eastern Caribbean has been on improving the psychosocial environment in schools so that schools are warm welcoming places where students really want to go. This has required shifts in students’ educational experience, using more student-centred teaching and learning approaches to:

� instill concepts of tolerance, equality and respect for diversity so that students regardless of their ethnicity, social background, sex, faith, ability etc feel comfortable and happy at school – that they really belong there, and

� foster a sense of pride and ownership among students towards their schools.

Message from UNICEF



However, for this to really take place, teachers must be adequately prepared to support and guide students in this regard. Teacher education and training must be structured to better equip teachers to provide appropriate services to students from different backgrounds and capabilities. Indeed this might require some shift in the offerings at Teachers’ Colleges to ensure greater coherency between what is taught at the College and what was needed in the classroom. It will also require close collaboration and synergistic actions with Teachers Unions.

Particularly now, as programming expands to include secondary schools it is important to refine strategies

and take related actions to strengthen partnership and teamwork among the various stakeholders

– teachers, support staff, students, parents and the wider community support for all aspects of CFS implementation in schools.

Student-centred teaching and learning, positive behavioural management, lifeskills-based HFLE, enhanced student participation and parental involvement as well as appropriate polices to support and protect children in schools become even more critical to improving the culture and ethos of the schools moving to one that is about the rounded development of all students to support them in acheiving their full potential.

Message from UNICEFcontinued

Elaine King, Adolescent and HIV Specialist, UNICEF Office for the Eastern Caribbean Area



Up CloseInterview with Steve Hypolite – Principal North

East Comprehensive School, Dominica

North East Comprehensive School is one of the secondary schools in Dominica that has sought to implement aspects of the Child Friendly School (CFS) framework.

Former CFS Coach and now Principal of the School, Steve Hypolite joined the school in 2008 as a Maths, Science and PE teacher. In Touch interviewed Mr. Hypolite on the steps that were taken to gain buy-in from teachers as North Eastern Comprehensive sought to implement aspects of the CFS framework.

CFS but we call it positive behavioural management. We always stressed to students that education brings freedom

so we developed our school’s expectations around the acronym FREE. FREE stands for Fairness;

Responsiblity; Exemplary behaviours and Effort.

In Touch: What positive behavioural managemen t s t ra teg ies have you implemented?

Hypolite: We have implemented merit cards, where the focus is on merits rather

than demerits. Also the merit cards go on students’ reports and can be used later

if students want a recommendation for a job or college.

We also have the Principals’ 200 Club. We also do in-school suspensions, which is very developmental. With the in-school suspensions,

continued on page 6

In Touch: When did the school begin implementing CFS?

Hypolite: We began implementing it in 2011.

In Touch: What areas of CFS framework did you focus on?

Hypolite: We focused mainly on positive behavioural management; this was because some would say that this school use t o b e a war zone. A c t u a l l y we do not call what we have h e r e



Interview with Steve Hypolite continued

we have the students do a reflection on what they did and how they could have done it differently in an attempt to improve their behaviours in the future. For students who cont inual ly present behavioural challenges we also have implemented a daily student expectation checklist.

In Touch: What were some of your biggest challenges?

Hypolite: One of our main challenges was getting teacher and staff buy-in. We (including me) were accustomed to doing things in a certain way. I, for example, use to be more punitive and use to focus on the negative. Another big challenge was changing the mind-set that everything had to be referred to the office for the Principal to address.

In Touch: How did you go about getting staff buy-in?

Hypolite: It took a long time to get staff on board. It took almost a year.

“It is important to present the interventions in a way that would be appealing to staff.”

I told them that we had tried number of other ways to discipline children but it wasn’t working. So I had to convince them that it was no harm in trying alternatives.

In Touch: Are there any specific approaches to reaching staff that you would recommend to other Principals who want to implement CFS?

Hypolite: Yes.

“It is important not to let it come across as extra work for the teachers.”

You should also use the existing structures in place to help gain buy-in. For example in additional to staff development workshops and staff meetings, we used the Departmental Heads to influence changes at the department level.

“I also used data to gain buy-in from teachers.”

For example I used data to show them the trends in suspensions; which villages suspended students were from and the reasons why students may be disrespectful. For example data from a questionnaire showed students were disrespectful because of what some teachers were saying to them; so I used this to encourage teachers to say more positive things to students if they wanted to see behaviours changed.

“I would say that you also have to adopt a teacher-friendly approach.”

We started recognising and rewarding teachers and letting them see that what they were doing differently was working.

For example the English Department got good CXC results, so we rewarded the teachers with a cake. When the classrooms were kept clean we complimented the ancillary staff. If teachers were punctual we recognise this.

“We also had form-teacher of the term,”

where a student survey was used to choose the teacher. We also implemented the Department Head of the year where the person was chosen from a survey among staff. So as an administrator it is also important to be teacher-friendly.

In Touch: Thank you and we wish you all the best as Principal.

Principal Hypolite, North Eastern Comprehensive Secondary School, Dominica.


Implementing The CFS Frame-work At Secondary Schools

S P R I N g E R M E M O R I A l SECONDARy, BARBADOS - ADDRESSINg BEHAVIOURAl ISSUES THROUgH lITERACy

Once thought of as a school that only promoted sports the Springer Memorial Secondary School – the only all girls secondary school in Barbados - is focusing on excellence in every facet of school life.

Since becoming part of the Schools Positive Behavioural Management Programme (SPBMP), the school has been using various interventions to empower the girls, promote values and promote behaviours that are positive.

READINg PROgRAMME

Recognising that sometimes students’ antisocial behaviours are a result of them facing academic challenges, the school embarked on its literacy programme as one of its SPBMP related interventions.

How does the programme work?Now in its third year, the programme started when the present third form students were in first form. In forms one and 2, they were

encouraged to read and then they were interviewed on the book by a panel of teachers. There are three levels of interviewing and at the third level the students compete for the prize of Readers of the Year. The Readers of the Year received plaques and tablets at a highly publicised award ceremony.

Appropriate RewardsAll students who had read over a certain number of books were given laminated certificates, wrist bands and trophies.

Now that the students are in 3rd orm there is an added component to the literacy programme. The students not only have to read but they have a write literary piece whether it is poetry, drama, essay or a report on a book.

Results of the Programme - Students More Settled

The school has been reaping the benefits of the programme. According to 3rd form year Head, Mr. Francis Thompson, who has been instrumental in developing the programme for the last 3 years.

“The students are set t led as the programme has engendered a focus on their performance and an appreciation for

learning.”

In Focus

If you were to ask students and teachers alike, they would tell you that at secondary schools, the traditional way of disciplining students include detentions, writing lines, suspensions, expulsions and maybe flogging as a last resort. However some schools have been looking at innovative ways to prevent and to address problem behaviours exhibited by adolescents since adopting the CFS framework. This section of In Focus looks at how some secondary schools have been using creative ways to address behaviours of adolescents



Implementing The CFS Frame-work At Secondary Schoolscontinued

continued on page 9

N O R T H E A S T E R N COMPREHENSIVE, DOMINICA - g E N D E R E D A S S E M B ly T O P R O M O T E P O S I T I V E BEHAVIOUR AMONg BOyS

How do you motivate boys to make wise choices and to exhibit appropriate social behaviours?

This was questions asked by the CFS coach and his team at the North Eastern Comprehensive Secondary School in Dominica. It was school known for fights and suspensions.

gendered AssemblyThe school decided that every Friday they would have “Gendered Assemblies.” That is, they would separate the boys from the girls and use this opportunity to build positive values; motivate and change the behaviour of boys. The boys set up the equipment for the assembly, they lead the praise and worship and sometimes they conduct their own motivational sessions. The session is also used to motivate boys. Principal Steve Hypolite noted that he uses data during the assembly to motivate them.

“I show them how for example, most of the rewards are going to the girls and I asked them what they need to do to ensure that more boys get rewards for behaviour. This prompts them to look at their behaviours and decide what they need to improve or change.”

“I also show them boys’ CXC results and help them to reflect on what they can do differently.” He added.

Positive OutcomeOne of the outcomes of these all boys’ assemblies is the formation of the Young Male Leaders Club.

With the executive of the club, naturally consisting of all boys, some of the projects they have undertaken include re-designing the look for the male bathroom and the older students holding mentoring sessions for the younger male students

from the junior classes.

Principal Hypolite is seeing the benefits of this intervention. According to him, he is seeing more boys wanting to become involved in leadership positions at the school.

Top:Students' Behaviour Checklist form.

Bottom:Students of the Month poster




“Before I use to have to beg them to fill out the form to become

prefects; now I have at least 80% of the 4th and 5th formers who have voluntarily filled out the application

form”

5th form student Chenfil Charles, is also pleased by the outcome of the assemblies.

“The boys are behaving better,” he said. They are not cursing and fighting so much as before. Also I find that the boys talk more openly and participate more when the girls

are not around.” He added.

PORTSMOUTH SECONDARy, D O M I N I C A – R E A C H I N g S T U D E N T S T H R O U g H ENTREPRENEURSHIP

Implementing CFS at secondary school can be more challenging that at the primary level. As secondary schools conduct their needs assessment, they increasingly are realising that strategies that might work in the junior school might not work for students in the senior schools. Thus their CFS interventions and entry points have had to vary.

It is in light of this that the Portsmouth Secondary School (PSS) - one of the schools that is now beginning to implement CFS - is focusing on grooming budding entrepreneurs. This is being done through the Principles of Business (POB) class and the Junior Achievement Programme which targets 4th and 5th form students or children ages 15 to 17 years.

continued on page 10

Every Wednesday, students involved in the programme meet and discuss ideas for products; they discuss how they would finance the products and come up with a business plan for producing and marketing these products. Once they have produced their products they are responsible for the packaging, designing the labels and marketing the product.

According to 16 year-old Jeanil Pierre, President of the PSS Junior Achievement - and producer of several spa products - involvement in this process has been paying off in several ways.

“I had time management problems prior to becoming involved in this programme,” she said. “But now I have learn how to

plan ahead


Chenfil Charles (left) and his school mate.


ad to mage my time as I have to balance CXCs as well as being responsible for marketing and producing my product.”

To date the students have produced a variety of products including lip balm, massage salts, cocoa, pepper sauce, coconut oil and they have sold their products to supermarkets and to local dealers through the Dominica through the Buy- Dominica programme. There is also a demand for their products from buyers in St. Marten and St. Croix.

Roselin Matthew, Principal of Business teacher at the school noted that entrepreneurship was a good way of engaging older adolescents.

“A lot of adolescents waste time and some are involved in negative activity such as

drugs; this programme shows them that they can be involved in positive ventures and there are other positive ways to earn

money.

In addition to this, she added, “they are also learning skills such as money management time management, public speaking and how to follow protocol.


L-R:Jeanil Pierre (left) with her Pinciples o f B u s i n e s s teacher.

S o m e o f t h e products produced by the students in the JA Programme.


MAkINg CFS WORk AT THE IRENE B. WIllIAMS SECONDARy S C H O O l , A N T I g U A A N D BARBUDA

How do you implement a programme that has its genesis in the primary school and make it work in a secondary school where the school dynamics are so different?

This was the question asked in 2011 by the staff of the Irene B. William Secondary School - located in the rural village of Sweets Antigua - when the Ministry of Education decided to use it and 2 other secondary schools to pilot the CFS framework, which it had already introduced in all of its primary schools.

The Process

Having returned from a sensitization on CFS, the Deputy Principal started by first establishing a CFS team comprising of herself, the School Counsellor and a group of teachers. The Principal was sensitised and



UN

ICEF

EC

AO

/ 2

013/

Mc

Cle

an

-Tr

otm

an

then for 2 days a week for at least an hour, the staff were engaged as they conducted their needs assessment and put their CFS expectations and interventions in place.

Issues

The school did not have significant behavioural problems but it had issues such as loitering in the hallway, students not completing assignment or forgetting homework at home; students having self-esteem problems because they were academically challenged; students entering secondary school with poor reading skills, which translated into behavioural problems in the classroom.

So What Has Been Done?

To address the issue of loitering hall passes have been introduced – each teacher has a set of hall passes which state the reason why students should be out of class. An ancillary staff has been stationed by the bathrooms to monitor loitering in this area.

The school has been fenced to address the security issues. In addition a number of interventions have been put in place to address the academic issues. A special reading class has been introduced for those students with poor reading skills and the school has introduced personal development sessions to address the self-esteem issues. The library has been refurbished with shelves and is now conducive to learning

Level one, two and three offences have now been clearly been defined as part of

the behavioural policy.

Office referral forms have been introduced for level 3 offences. In school suspension couple with school service has also been introduced. While out of school suspension still remains in-schools suspension and school service are becoming more widely used.

The school library and IT rooms were also inadequate for secondary students, some of whom, were from low income families and this did not such resources at home to work effectively

There was also a security issue as the school had no fence and neighbours from the surrounding communities used the school as a thoroughfare to go about their daily business.




Students of the Irene B. Williams Secondary School engaged in an art project.

The refurbished library at Irene B. Williams


Parental, Community and Student Involvement

Since the introduction of CFS, the school has also established a PTA, which has engaged in a number of fundraising initiatives. It has also partnered with civic groups in the community such as the neighbouring Moravian Church, which has committed to providing medals and trophies for annual school sports.

The school has also established Students’ Council and the Council and the PTA will be collaborating on upcoming projects. Class monitors, library monitors and subject monitors have been introduced to enhance student participation.

Advice for secondary schools implementing CFS

For the last 3 years, it has been a process of gaining buy-in from staff, introducing interventions based on the school’s reality, tweaking them as needed in order to see the desired results. Below are some tips provided by the Deputy Principal for other secondary schools that are about to or are in the process of implementing the CFS framework:

� Always have the school’s guidance Counsellor as part of the team because he/she can bring skills to addressing behavioural problems which other staff may not have

� The behavioural system for junior school (including rewards) must be different from the senior school. So the Year Heads/Level Heads should be free to make adjustments or tailor as they see fit

� Rewards given must be around adolescents’ interest and their stages of development – public recognition in full assembly tends to be a good motivator for adolescents

� Involve the students. Rather than impose your (the school administration) ideas about what the behaviour expectations and charts should be it is important to consult with students and get their ideas. This can initially be done by form teacher and students

� Use existing structures. Don’t let it come across as additional work for teachers

� Tweak your interventions as you see fit.


Lititia Harris-Lawrence Deputy Principal showing the new hall passes that have been introduced.



mEaNiNGfUL sTUDENT iNVoLVEmENT aT ThE sEVENTh DaY sECoNDaRY, BaRBaDos

As a result the bathroom project commenced. Not only were the doors fixed but

the entire bathroom was refurbished with attractive

tiles and other fixtures which were selected and bought by the Council members through

fundraising efforts.

Replace with “ The present Students’ Council raised funds and have just purchased 50 classroom chairs for the school. They are working on securing proper sports equipment and raising funds to build a shed so students would no longer have to stand in the sun and eat their lunch.


Students voting at Student’s Council’s elections.

The Seventh Day Adventist Secondary School is home to one of Barbados most vibrant and proactive students’ council.

According to the Principal Dr. Cecil Cummings student participation has been an integral part of this institution for many years but it was only since 2011 that the Students’ Council became more structured and organised.

Since 2011 the students were involved in a democratic process of elections and under the guidance of their advisor Mr. Murrel they developed a workplan and a fundraising strategy to raise funds for its projects.

One of the Council’s most successful projects has been the refurbishment of the girls’

bathroom.


According to Mr. Murrel he noticed that girls would ask to go to the bathrooms in pairs and when he investigated it was because the doors needs fixing and in the interest of safety one girl “kept watch while her friend used the bathroom.”


The Violet O Jeffers Nicholls (VOJN) primary School has been a trailblazer for CFS in Nevis. Since adopting CFS in 2012, a top priority has been to improve the safety of students.

Without an assigned crossing guard, school staff, parents, and community members were worried about students’ safety traveling to and from school.

So, in response to this concern, the CFS team, with support from the wider school and community, decided to take action. In February 2013, the school launched the first-ever Safety Patrol Service in Nevis.

The Safety Patrol Service consists of twelve (12) patrol members from Grades 4-6, and four (4) staff supervisors. Patrol members volunteer for service and are selected based on their demonstration of responsibility and discipline. Also, training is provided to patrol members and supervisors by the Nevis Police Department and a Safety Patrol Manual has been written to guide the work of the Service.

The initiative has definitely helped to increase safety at the school. In the words of one patrol member: “I like the safety patrol because it helps children stay safe crossing the road and stops accidents from happening.”

Importantly, the Service has not only provided a road safety system for students, but it has also offered an opportunity for students to develop and practice the six pillars of character- respect, trustworthiness, responsibility, fairness, caring, and citizenship- promoted through the school-wide Character Education Programme that began before CFS came on stream.

According the Principal, Mrs. Shea Wilkin, “The children are becoming more responsible and are changing their behaviour. They have started to use the road more wisely by

walking on the correct side.”

A patrol member also describes the how the Safety Patrol has influenced students’ attitude and behaviour: “I like the safety patrol because it helps us to cooperate with each other and be more disciplined.” Thus, implementing the Safety Patrol Service has helped to build on the work of the Character Education Programme and contribute to a positive and safe school culture.

With the Safety Patrol Service up and running, for the 2013-2014 school year, VOJN will focus on developing a sick bay to cater for staff and students with minor injuries and ailments as well as incorporating the Character Education Programme into the implementation of school wide positive behaviour support.

From Top-Bottom:Mrs. Suzette Sampson V.O.J.N CFS Coach and Road Safety Patrol Coordinator.The Permanent Secretary in the Ministry of Education being escorted by patrol members across the Pedestrian Crossing at the Safety Patrol launch.Safety Patrol Members with a Constable from the Nevis Police Department.


Putting Safety First at VOJN School, Nevis


BELOW ARE TIPS gIVEN TO PRINCIPALS By SUCCESSFUL SCHOOLS INC FOR IMPLEMENTINg

POSITIVE BEHAVIOURAL SUPPORT AT SECONDARy SCHOOLS

PRINCIPAL’S CORNER

In March and in December 2013 Successful Schools Inc. led by Dr Robert Marsh conducted training for secondary school principals i n D o m i n i c a a n d i n Barbados, respectively. The focus was on implementing po s i t i ve behav ioura l management at secondary schools in a way that would be meaningful for teachers and students.

Here are some tips given to Principals.

#1 REsEaRChBefore implementing your school’s discipline policy you must do your research.

Below are some questions that must be asked: Â What behaviours/infractions are surfacing Â What time of the day children are

normally sent to the office? Â Which children? Â Which adults were sending them?

# 2 RE-LooK YoUR sChooL RULEsDo they begin with No or Do Not?

Â It is important to remember school rules must state what behaviours we want to see the students exhibit. continued on page 16

Barbadian Secondary School Principals attentively listening to Dr. Robert March (inset)


PRINCIPAL’S CORNER continued from page 15

# 3 sET EXpECTaTioNs foR TEaChERs aND EmpoWER ThEm

Â There should be consistencies about what behaviours are sent to a Principal. It is important to empower teachers to manage their classroom effectively

Â All students should be able to approach adults at non-classroom times

# 4 ThE 7 miNUTE RULE

Remind your teachers that the first 7 minutes will make a big difference about how the class will go. For example how the greeting and activity are done will make a big difference:

Â Did the teacher greet the class? If yes, How did the teacher greet the class? Was he or she enthusiastic or grumpy?

Â Was the activity given the during the first 7 minutes too difficult for the students?

Note: Teachers who were constantly sending students to the Principal‘s office had similar characteristics and it related to first 7 minutes

#5 REWaRD aDoLEsCENTs appRopRiaTELY

Some adolescents sometimes feel embarrassed if they are singled out for doing good so here are some tips to deal with this

Â Contact parents if the student is doing well – letter signed by principal on letterhead to parent

saying for “I wish to commend your child for ...”

Â Give students positive feedback. Recognise them for any positive effort no matter how small it is.

# 6 CREaTE a sChooL CULTURE

Â Have a mascot link it to school pride. Get students involved in the mascot’s development

and what it stands for

Â B u i l d s c h o o l pride from your mission statement

# 7 DEVELop BoTh aN aCaDEmiC aND B E h a V i o U R a L sUppoRT sYsTEm foR sTUDENTs

Â Recognising tha t s o m e b e h a v i o u r a l c h a l l e n g e s a m o n g adolescents are linked to academic challenges it is important for your school to set up both academic as well as behavioural support systems for students

# 8 fiX ‘BRoKEN WiNDoWs’

Take care of the physical environment. The physical environment contributes to a child’s well-being. If one window is broken and remains unfixed it gives other permission to break others.

EFFECTIVE TEACHERS...

� Greet students at door � Connect lesson to previously

taught lesson �Have enthusiasm for content � Present clear directives � Respond to students who

are following direction eg. “I like that you taking notes”

� Provide opportunities for all students to respond

Important to remember: If the teacher’s relationship with student is based on fear/anxiety then learning

is reduced.


THE FRAMEWORK BELOW LISTS SOME CHARACTERTICS OF THE EFFECTIVE SCHOOLS. HOW WELL IS YOUR SCHOOL

DOING...


CHARACTERTICS OF EFFECTIVE SCHOOlS



CHARACTERTICS OF EFFECTIVE SCHOOlScont'd from pg 17


IN TOUCH Newsletter Vol. 7, 2014 19IN TOUCH Newsletter Vol. 7, 2014 19IN TOUCH Newsletter Vol. 7, 2014 19

CHARACTERTICS OF EFFECTIVE SCHOOlScont'd from pg 18

The full CFS Monitoring Framework can be found on the UNICEF Eastern Caribbean website: www.unicef.org/barbados More characteristics will be shared in the next edition of InTouch.


hEaLTh aND famiLY LifE EDUCaTioN ChaNGED mY LifE – a 11-YR oLD sT. LUCiaN sTUDENT REfLECTs

From Kindergarten Britney O’Reilly was considered as a student who gave lots of trouble. Often at the principal’s office, the school in desperation advised her parents to transfer to another school.

But what could have caused Britney to get into trouble so often? According to Brittany – now 11 years old - she was often teased because of her weight and her classmates use to say mean thing to her.

“They use to tell me I am fat and I am ugly and nobody wanted anything to do with me.”

Not knowing how to deal with her feelings Britney often lashed out which got her trouble with teachers and the principal.

“I wanted them to know how I feel.” She said. “ It just use to build up in me and when they pushed me too far I just had lashed out. I know it was wrong but I felt I had to do so.”

These verbal outbursts and tendency to fight ended when she began taking the life-skills based course Health and Family Education two years ago after her school - Carmen Renee Memorial - introduced the subject for all age groups as its Child Friendly School entry point.

“In the HFLE class I learnt how to express myself and how to manage my feelings.”

She said. “They [the students] still get my nerves sometimes but the teacher told us when we get really vex, we should count until our anger goes away and then use I-message to let the person know how what they did made us feel. This has really helped.” She added.

Not only has her behaviour improved, but Brittany who wants to be a pop star in the music industry

is proud to boast that her grades have also improved.

“Before I use to get bad grades but now most of my grades

have gone to A s. She noted. “If it wasn’t for HFLE I don’t know

where I would be today.”

Britney’s class teacher Ms. Mavis Weekes agreed that the HFLE class has definitely had a positive impact on Brittany.

According to her, “Britney had very poor social skills, couple with that thumb sucking, untidiness and being disorganized were the order of the day. Her basic understanding of Mathematics was poor, Spelling and Essay writing were also areas of concern.”

VOICES – IN TOUCH WITH OUR STUDENTS


“I wanted them to know how I feel.” She said. “It just use to build up in me and when they pushed me too far I just had lashed out. I know it was wrong but I felt I had

to do so.”

(Above) Britney and her HFLE teacher.


were successful. Presently, Britney’s grades are up, she has improved in Mathematics, although she has improved more work has to be done in Spelling and Essay writing. She is very knowledgeable about world affairs.

I’m so proud of her and according to Britney this is the happiest she has ever been at school.”

HFLE has been endorsed by CARICOM and its main areas of focus are: Self and Interpersonal Relations; Eating and fitness; Managing the Environment and Sexuality and Sexual Health. It is one of the components of the Child Friendly School Framework in the Eastern Caribbean.

VOICES - In Touch With Our Studentscont'd from pg 20

Student Behaviour Check-list is helping me to change my Behaviours. Male student from North East Comprehensive Secondary School in Dominica shares his views on this alternative approach to out-of-school suspension.

The student behaviour checklist is one of the interventions being used at the North Eastern Secondary School to manage the behaviours of students who continually get into trouble.

Instead of suspending the student, from school, he or she is required to meet with the Principal and define with his/her positive daily

expectations.

At the end of the day he/she meets with the Principal again and they do an honest reflection of what was successful and what didn’t go so well. More importantly they examine the reasons why.

Budding cricketer, 14-year-old Kendal Stevens, is one of the students who have been involved in the programme.

Admitting that he use to engage in anti-social behaviours, Kendel remarked that this daily reflective process has been helping him to keep on track.

According to him, his behaviour has changed for the better.

“Since being in the programme I have stopped giving trouble

and I stopped loitering in class.” he said.

He added that instead he now brings his materials [school supplies] to school and feels motivated to complete his school and homework.

moTiVaTiNG sTUDENTs’ To impRoVE

“With the help of the HFLE programme, she was taught how to find solutions to her

many problems.

The HFLE teacher worked closely with me to help Britney. Teacher also kept a journal on her behaviour daily, together with trying to help her modify her behaviour, through praise and validation.” She added.

She too is very proud of Britney’s progress.

“I’m very pleased to say all these intervention



This training was just one of the developmental sessions of the Brewster’s Trust programme with the Secondary School football league. Those schools whose coaches participated in all sessions were rewarded in November with football equipment and team gear from the Brewster Trust.

Religious leaders and lay Workers Trained on Alternatives to Corporal Punishment

As part of its outreach to civil society, the Ministry of Education in Barbados has been conducting training and sensitisation sessions for religious leaders and lay workers on positive behavioural management. To date sessions have been conducted with participants form the Methodist Church, Anglican Church and the Wesleyan Church. Ministry of Education Barbados launches Media Campaign to Promote Positive Interactions with Children

“Take a moment to pause before you React” is the theme for a number of radio ads targeting parents that are currently being played on local radio stations in Barbados. These ads- developed with funding from UNICEF - were in response to the need for home-school partnership on implementing positive behavioural management with children.

BaRBaDos

Brewster Trust/UNICEF Provide Positive Behavioural Management Training for Seccondary School Coaches

Recognising that positive behavioural management must not only be implemented in the classroom, UNICEF, the Brewster Trust, the Child Care Board and the Barbados Secondary Schools football league teamed up and provided training for football coaches on child protection in sports. Not only was there a focus on implementing positive behavioural management on the field, but the coaches were provided with strategies on how they can protect students from all forms of abuse (verbal, neglect, sexual and physical abuse) during their coaching interactions.

CFS NEWS HIgHLIgHTS




GRENaDa

9 Pilot Schools to Implement CFS Framework

In July 2013, the Ministry of Education conducted training for CFS focal points and one or two other representatives of each of the nine (9) pilot schools. Participants were allowed to work in groups to come up with ideas that could be implemented in their schools in relation to: positive behavior management, HFLE, Differentiated classrooms, parental involvement, and student participation.

sT. ViNCENT & ThE GRENaDiNEs

Official Launch of CFS Initiative

On 28th November, 2013 the Ministry of Education launched CFS as a symbol of the national direction for all schools on the island. This launch followed months of training and sensitization of Principles and teachers on all aspects of the CFS framework.

sT. KiTTs & NEVis

Ministry of Education Developes Seven New Educational Policies

As part of its CFS implementation process, the Ministry of Education has developed 7 new policies. These are: Alcohol and drug Policy; Anti-discrimination and Harassment Policy; Behavioral Remediation matrix; Policy on the Use of Restraint in Schools; policy on Acceptable Computer use and Policy on Positive behavior management in schools. During the month of October national

consultations were held with representatives from the Teachers Union, Principals Association, and the National Association on Drug Abuse and Prevention.

There are some two additional policies which have not been fully drafted, but which will be developed and these are a Policy on Special Education and a policy on HFLE.

TRiNiDaD & ToBaGo

More Tobago Teachers Trained on CFS Model

As the Tobago House of assembly continued to introduce the CFS framework in its schools, a two-day orientation session was held for the principals of 12 schools in December. The two-day session focussed on exposing them to the Child Friendly School concepts and exploring the various approaches in the Caribbean. The Principals also had the opportunity to visit Castara Primary School which had made some progress in CFS implementation, they could observe the practices at that school. Very positive feedback was received from the principals who were very engaged and expressed interest and enthusiasm for involvement in the process.

CFS NEWS HIGHLIGHTScont'd from pg 22




Cfs CooRDiNaToRs pLaN WaY foRWaRD foR Cfs iN ThE EasTERN CaRiBBEaN

In June 2013, CFS Coordinators, representatives from Teachers’ Union from 8 Eastern Caribbean countries implementing the CFS framework, met at the Jolly Beach Resort to plan a common way for moving CFS forward in their countries. The two day meeting included a study tour by delegates to schools in Antigua implementing CFS framework. CFS Coordinators also reviewed progress in CFS implementation including actions taken to mainstream of CFS into Education Policy and gain buy-in from stakeholders, agreed on common indicators and worked on 2013/2014 country plans.

CFS NEWS HIGHLIGHTS cont'd from pg 23

NEW CommUNiCaTioN maTERiaLs pRomoTiNG ThE impoRTaNCE of spoRTs foR DEVELopmENT

Sports for Development is one of the key areas that schools implementing CFS framework have begun focusing on.

UNICEF with funding from the UK national Committee for UNICEF, has developed materials to promote sports and physical education which are currently being distributed by Ministries of Education in Eastern Caribbean countries.

Produced in collaboration with Minitries of Education in the Eastern Carribbean

UNICEF Office for the Eastern Caribbean Area First Floor, UN HouseMarine Gardens, HastingsChrist Church, Barbados

Tel: (246) 467 6000Fax: (246) 426 3812Email: [email protected]: www.unicef.org/barbadoswww.facebook.com/UNICEFeasterncaribbean

24 IN TOUCH Newsletter Vol. 7, 2014

eastern caribbean child-friendly schools newsletter vol 7 ... · - making cfs work at the irene b....

Documents