Not quite sure where to begin!
Sorry! Long one!
I have taken on a Y1 class (part time). They have some 'baggage'.
- Disrupted FS2 when their teacher left and for the final three months of reception, they did NO writing or evidence of doing any writing. So they are lagging behind.
- Looked after children, Children who have been looked after but have social, behavioural and emotional issues - a couple with attachment disorders.
- Children who are the offspring of well-known criminals individuals from the town with disrupted home lives - exposed to events and situations that would be considered abuse, neglect etc.
- Generally immature - they bicker, name call, hit, kick, punch, push, pull, stamp, scowl, back-chat - you name it, they've done it and not the general stuff you expect from 5 & 6 year olds!
- Not independent. I expect some degree of independence at Y1 at this stage (Experienced in Y1 and NEVER had a year group like this) - but no matter what work I set them, if an adult isn't with them constantly guiding their learning and questioning them, they will end up arguing, flinging stuff about, getting out of their seat, wrestling on the carpet and basically causing mayhem within their group. I don't mind the 'less able' groups but my middle group and second from top group are notorious.
- Needy parents. Parents will not allow their child to be the centre of a behavioural issue. They will argue, shout are abusive and some OTT on the emotional front (a few in tears to the HT about their 'little darlings') - difficult in one case because the HT has taken a shine to one little sod child and thus will hear nothing negative about this child or make up excuses about the child's behaviour (apparently, behaviour unlikely to stand out in a leafy surburban school full of middle classes but does in ours!??!)
My HT has suggested a change in the classroom layout but the need for continuous provision, the fact the size of the classroom is the minimum class size and shape of the tables (round) means there is little scope to create areas of the classroom for children to do their work where either they won't be disrupted or they aren't going to disrupt others. There are about 1/3 of the class who are considered disruptive and thus impossible to arrange!
Also my Y1 colleagues plan 'carousel' - round robin - 5 activities throughout the week which is rotated. I hate this. I have found that daily input does not necessarily match all children's objectives/activities but when I questioned this with my colleagues, the said it has been going on for 18 months and during that time SLT have observed (though not the HT) and OFSTED - so in a way, despite my frustrations with it, they have a point! I do believe that having so many activities and resources and very little input into their learning beforehand leads to the challenging behaviour to escalate. Unfortunately I am not in a position to raise this with my HT because she and I have a history of a very bad falling out which involved the Union.
So as you can see, I am finding my job frustrating to say the least.
What does everyone else do if a 5 year old refuses point blank to do their work? Even at break and lunchtime??
How do you get the little buggers to listen??? Even register is painfully long. It take 4 attempts to get them to tidy up - even after a 'Stop, raise your hands' (which most do!) followed by tidy up time instruction!. They are, what my mum would call, a very naughty class.
Don't get me wrong, I like the class, their personalities are great and I love challenge but HATE this sort of challenge. I don't feel like we're getting anywhere and don't feel like we'll get the results that the HT hopes to get either!