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The most obvious parts of education are classes and homework.
But there are two other areas that are just as important.
These are social skills, and what we call 'liaison.'
 SOCIAL SKILLS are central not only because they are such a large part of growing up, but because without them we cannot run a lesson. A great many of our students complain that elsewhere they cannot work because lessons are constantly disrupted by other badly behaved students. Ordinary schools have great challenges here and teachers have to cope with a great deal.We have tremendous advantages at First College in running small group classes (typically 10-12), in a project we also deliberately keep small, human sized. (maximum 35) We all know each other at least slightly. Students do not feel lost and meaningless in a herd. The software also helps a lot. A student misbehaving can be warned instantly, but privately, while the lesson itself continues. This is because the teacher can have several conversations at once, including the main class discussion, (Being an online teacher is challenging!) A warning or guidance given on the spot helps a student see exactly what it is about. Since there is an automatic record we avoid the timewasting claims of he said/ she said. We also have the IM (Instant Messenger) to follow up after class is over, or parents can be emailed, or phoned later that day. Speed helps get things fixed before they become serious. The principles we teach are called SHARED SPACE. This means that we all have to be aware that we are not talking with our own families where there can be a lot of similar attitudes about religion, swearing, diet, violence, computer games, politics etc. In an international community like First College with students all over the UK, Europe, and some in Asia, we have to accept a lot of different points of view. That doesn't mean agreement. We train our students in the courtesy of classic argument skills: how to disagree. In Shared Space we are not allowed to bring in swear words, or violent talk, including weapons talk, or computer games with violent content. We explain very simply that there could be someone there to whom violence is real experience, so they could become seriously distressed. Since anyone arriving can see the recent conversation, to aid keeping up with a lesson after a disconnect, someone could come into a 'violent' discussion at any time, and be distressed at seeing its history. We find that practical explanation like this makes sense to young people. We can then give more detail like forbidding put-down names or words, even the use of "stupid." Again giving specific details on what we want is far more effective than "Be nice." The main issue is really that no matter how clever the software is, and even if we work in small human size groups, young people are constantly learning social skills so they do need guidance. The human factor is always the most important of all. But the software certainly helps. Normally a student who is rude, or aggressive, or deceitful, will respond very well to friendly explanation and kindness. There can be two reasons where this is not enough. The student may be simply young and frisky, or else older but stuck in a weak habit. This cannot switch into angelic behaviour instantly. There can be patient reminders. But at a point where patience and kindness is not working we need more. We can ask for help from the parents or family. After all they know their child best. So much can be done at home to push and reinforce good behaviour, or cut out weak behaviour. Parent power is crucial. We can also use the software to control the student. They can be 'gagged' an unpleasant term but that is the worldwide term in software. A temporarily 'gagged' participant can see events, but not speak or otherwise join in. A short period of being an outsider, not out of their choice, is normally very effective. Even stronger is 'kicking' where a participant is shut out completely for a set period. This could be a few minutes, half an hour, or longer. Again this is very effective. Other students see that this is done to protect them. The student concerned may have felt previously resentful at being pushed to do work - but still dislikes intensely to be shut out. One of the most useful resources is the automatic transcripts. This means if really needed, we can get a record of any conversation to use as the basis for guiding a student about it. Very often it is enough for them to simply see what their way of talking looks like! Of course the ultimate sanction is we can close a student out of school completely, within seconds, permanently. It has occurred in the past but not for a very long time now. All these sanctions are not often used. Once we established this small human community where the majority know how to cooperate with each other, and how to be courteous, newcomers quickly realise this is expected. They immediately receive a warm welcome from other students, and most want that friendliness to continue.The existing standards have a big effect. This establishing of the standards needed took most of our first year, but has been well grounded for years. Needless to say we ask very high standards of our teachers. They are required to motivate mainly through positive reinforcement (praise). Negative comment is of course necessary, in order to teach. But it must always be given carefully, without a hint of rudeness, and balanced with praise. Unlike parents we cannot use the enormous powers of a cuddle, or a smile. We have to be skilled in using the right words, and the right timing for them. We did long ago have to get rid of a few teachers who could not understand the principle of respecting students. But for years now we have had a dedicated highly skilled and respectful team of teachers. |
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LIAISON Perhaps the least well known skill area is what we call Liaison.Liaison means how we relate to people of different types and groups, getting what we need from them. A student has to know how to speak differently to a teacher and a student in their class. This is about hierarchy, upward and peer relationships. In a friendly, equal- style community like First College, the liaison with another student or a teacher, can SEEM quite similar - lively, jokey etc. That can actually make it harder to grasp that there is still a difference. This is excellent preparation for today's complex society.
Students who are new, younger, or older (as persons), need different kinds of communication. So does someone who is ill, or sensitive with distress, or taking exams.
The student themselves feels different at different times. All this adds to the complexity of liaison and the range of skills to learn.
This is all normal to any human group. But in First College there are small but important changes the software makes. As online or networked meetings are becoming so common in the working world, as well as in families bridging separation for personal or work reasons, and in community projects; these practical skill aspects are an important preparation for the world as it is developing now.
Arguably the most important liaison issue is about asking for help. No one knows it all but there is a peculiar fantasy around that we ought to!
This is especially common among young people. We train them instead to be proud of asking for help.
"Strong people struggle alone. The strongest get help, get fixed, and get on with it."
There is nothing exciting or productive in being stuck if one has tried all one can. So we train in concepts of research, networking useful contacts, courtesy around asking for help, how to give help without condescension, but without 'doing it for you.'
Finally liaison ties in with hierarchy and the shape of the organisation. Who is the right person to ask? when are they available? Do they work better by instant, live communication, or by message? Are they more formal or more informal?
Most of all problems are never excuses to do nothing. They are calls to be responsible, to act to get the problem solved. Which calls in all the above areas of skill.
Occasionally we still get questioned by people who think that an online school is 'isolated', 'antisocial,' or 'lacks socialisation.' Looking at all the complex human relationships flashing across our screens it can be quite difficult to cross that gulf in understanding and explain. That social skills are at the heart of what we do.
The site is being newly designed (May 2011).
This side menu will soon have links to lots of updated pages with details on each subject we teach.
LIST OF SUBJECTS
* IGCSE subjects
* ENGLISH
* MATHS
* Geography
* History
* Literature
Storytelling
Philosophy
Sciences
* Biology
* Physics
* Chemistry
* French
* Spanish
EXTRAS
About Religion
Private Tutorials
This side menu will soon have links to lots of updated pages with details on each subject we teach.
LIST OF SUBJECTS* IGCSE subjects
* ENGLISH
* MATHS
* Geography
* History
* Literature
Storytelling
Philosophy
Sciences
* Biology
* Physics
* Chemistry
* French
* Spanish
EXTRAS
About Religion
Private Tutorials
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