A plea to avoid unhelpful language
Having spent numerous years working in a progressive special educational needs school, I can testify first-hand that the mountains of evidence supporting positive behaviour strategies (PBS) do in fact translate successfully into practice. But, even with such a philosophy embedded throughout an establishment, there can still be some barriers to maximising PBS. One area that can be particularly difficult to manage is the language that staff use. Special schools often have a preferred set of words that they expect staff to adhere to when working with pupils. Yet, it is hard to enforce language comprehensively. How staff talk about pupils, while mostly pleasant and empathetic, could sometimes do with a few tweaks that may have a positive impact on practice. So, as a result, I think it necessary to tackle a few phrases, uttered by some of the best-intentioned staff. Phrases that are sure to trigger yours truly.
Firstly, the biggest bee in my bonnet is a phrase that I find both useless and lazy, and that is “they know what they are doing”. Typically uttered in relation to pupil behaviours that staff wish to discourage, it is a sentence that often reflects a lack of knowledge regarding either triggers or a pupil’s cognitive development.
While it may only be lazy speech, “they know what they’re doing” seems to imply a level of premeditated intentions on behalf of the pupil. Personally, I believe this phrase betrays a level of ignorance on behalf of the practitioner and is a barrier to discussing actual behavioural triggers. Unless, of course, you explore as far as the next equally useless and ignorant phrase.
“They’re doing it for attention” is also a phrase that tells us nothing. Having a staff member’s general attention alone is never a trigger for behaviour. If this appears so, then there is almost certainly a further underlying reason that may involve communication, anxiety, sensory needs, or any number of better explanations than just “attention”. Explore those possibilities in a positive light rather than contributing towards the negative stigma of needing or wanting attention. We all want and deserve attention. Another phrase that falls into this lazy and simplistic exploration of behavioural triggers is, “they’re just trying to control things”.
My advice to those saying these phrases is, please stop! Instead, engage in more helpful discourse related to environmental, sensory and emotional triggers.
Another more general, and perhaps somewhat dated term is, “firm but fair”. In short, this essentially refers to having a strict response to unwanted behaviours. Unlike the previous two phrases, this at least sounds moderately sensible. Now, managing concerning behaviours in special education is something I could write a book on, so my pushback against the general “firm but fair” philosophy will be short. Responding to concerning behaviours of pupils with negative responses temds to exacerbate and reinforce the behaviour. While “firm but fair” leaves some wiggle room in its meaning, I have never seen a pupil’s concerning behaviour entirely stop through “telling off” or stern responses.
I will finish with a couple of archaic phrases I have not heard in several years but may still exist in the system. “They’ve got to learn” and “they’ll eat if they’re hungry”. If these phrases represent your attitude, then special education, or teaching in general, probably isn’t your forte.
The words we use to describe elements of our practice betray some of our underlying philosophies and understanding. If our contribution to understanding pupil behaviour stops at “they know what they are doing” or “they’re doing it for attention”, perhaps it is time to reflect on our own behaviours. While such phrases may seem innocuous to some, they are best exchanged for detailed conversations about what may have actually triggered behaviours.
Author: Antony Morris
