Have a listen to the audio file about creating the best two-minute intervention that will only take a minute!

Freestyling

When working with an Alternative Provision in North London, the staff were intrigued by the idea of scripted interventions. They created their set of scripts and worked doggedly to use them whenever possible (their learners don't always stick around long enough for a sentence to end). 

As I reflected on the progress with one of the leadership team, he said, "I love the scripts, they stop people from freestyling". I love that. He nailed it. Many of us have dreamed of spinning 16 bars of improvised lyrics over some dirty grime track (no?) but shouldn't be allowed to. It is not going to end well. There are few genuinely gifted freestylers. Most of us shouldn't be allowed near microphones. If you can't do it well then it would be better for everyone if you just learned the lyrics instead of making them up on the spot.

As you walk around your college tomorrow, just listen out for how many conversations around behaviour are improvised. A colleague may have a clear idea of what to say first, but after that anything could happen. What values, rules and expectations are these conversations based on? Is there any real consistency, or are these opportunities to reinforce agreed standards being wasted? Now imagine each of them with a microphone in the middle of a train wreck performance of 'Juicy' (Biggie), 'N.Y., State of Mind' (Nas), or even 'Wham Rap!' (Wham!). (If you need to ask, you weren't there, man!) 

Some will resort to complicated parallels with their own lives: 'When I was a young girl I would never have spoken to a teacher in that manner. My mother would have...' When all else fails, some will default to simply ignoring the learner, walking away and filling out dreaded 'cause for concern' forms. The resentment that builds up as a result of this ripples through every lesson, often exploding with a "What! He never even...." as individuals suddenly realise they have been punished without notice, warning or explanation. 

Sometimes it is easy to improvise your way through difficult conversations about behaviour. Early in the week, we are sharp, quick-witted and almost enjoy the battle of words. By the end of the week, the wit has been blunted by tiredness. Silence in a darkened room becomes more attractive than the banter. I have lost too many weekends worrying about how I mismanaged some of the trickiest learners on a Friday afternoon. When my improvisation skills are impaired, I need a fall-back plan. One that limits the damage that weary improvisation risks. 

There is a way of performing that works really well. We should not be nervous about universal responses when they are created with kindness, empathy and understanding. You don't need aggression to hold boundaries. You need the consistency that comes through in every tricky conversation.

Plan your two-minute intervention in a few bullet points. You can use the structure that I outlined in the audio clip or choose your own. Try to note down examples of the language that you feel comfortable using.

Now rehearse on your own, with your partner or own child! Get it fluent so you don't fluff it. You will need to be flexible as you cannot predict every reaction but be as practised as you can be.

Now start using your structure and language on learners who aren't going to test you too much. Don't launch straight in with the trickiest customers. Build up to it. Rehearse. Be sure of your response style before taking it with confidence to your trickiest customers.