Keys to behaviour management
As ever, an excellent piece by Raymond Soltysek (8 April). The flip side of setting limits is setting clear and positive expectations. It is essential to be explicit about what behaviours you want to see, and those you don't. Setting limits and expectations scaffolds the behaviour, and restorative practice scaffolds the cognitive processes that underpin it. In time, it is possible to reduce the external scaffolding and internally scaffolded, self-sustaining behaviour should prevail.
Rural schools battle rising tide
The families of children across Argyll and Bute are understandably angered at the threat to their local schools (1 April), and to the sustainability of the wider communities that rely on the local school being the heart that pumps life into all that surrounds it. However, what is angering them equally is the manner in which the council is trying to close local schools. The way they have trampled on the requirements of the Schools (Consultation) (Scotland) Act 2010 is disgraceful.
Shining light on LifeSchool360
I am not sure how the LifeSchool 360 project at St Joseph's Academy (25 March) relates to the rest of the curriculum. Does it use four periods per week for the three years of S1 to S3? I am not sure how investigation of the meanings of the word "power" contribute to a progression in skills, knowledge and understanding. It would be sad if the project involved simply ticking off experiences and outcomes across curriculum areas.
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