How can children's ideas be fed into the school system?
Q: When children come up with positive suggestions to contribute to improved management of the school, it is difficult to explain the complexities and constraints imposed by the system, which may block their suggestions. They are too immature to grasp all the issues involved.
A: It's brilliant in the first place that you are spending time in the circle, eliciting children's ideas for improving systems. I truly believe that if an organisation claims it is democratic and person-centred in principle, it must listen to and consider the views of its 'customers'. I ask teachers to imagine an invisible bridge from their children's circle to their staff circle. Every class Circle Time reveals issues which the children need to take responsibility for and issues which are the responsibility of the school management. It is then the task of the teacher to make notes with the children on concerns or ideas which they would like the management to give a considered response to. The fundamental principle of all Circle-Time outcomes is 'Plan, Do and Review'. This means that it is not enough to go over the bridge towards the staff circle. That same class teacher must return across the bridge with a considered response from the staff. There may be complex constraints preventing the children's ideas from reaching fruition, and they need to have these explained to them in simple terms by the key person responsible for that particular issue. In some cases, schools invite the secretary, head or lunchtime supervisor to come and explain why a suggestion can or cannot be carried out. Even though they may not comprehend all the factors involved they can still appreciate the respect offered and this, in turn, increases their respect for the decision making process.
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