“Sound signifiers, tickly chickens and buzzy bees created wonderful moments of connection for our pupils.”
Here Fiona Ferrier, aka Dr Spritely, shares her observations of the increased engagement and connection the Clowndoctors have with a class they visit at Fairview School, Perth, and the techniques they use. Tickly chickens?
(Names have been withheld for privacy)
A, B, C and D are a class of learners with complex additional support needs, and the staff are constantly looking to increase levels of engagement with these four pupils aged 10-13. Most of the pupils have visual and auditory impairments so it often takes time to build up relationships and to engage them.
The Clowndoctors have visited this class online (2020 and 2022) and in person (2022).
Their class teacher said from the online 2020 visits: “They were interested and focussed on the fact that the Clowndoctors were colourful and lively and noisy too. They were often able to recognise their names being called out from the promethium board – this was huge and meant they were very focussed during our weekly slot. The emotional wellbeing of the pupils is very important, and they were all happy and relaxed throughout each session. It was lovely to hear some of them laugh. In addition, it gave staff a good opportunity to gain an understanding of different approaches in order to engage with pupils.”
The Clowndoctors returned to the class at the start of 2022, initially with 4 online visits, then 6 in person visits. The sessions with the Clowndoctors included tickly chickens (for anticipation), buzzy bees (for tracking noise and movement), sound signifiers for every pupil (for recognition), high pitched noises with instruments (lots of laughter from one pupil, and anticipation), a train journey (for relaxation and following movements with eyes and head), slapstick (for rupturing and surprising the pupils) and the Are You Ready song (for turn taking).
The teacher has told us: “I feel the pupils are really benefitting from the sessions and we are seeing some lovely levels of engagement and interaction from our lovely class. We have noticed that there is a certain amount of anticipation now when we enter the room, this is huge for us to see! I come away with a tear in my eye every week from your sessions.”
“It has been lovely to hear A respond through vocalisation (this doesn’t happen very often), B has reached out a couple of times to explore instruments, this shows she is engaged and wants more, and C is anticipating her turn by moving her head from side to side.”
