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Working On What Works: Working With Teachers To Improve Classroom Behaviour and Relationships
Working On What Works: Working With Teachers To Improve Classroom Behaviour and Relationships
The Working on What Works (WOWW) approach, which is based upon Solu-
tion-focused Brief Therapy, was implemented in a mainstream primary class-
room over a 10-week period. The focus was on improving behaviour and
relationships in class. Results demonstrated an improvement in teacher ratings
for targets set by the class teacher compared with baseline. Pupils also set, and
rated themselves on class targets. Observation of pupils, and their class-ratings,
demonstrated a positive impact for these targets. Longer term follow-up sug-
gested that this positive impact was maintained. It is concluded that WOWW
had a positive impact on behaviour and relationships within this classroom.
Keywords: solution-oriented; solution-focused; classroom behaviour; classroom
relationships; Working on What Works
Introduction
Sheldon and King (2001) suggest that normal human functioning cannot be
accounted for within a purely problem-focused frame of reference. Sheldon and
King argue that such a focus is too restrictive, and one reason why psychologists
know so little about human thriving and how to encourage it. Over the past decade,
some educational psychologists (EPs) have become increasingly interested in adopt-
ing an explicit focus on solutions when working with children, young people, fami-
lies and schools. In particular, Solution-focused Brief Therapy (SFBT) is an
approach which is being used by EPs (Stobie, Boyle, & Woolfson, 2005).
SFBT is a therapeutic approach developed by de Shazer and colleagues which
focuses on change and hope, investigating solutions to problems, rather than analys-
ing the problem itself (cited in Ajmal, 2001). Rees (2008) and Ajmal (2001) state
that an EP working in a solution-focused/oriented way will be applying the follow-
ing principles: identifying the client’s strengths; exploring exceptions to the problem
situation (to build on what is already working); exploring the goal state; investigat-
ing who can help in reaching the goal state; identifying the first step towards the
goal state, and generally facilitating thinking about possible solutions.
There are a number of examples of solution-focused methodologies being used
effectively with individuals (for example, Franklin, Moore, & Hopson, 2008;
Strachan, 2001), in meetings with groups of professionals (for example, Harker,
2001), with families (for example, Mall & Stringer, 2001), and with schools (for
example, Stearn & Moore, 2001).
The principles of SFBT have been adapted and incorporated into a variety of
approaches. One practical application of these principles in the classroom is the
Working on What Works (WOWW) approach (Berg & Shilts, 2004, 2005).
WOWW originated in Florida from a discussion about an individual pupil being
taught by Shilts’s wife. A solution-focused discussion between Shilts, his wife and
Insoo Kim Berg led to an observation by Shilts and Berg in the classroom and posi-
tive feedback to the child whose behaviour was causing concern (highlighting posi-
tives from observation, for example, concentrating on work, being polite). This
relatively minor intervention had a considerable impact on the young person and
led Shilts to trial a wider approach of observation and positive feedback in the
classroom and school. This led to a decrease in absences, improved academic out-
comes and a decrease in referrals to counsellors. Berg and Shilts developed the
WOWW approach from this initial intervention, incorporating more solution-focused
elements in the process (Shilts, 2008). Berg and Shilts (2005) state that their model
emerged through repeated observations of what worked and what did not work,
removing the elements that did not work and developing those that did.
WOWW focuses on the solution-focused principles of: looking for exceptions to
problem situations (times when the problem situation is less problematic, or the
problem does not exist); working on what already is working (maintaining and
building on existing good practice); and believing that change is constant and inevi-
table and that professionals should always be looking for small, positive changes
which can be built on to bring about bigger change – the “snowball effect” (Berg
& Shilts, 2004).
WOWW is described as a practical tool to help solve everyday problems in the
classroom (Berg & Shilts, 2004). It aims to build positive relationships between the
teacher and pupils through collaborative goal setting and team working. Berg and
Shilts (2005) outline the process of the WOWW programme, which has three key
stages:
• Stage one: Observation (three weeks) (Kelly, Kim, & Franklin, 2008). The
WOWW “coach” (someone external to the classroom) observes the class
looking for positive things to feedback to the pupils and class teacher (CT).
Following the observation each pupil is given individual feedback about one
positive thing the observer noticed. Berg and Shilts (2005) state time should
be taken to give the CT his/her feedback after class.
• Stage two: The WOWW coaches facilitate discussion to set collaborative (tea-
cher and pupil) classroom goals (around weeks four/five). These goals are then
scaled by the pupils and CT on a scale from one to 10. The rating provided
should take into consideration the class as a whole, rather than individual
pupils. The class is asked what it would take to move one point up the scale.
• Stage three: Regular scaling of classroom success and amplifying (Kelly
et al., 2008). The goals set in stage two are the focus of observer feedback
during the remaining WOWW sessions. Between sessions the CT should
work with the pupils to scale themselves daily to amplify change (by high-
lighting progress to be built upon).
At each stage observation should be once weekly, lasting around 40 minutes, with
15 minutes for feedback (and discussion from stage two onwards) (Berg & Shilts,
2005; Kelly & Bluestone-Miller, 2009).
Educational Psychology in Practice 21
Evidence base
There are currently few published studies reporting on the effectiveness of WOWW
(Berg & Shilts 2004, 2005; Kelly & Bluestone-Miller, 2009). Initial findings sug-
gest WOWW has the power to influence positive change. Berg and Shilts (2004,
2005) provide case studies of the WOWW approach being used with positive results
in classrooms. For example, Berg and Shilts (2005) describe how a year long
WOWW intervention resulted in positive changes in teachers’ perceptions of: pupil
behaviour (some students thinking before they act, being calmer and more on task);
respect toward the teacher (being polite); and student’s pride in their work as
assessed through teacher discussions and coach’s observations. The authors note
that this project took place over a year which is a big time commitment for the coa-
ches. It is questionable whether Educational Psychology Service (EPS) models of
service delivery would be flexible enough to support weekly intervention over this
time period if an EP were to act as a coach.
Kelly and Bluestone-Miller (2009) report that in a pilot study of WOWW (with
21 teachers in five schools), results indicated an increase in teachers’ perceptions of
their classes as better behaved, of themselves as effective classroom managers, and
an increase in the teachers’ sense that pupils would view themselves as better
behaved. No reference is made in this study to the time frame for intervention.
While this study reports positive findings, the results are based solely on teacher
perceptions on a five point rating scale. It is questionable whether such a limited
rating scale allowed sufficient variability in ratings over time. Further, there are no
data regarding how pupils experienced the approach, pupils’ perception of change,
or evidence of longer term impact. Thus the three published studies to date have
limitations; however the results suggest that adopting the WOWW approach led to
positive change, and therefore it is worthy of further investigation.
In Scotland Moray EPS and Inclusion Support Outreach Service have introduced
WOWW as part of a wider drive toward Solution Oriented Schools (Bruce, Mackin-
tosh, & McDonald, 2009). Bruce et al. evaluated the approach in seven classrooms,
where the approach was used for 10 weeks. In a change to the standard Berg and
Shilts (2005) method, positive feedback was provided to the teacher in the presence
of the pupils. No rationale was provided for this alteration in the procedure. Semi-
structured focus groups were held with 77 pupils. Results indicated that pupils gener-
ally rated WOWW sessions as positive, and enjoyed hearing the feedback (both to
themselves, and to their teacher). In addition the majority of pupils suggested their
class had improved as a result of the programme, and they now regarded their tea-
cher in a more positive manner. Responses from teacher questionnaires (N = 7)
revealed that WOWW had benefitted both their own practice, and their perception of
the behaviour/attitude of pupils. Teachers also reported that hearing feedback about
themselves was primarily positive. The authors note that the questionnaire provided
to teachers afforded the opportunity for rich qualitative data to be obtained. One lim-
itation to this study is the lack of longer term evaluation. It is unclear whether the
positive impact was sustained after the intervention had completed.
appropriate intervention to target the areas of concern in the classroom. The work
also fitted well with the local, and national drive to embed solution-oriented practice
into classrooms.
The aim of the project was to improve the behaviour and relationships in the
class through collaborative working with school staff and pupils.
Methodology
Participants
The 25 pupils who participated in this project were aged between five years one
month and six years three months at the time the project commenced. Written per-
mission for participation was obtained from the parent of each child prior to the pro-
ject commencing. Adult teaching staff included the CT, a pupil support assistant and
a depute head teacher who covered the class during the CT’s non-class contact time.
A behaviour support teacher also worked with the class for one hour weekly, with a
focus on social skills. The head teacher was supportive of the project throughout,
and was a key participant in planning the approach, and in supporting the CT.
The coaches/facilitators were the first two authors of this paper, the school’s des-
ignated EP, and an assistant EP for research.
Following the 10-week intervention the coaches met with the head teacher and
CT to evaluate the project. The CT was asked to reflect on the original four targets,
and to provide a rating on the 10-point scale, based on her perception of where the
class were at the end of the project (actual rating). Qualitative data was also gathered
through semi-structured interview at that time. This interview asked the following:
Teacher ratings
The four targets set by the CT were:
(1) Create an ethos of the class as a team working toward positive goals
(2) Pupils show respect toward adults in the classroom
(3) Improve positive relationships among peers within the class
(4) Improve listening skills during whole class teaching
The CT rated the whole class on each of these targets at four points in the process.
These ratings are displayed in Figure 1.
Results
The following section describes the data collected through a variety of methods.
As shown in Figure 1, the ratings for each target increased from baseline to
actual. For target one, the class met the expectations of the CT (expected rating)
immediately post-intervention. At longer term follow-up (long-term actual rating),
the class maintained the positive improvements noted immediately post-intervention
(actual rating), and in some cases (targets one and two), had improved further. At
longer term follow-up the class was rated as exceeding the teacher’s expectations
with regard to target one, and meeting her expectations with regard to target two.
For the remaining targets, while the ratings improved, they did not reach the level
expected by the CT at baseline.
Qualitative information
During the initial evaluation meeting the CT provided qualitative data via an
informal semi-structured interview. Salient points from this interview were
24 E.L. Brown et al.
10
7
Baseline
6
Rating
Expected
5 Actual
Long-term Actual
4
1
Class Working as Respect toward Positive Listening skills
Team adults relationships
between peers
Target Set by Teacher
Figure 1. Teacher ratings at baseline, expected, actual and long-term actual for targets set
by teacher.
summarised by the WOWW coaches and clarified with the CT to be a true rep-
resentation of the interview and her thoughts. When asked what she had noticed
in the classroom throughout the WOWW project, the CT commented that
WOWW had benefited every pupil in the class, with all pupils appearing moti-
vated to work toward their goals. Furthermore, the CT commented that WOWW
helped the class identify what individual children were doing well, and there
was said to be more togetherness about the class, with pupils appearing more
willing to help each other out rather than “tell tales”. The CT reported that the
intervention had a positive impact on the amount of quality time she could
spend with the class. However, at times when the class had more freedom (for
example, drama and gym), the impact was reported to be less.
When asked what had worked particularly well, the CT suggested that the
pupils had responded particularly well to the individual feedback from the coa-
ches, and to the wall display she had made which named individual children
who had worked particularly hard to meet class targets over the week. She also
commented that having specific targets to work towards worked well.
The coaches then asked if any other people had noticed the positive impact
of the project. The head teacher, depute head teacher, behaviour support teacher
and pupil support assistant were said to have noted improvements in the behav-
iour of the class as a whole, or individuals within the class. The head teacher
commented that for one particular pupil there were fewer difficulties in the play-
ground and dining room, and fewer difficulties reported for the whole class in
the playground. The pupil support assistant had noted that she was not having
to respond to negative behaviour in the class, or the playground, as frequently
as before.
Educational Psychology in Practice 25
Pupil evaluation
At the end of the third observation session the class had set itself three targets:
• To be polite
• To put your hand up
• To be helpful
Figure 2 shows the ratings the pupils gave the class for each of these targets at the
end of week 3, and at the end of week 10. An increase in ratings was evident at
week 10 for all three targets.
The WOWW coaches had discussed with the CT and head teacher the most
appropriate method of gathering the views of the pupils. Pupils were familiar with
non-verbal rating as part of self-assessment, and therefore it was agreed to follow
this approach in pupil evaluation. Three weeks post-intervention, pupils were asked
to indicate non-verbally how well they thought the class had done in relation to the
targets. Pupils were asked to put their thumbs up if they thought the class was now
meeting the target all of the time, thumbs across if they thought the class was
meeting it some of the time and thumbs down if they thought the class never met
the target. Table 1 shows the percentage of pupils who voted in this way for each
target.
10
6
Rating
Week 3
5 Week 10
1
Being Polite Putting Your Hand Being Helpful
Up
Targets Set by Pupils
In discussion the WOWW coaches also sought pupils’ views as to what helped
them meet their targets. Pupils stated that learning about the targets had helped
them (for example, what it means to be polite), and that the poster on the wall had
been helpful. One pupil stated they had helped each other with the targets (for
example, by telling the CT when they had noticed another pupil being polite/helpful
or putting their hand up).
Observation
While conducting the classroom observations during weeks 1–10 the WOWW coa-
ches noticed that the process of identifying positive feedback for each pupil became
quicker and easier as the amount of observable target-related behaviour appeared to
increase. Whilst this information was not formally documented, the authors dis-
cussed this informally throughout the project, and the observation fits well with the
improvements noted by the CT and pupils.
Discussion
Overall the evaluation of the WOWW approach was positive. The CT’s ratings sug-
gested that the class had improved as a whole with regard to the original targets
set. While the class had not achieved the CT’s expected ratings in regard to some
targets, it had made real progress in comparison to ratings at baseline. For all tar-
gets the perception of the CT was that positive change had been maintained for a
period of 12 weeks post-intervention. The pupils also noted positive change with
regard to the targets they set themselves at week three of the project. The pupils’
final, non-verbal, evaluation of the project demonstrated they were able to identify
areas of strength within the class (for example, being polite) versus areas which
they still had to work on (being helpful). The WOWW coaches reflected that “being
helpful” was the target for which they found it most challenging to find examples
of goal-directed behaviour. It was agreed at longer term follow-up that perhaps the
timings of observations (start of the school day and after lunch) did not provide the
coaches with optimum opportunity to observe “being helpful”.
The findings from the current project contribute to the evidence base that exists
around WOWW as a solution-focused classroom approach which can impact
positively on pupil behaviour, relationships and respect in school (see also Berg &
Shilts, 2004, 2005; Bruce et al., 2009; Kelly & Bluestone-Miller, 2009).
• Sign up and commitment from CT, school staff, and WOWW coaches. The
authors reflect that the combination of weekly feedback from WOWW
coaches, and consolidation work from the CT were critical factors in the
success of the intervention. The CT reflected that the weekly feedback
sessions with coaches were fundamental to the results achieved, and enabled
the children to become more aware of their behaviour and consider how each
could individually improve. The CT commented that giving the children
Educational Psychology in Practice 27
ogy which suggested that initial observation and feedback should be non-spe-
cific. However, this approach highlighted existing exceptions in pupil behav-
iour in relation to the CT’s targets, whilst providing a model of positive
behaviour expected of pupils in the classroom.
The authors reflect that other factors may have contributed to the positive improve-
ments observed in the classroom. These include the ongoing work of the behaviour
support teacher and/or the natural maturation of the pupils over the 10-week period.
However, the CT had tried a variety of approaches in the five months pre-interven-
tion, with minimal impact on whole class behaviour. Thus it appears that WOWW
offered a unique contribution to resolving issues around classroom behaviour and
relationships.
realistically, explaining their ratings and how they could improve. The authors
reflect that the WOWW approach is flexible and can be adapted to suit pupils of all
ages and abilities [see also Kelly and Bluestone-Miller (2009) who describe evalua-
tion of the approach being used with Kindergarten through to eighth grade pupils].
Next steps
At the initial evaluation meeting some next steps were collaboratively agreed. In
particular the CT agreed to continue reviewing the targets on a daily basis, and set
new targets in collaboration with the class as they became confident in maintaining
their positive performance on the initial targets. The CT also intended to continue
with the WOWW poster in class, and to introduce a positive reward system for the
whole class specifically related to working hard.
At the longer term evaluation meeting, at the end of the academic year, it was
agreed that the ongoing reference to the targets had helped settle the class after the
Easter break, and although the pupils had now set new targets, they were maintain-
ing their positive performance on the initial targets. In the next academic year the
class will be split into new class groups, thus it will not be possible for a direct
continuation of the approach. However, the EP intends to liaise with both the origi-
nal CT, and the new CTs, to ensure that information about “What Worked” (that is,
target setting/scaling, verbal and visual positive reinforcement, pupil involvement)
is shared. The CT reflected that the time and effort she invested in the approach
were worthwhile, and have provided her with knowledge and understanding of the
WOWW principles, which she will use again.
It is also the intention of the EP and CT to disseminate the findings from the
project to all school staff, some of whom have expressed interest following observa-
tion of the positive impact of this project. The findings from this study are being
shared within the wider local authority, and nationally, with schools and EPSs,
through presentations at conferences, training events and written communication to
contribute to the evidence base for solution-focused approaches and WOWW in par-
ticular.
Conclusion
In conclusion, the WOWW approach had a positive impact upon the behaviour and
relationships of all pupils within the primary one/two class. All staff involved in the
approach found the experience enjoyable and useful, and the majority of pupils sta-
ted it was enjoyable for all the time. These findings strengthen the evidence base
for the use of solution-focused approaches within the classroom and the WOWW
approach in particular. The results suggest that collaborative working between class-
room staff and EPs can be an effective catalyst for change when subscribing to
solution-oriented principles such as: “If it works do more of it”; “A focus on future
possibilities and solutions enhances change”; “People have the necessary resources
to make change possible”; “No sign-up, no change” and “Co-operation enhances
change” (Rees, 2008, pp. 170–171). Although the project was time consuming, the
authors reflect that leading this project was an effective use of EPs time and
resources as it is a good example of early intervention, and may have a longer term
impact on the teaching and learning of that group of pupils, and on groups of pupils
working with the CT in the future.
30 E.L. Brown et al.
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