Breaking down barriers for our students

Throughout my career, I have held the belief that the study of Shakespeare has real benefits for students, particularly in the areas of self-esteem, behaviour and literacy. I have loved working closely with the RSC; attending numerous workshops, their SEND symposium and participating with my students in both regional and national Playmaking Festivals. I use the RSC rehearsal room approaches in my teaching of Shakespeare and in other topics which has proved the most beneficial CPD, particularly with our whole school focus on improving literacy and oracy.

When using the RSC classroom approaches, I discovered that many of our SEND students really engaged with the Shakespeare work in my classroom.

Unfortunately, many people still have a negative view of Shakespeare, often born of ignorance. The work with the RSC helps to dispel the myth that Shakespeare’s work is the domain of the educated elite. My aim has been to expose my students to timeless stories and a wealth of language.

When using the RSC classroom approaches, I discovered that many of our SEND students really engaged with the Shakespeare work in my classroom and it was commented on by TAs how much more confident they were. It was wonderful to see them performing Shakespeare and loving it!

My classroom pedagogy is to be all inclusive, supportive, firm but fair and to set high expectations for everyone to achieve. I encourage everyone to ‘take a risk,’ to overcome the barriers of self-consciousness and in doing so to build their confidence and belief in themselves. I have a ‘safety net’ policy which promotes praise and admiration for anyone performing in front of others and overcoming the number one fear in the world, public speaking!

Here I have focused on three students I have worked with who have struggled in certain areas of school life and who have benefitted enormously from involvement in activities using the RSC rehearsal room approaches.

Student A

Student A was enthusiastic from the outset. This Year 8 student (who is on the autism spectrum) has struggled in many lessons, struggles with peer relationships and often has little confidence in themselves. Student A stated that they had previously found Shakespeare very confusing, and although they still struggle with the language, they now had a better understanding.

My classroom observations were that Student A rarely needed time out to regulate anymore, cooperated with other peers, worked much more productively in groups and general classroom behaviour had improved drastically. They reported that sharing ideas with other students in the lessons really helped. They found the RSC approaches that we used were an excellent tool for development of ideas.

From a student who has difficulty getting into school in the morning, suffering anxiety about lessons and school in general, the experiences and opportunities provided by participation in the RSC activities have resulted in them coming in early on a morning plus meeting me on a Saturday to do radio interviews!

The confidence and maturity demonstrated in those interviews plus conversations with other staff about understanding the process and RSC approaches used has been inspiring! This involvement has also sparked the interest of other students on the spectrum and provided opportunities to discuss autism openly and to be confident about the possibilities out there.
Student B

Student B is a deaf student, who joined The Skipton Academy in Year 8. At the time, they were lacking in confidence, struggling to focus in lessons and often ostracised by their peers.

I found them to be increasingly enthusiastic and engaged in my lessons, demonstrating increased confidence. Though still struggling with engagement in English lessons, the English teacher reported that Student B has been volunteering to read out loud more recently. At first this student had to be brought to after-school sessions with a TA, but now demonstrates increased independence, turning up on time every week and remembering to bring the script. This is a huge step for a student who earlier this year really struggled with organisation and remembering which lesson they had!

Student B has attended regular rehearsals and has a speaking part in our Playmaking Festival. Despite hearing and speech difficulties, Student B performs with confidence and enthusiasm. I have observed an improvement in engagement and confidence in the Drama classroom as well. Whereas previously Student B could be easily distracted and unsure of the set task, they are now following instructions. In group work Student B often just played a passive role, however I have noticed recently that they are actively engaged plus sometimes leading activities, amusing others and suggesting ideas.

I spoke with Student B’s parents at Parents Evening, who discussed how enthusiastic they were about drama, how much more confident they were than in other lessons and how keen they were to pursue Performing Arts at GCSE level.
Student C

Student C is a student who transitioned in Year 10. For years this student has struggled with self-confidence, anxiety and identity. They have been involved in our work with the RSC since Year 7 and have now become a member of the RSC’s Next Generation. These experiences have been life changing. Student C is my protégé and best example of how much of an impact working with the RSC rehearsal room approaches has had on confidence, engagement and identity.

Student C struggled with anxiety, had little confidence and would often have to leave the classroom to work in our Student Support Centre. In Year 7 they were involved in our first Playmaking Festival, which boosted their confidence and allowed them to make friends with students from other schools.

Prior to working on RSC rehearsal room approaches, this student had always had a love of literature but found Shakespeare confusing and irrelevant. Student C told me that it was involvement with the RSC which gave them the courage to finally accept themselves and their identity. Last year, Student C transitioned and changed name by deed pole. As a result, they have been much happier, confident and settled. There is much less need to go to the Student Support Centre.

Student C’s Mum is ecstatic about the impact the involvement with RSC activities has had on her child’s confidence and well-being. She told me that both my teaching and the RSC rehearsal room approaches used, plus opportunities offered as a result, have been ‘an absolute inspiration!’ Student C’s English teacher stated that Student C is now ‘incredibly enthusiastic about literature, reading and talking about texts.’ After the involvement with the Playmaking Festival and using RSC rehearsal room approaches in various workshops, they tackled the text of Macbeth ‘brilliantly’ for GCSE this year.

These classroom approaches are breaking down barriers for our students.

I am not particularly surprised by the outcome of my research. However, I am continually amazed by the engagement of students and change in attitude towards Shakespeare when using RSC rehearsal room approaches. It seems that the biggest confidence boost is amongst the SEND students, who find their understanding and enjoyment of texts increases as well as their curiosity and desire to learn more. There is greater confidence to read out loud in lessons and immense pride in being able to speak and understand Shakespeare’s language.

The elitist stigma remains attached to the study of Shakespeare today, yet these classroom approaches are breaking down barriers for our students, opening undiscovered worlds and initiating discussions.