The Enabled Space

The Bamboozle Approach to engagement

The Bamboozle Approach uses a series of behavioural and linguistic strategies which enable children to engage and explore freely, make their own decisions and find their own voice. We use the Bamboozle Approach in the three strands of our work. It informs the way our actors connect with audience members during performances, is key to enabling how parents and their children engage fully with activities during our family residencies and is shared with school staff in our Education programme.

The Bamboozle Approach in action in schools

The impact of applying the Approach has most recently been seen at Lakeside School in Welwyn Garden City where we are privileged to be working on an ongoing culture change project with an extraordinary team of staff and leaders.

The teachers and autism leads at Lakeside say this about the impact of the Approach:

• ‘All staff are on board. Teaching now reduces anxiety and gives greater chances for child-initiated learning.’
• ‘The Bamboozle Approach has reduced the number of violent incidents. Some of the battles I had before are now non-existent. Our children are much calmer and happier.’
• ‘I have loved every minute of the Bamboozle training. It has really given me confidence and confirmed how effective working in this way can be.’
• ‘I have a better understanding of what “explore” and “interact” actually mean – which helps with target setting and assessment.’
• ‘I feel liberated and inspired! I have learned so much!’

The Bamboozle Approach in action during performances

Our actors use many of the Approach strategies to connect with individual audience members during our performances. This enables children to:

• Engage and interact

‘I have never seen these 2 children so engaged or seen them interact with adults in this way. The children pick up on a different energy in this enabled space, where nothing is expected of them, which allows them to interact and explore in ways I have never seen before.’ Teacher – Oakleigh School.

• Explore freely and make their own decisions

‘Children who would not usually independently explore stood up and actively engaged. Vocalisations, words, and phrases were spoken that are rarely heard in the classroom setting. I was overwhelmed by the response from our children’. Josie McGrath, Priory Woods School.

The Bamboozle Approach in action with Families

Our actors and facilitators use the Approach during our family residencies:

• To create an enabled space where the whole family can be themselves

‘The Bamboozle experience is very special and very important to our family. It’s the only place we have found that we can go as a whole family and be valued and accepted unconditionally. To feel this is a very special, powerful and healing experience for each of us.’ Clare Blakey, parent.

• To give children space to make their own decisions – find their voice

‘Amazing! Anesh loves coming, he gets so excited about it, freedom to explore without being restricted. He loves music and most of all being himself, choosing to do things, choosing to be himself‘. Krishna Jadeja – parent.

The Origins of the Approach

In developing the Bamboozle Approach over the past 30 years we have drawn on, and continue to draw on, many influences and experiences. It builds on over 50 years of classroom and education experience, expertise from the Leicestershire drama advisory service of the 1980s and the study of Neuro-Linguistic Programming. It draws on Dorothy Heathcote’s work and embraces current research into how children learn and engage including that of: Carol Dweck, Alfie Kohn and Nancy Kline. And crucially it has benefited from the wisdom of hundreds of artists, parents, teachers and school staff, as well as thousands of children and young people with whom we have worked over the last 30 years.

Bamboozle’s Enabled Space

Bamboozle’s Enabled Space is a safe space that is free from judgement. Where there is no praise or rewards, no criticism or punishment. A space where time is given to children and young people so that they can be free to explore, and where it is not possible to get contributions right or wrong.

There are nine components of The Enabled Space. The application of any one of them will enhance engagement. The real value, however, is found when all of them are applied together. Here they are:

1. Openness

Let’s remain open to the possibility of children knowing more than we think they do, and more than they themselves yet realise. And that what is supposedly known about a child’s likes and dislikes may no longer be true.

2. Value

There is much to be gained if we find ways to give value and encouragement without judgement. Verbal praise and other rewards are value judgements. They are best avoided if we want children to feel valued rather than judged.

3. Ease

Ease is created when we are relaxed, and our demeanour gives the message that we are present and open to whatever will happen. It is made easier when we are not trying to get a result.

4. Focussed Attention

Let’s give the highest quality of attention possible. That means no interruption and no distraction.

5. Equality

Where the adult and child, or child and child, are joint explorers.

6. Wonder

Maintaining a spirit of wonder about what might happen, and a willingness to be curious about possibilities.

7. Rapport

Building rapport with children produces empathy and understanding. By going to where the child is before offering an invitation or making a request gives the message that they have been recognised. That they belong here.

8. Time and Space

These are so closely related that I include them here as one component. It takes time for some children to find their voice. And as well as literal time we need to give emotional space.  It is our job to ensure that time is given – that there is no rush. If we provide time to breathe and space to explore then children can thrive.

9. Setting [or place]

Ensure that we create a setting for what we present to children that gives the strong message that “you matter.”

100+ Strategies which are designed to:

• Establish an enabled space – a relaxed working environment where individuals are free to engage with activities in their own way, at their own pace and on their own terms.
• Indicate the importance of clearing time and space to allow anything to happen.
• Allow us all to trust in instinct and trial new approaches while taking calculated risks.
• Value each child as an individual.
• Allow us to be patient – leaving the situation sometimes ten times longer than you feel comfortable with to allow time for a response.
• Be flexible – careful planning, but the ability to deviate from the agenda on a journey of exploration and discovery.
• Give us the opportunity to be carefully attuned to children’s responses and the ability to react to this in subtle and gentle ways
• Ensure that all concerned have fun while working and playing!

How to access training in the Approach

Click here to find out about our training courses. Email natalie@bamboozletheatre.co.uk to discuss tailor made courses for your school.