Summer 2007

Teachers and Teaching

A school culture of connecting

Cowandilla Primary School has been challenging the disconnectedness of some boys at school. Giuseppe Mammone shares the strategies that are realising measurable gains.

We can no longer afford to assume that our students come to school with a broad range and understanding of social literacy. Not all students are equipped with the tools to successfully interact with others. Interviews revealed that many students, particularly boys, felt that they were misunderstood by their peers and by a range of adults they had contact with.

Research on a school level at Cowandilla Primary School identified that poor communication in students was intensifying behaviour problems. Having completed the Boys and Literacy Modules as a component of the ‘Success for Boys’ programme, it was decided that explicit teaching and modelling could assist in developing interpersonal skills and supporting targeted students.

The issues

Recent data analysis of behavioural incidents at Cowandilla Primary School revealed that student behaviour management was a major factor affecting teaching and learning, as well as on student wellbeing. A breakdown of the data by gender revealed that 93 per cent of behavioural incidents involved boys. These boys also displayed comparatively low literacy levels.

The framework

The chosen framework explored the correlation between language and behaviour, and how this affects relationships, wellbeing, identity, teaching and learning within school contexts.

A whole-school approach is central to developing and implementing an effective framework. All planning and action at the school level is strategically linked, focusing on connecting the entire school community. This is represented in the shift from student behaviour management to a school culture of connecting.

Action plan

The main challenge to overcome for us was to raise first awareness, then understanding of verbal and non-verbal language use.

Program leaders provided boys with support by acknowledging their various communication styles and by involving them in local research into how positive communication can enhance their chances of success at school.

Observing playground interactions was the initial step in challenging student thinking. Spoken language between peers, body language and dress codes, were all explored. The role of the teacher in this playground study was to ask questions of the students as to the appropriateness, differences, and effectiveness of various styles of communicating. We returned to the classroom and recorded all observations in student journals, reflecting on individual styles of communicating. Students analysed and reported on their research findings to peers and educators. This process enabled students to develop a much more conscious awareness of interpersonal interactions, which in turn assists them to assume control of how they are perceived and want to be perceived.

Classes were led through a series of role-plays. These role-plays further explored scenarios with differing emotions and communication on several levels—friend, teacher, parent, acquaintance. Many positive outcomes were shared, with students evaluating several possible solutions for improved outcomes in each role-playing situation. Observation of situations from an alternative perspective allowed students to consider the impact of their words and actions.

Teacher tools

Students were not the only group who benefited from this framework. The teachers were provided with the opportunity to question their own teaching practices. Teachers were further equipped with tools to effectively encourage positive behaviours, support students, as well as support their colleagues.

Teachers aimed to establish a nurturing environment in order to help boys’ improve their knowledge of, and confidence in, using appropriate communication modes. Success has been gained from teachers displaying a genuine interest in social talk with target students. A proactive approach changes the cycle of confrontation and negativity being the predominant interaction between teachers and students.

In the classroom

The staff have a renewed commitment to ask of themselves ‘What do we need to do and say differently when we are working with boys and issues?’. As a result, classroom tension has been reduced.

Targeted classrooms have reported a decline in behavioural incidences, particularly violence and harassment involving boys, through a greater understanding and broader use of language resources. There has been a greater degree of student engagement with the teaching and learning process. The ability to be able to negotiate and resolve issues has led to more time on task in the classroom.

Teachers have seen an improved sense of student self-worth and a heightened enthusiasm for school as a result of positive relationships with others.

Mentoring for success

One highlight of this positive communication initiative has been the introduction of a student mentoring program. Structured mentoring has provided the opportunity for students in different year levels to mix socially each week, receiving valuable support from each other. The students are mentored by peers who have a complementary cultural and interest base.

Often, older students mentoring younger students thrive from this responsibility and display important leadership qualities.

Successes

The strategies developed and implemented over the last 18 months have shaped a reduction in unacceptable behavioural incidents, in particular among boys. More significantly, there has been a positive shift among some of our boys who were main players in the cycle of misbehaviour. There remains a long-term aim to continue making a school-wide positive difference.

The tension of threat and the need for retaliation has decreased among target boys. There is now an increasing sense of control surrounding how these boys are perceived and choosing to be perceived as a result of positive changes in linguistic and non-linguistic choices.

Communication can enhance the chances of success at school. Supporting students to construct their own understandings of and about language and context assists in developing young people who can behave in a reflective manner and are empowered to make informed decisions.

Giuseppe Mammone is a teacher at Cowandilla Primary School in South Australia.

The author owns the copyright in this article. For information related to the reuse of this work in any form please contact the publisher denise.quinn@curriculum.edu.au