Promoting student responsibility



If you’ve got your photos on your phone– I’m Jared Lamshed. I’m a Year 6/7 teacher of an all-boys class. Hackham East Primary School is in the southern suburbs of Adelaide, fairly low socioeconomic area. In 2006, all staff all attended a workshop run by Ian Lillico, who’s a boy’s education expert, Australian based in Perth. Following year, I was team teaching, and we were determined,
I guess, to try some of those strategies to see whether it really
did make a difference. Okay. First, we have community circle, please. Bring your chair down. Positive culture in the classroom is vitally important. We try and set up a learning environment where the whole class comes
together as a team. We have a community circle set up where the kids come together and they really manage their
behaviour themselves. Okay, so we’ll start having a look at the problems we’ve got. It takes a lot of work. Toby, you're first up. Can you tell us,
remind us why you're out? I’m out because I put myself out because I think that I didn't feel I’ve been been completely on task and I think I’ve been getting distracted and maybe distracting others a little bit. All right. Would you like some feedback? Yes, please. It’s not a punitive
consequence-based program. I think it's been going really good– It’s about getting together and talking through those issues rather than just throwing detentions out. Yeah. I reckon you're being really good and that you should move back in. It diffuses anything before it really begins to build up. What would you like to see happen today? I’d like to go in. All those in favour? Aye. It’s an important process so that we finish with a
positive at the of that. I'd like to acknowledge Andrei for staying calm during this session. [applause] The physical layout of our classroom is very different to what other classrooms are like in the school. We’ve been looking at the work of Steven [indecipherable] and trying to set up our learning spaces a little bit differently. We have round tables set up in a
café style so that they're forced to be
facing each other and talking about that. That usually has to go along with some engaging learning tasks, otherwise they're going to sit around and talk about what was on TV last night. You’ve got kids sitting on cushions
on the floor around a coffee table, and they're much more productive. We’re looking at kids engaging through having online blogs, and that’s about one of Lillico’s recommendations to show the boys a purpose for their learning and give them a real audience. Obviously, once that behaviour is under control,
the learning picks up as well. Seeing lots of good data and looking at work samples, the difference was huge. So, where do you want to start? What are you doing at the moment? I’m going to be looking at a maths investigation. We meet on a fortnightly basis. My role is really to lead that discussion, I guess. What I’m planning at the moment to do is actually look at a game of chance,
and probably– In the planning session, we were looking at some maths topics, and really just make them more engaging. Have you got links to a real-life situation, things like that? I do. It’s going to be based on a school fair, where they have to make a
game of chance. It’s about just drawing out
the conversation. But they won’t be static in their seats. With the hands-on stuff, the only thing you can probably do, make the game so they make the boards up and do those sorts of things. And it probably comes away from the maths end a bit, but you're looking at
cross-curricular links and you can go to some design and tech stuff. For me, watching the program grow has been excellent. It’s been a highlight of my teaching. Having a purposeful learning
is really important. Through the way that the boys behave now and through the way that they
present themselves and the skills that they’ve learnt through being part of this program, I have a group of boys that come with me twice a year. We present a lecture at UniSA. So they're now able to take that next step and share their learning with the next generation of teachers, and to be able to get that message out there from their perspective. It’s not just me standing there going on about how good I think it is. The kids are now starting to be involved in that to show an understanding of how they're learning and how this sort of program is affecting who they're becoming.




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