Conference Secretariat: youth workers andparents Primary, teachers, secondary schoolleadersandpolicymakers, W W Let’s explore thebigquestions. t Hear from . bo Let’s hearitfrom theboys . loc How doteachers ensure learningforboys? quality What doboys say aboutschool, success andbecoming aman? How can research informourpractice? for bo research,evidence-based successful programs andstrategies eachers ha ys inprimar a ho shoulda tions andbackgrounds talkaboutwhat works forthem. t ys does r . r , esearchers esear y and sec Convened Program, inSchools by theBoys The Family Centre, Action The ofNewcastle University ch sa Tulips Meetings Management /POBox 116,Salamander Bay NSW2317, Australia / , tt and schoolleadersaboutthela y end . ondar about differences boys between andgirls? y schools , and boys from different test H H H Keynote speakers * P Full registration* Fees evening and2.5days ofconference sessionsfrom Wednesday to Friday) T egistration feeincludestheconference program, the Welcome on Wednesday ar Andrew Fuller, Inyahead, Australia Michael Gurian,GurianInstitut Davis,Melvyn boys2MEN Project, UK (Keynote address pre-recorded exclusively forconference participants) he fullr tial r Tel: egistration +61 2 49842554 / Fax: +61 2 49842755 / e , USA from from inclusive ofGST Email: $330.00 $704.00 [email protected]

Vol 10 / No 2 / June 2007 Editorial Welcome, first of all, to our many new readers and subscribers. This issue features ‘stories of success’ to complement our forthcoming ‘Working with boys, building fine men’ conference. There is still time to register (see back page) and join hundreds of your teaching colleagues, community workers and guest speakers sharing their work in boys’ education. If you have picked up the Bulletin at the conference, welcome to your first Program at a glance Vol 10 No 2, June 2007 read. I encourage you to subscribe and consider being a contributor. You ISSN 1444-8432 may not think at first your project, work and success is not of interest to Day One — Wednesday 4 July 2007 others but believe me it is. Read on to find out about people just like you The Boys in Schools Bulletin doing wonderful work, creating stories of success! 8.00 – 8.45am Registration This month has our usual mixture of practice and research. The research 9.00 – 10.15am Welcome and Introduction • Indigenous Acknowledgement to Country • Performance T focuses on practical initiatives in schools section features an excerpt from the DEST report Motivating and engagement 10.15 – 11.00am Keynote 1 — Melvyn Davis, boys2MEN Project, UK T puts teachers in touch with others who of boys: evidence-based teaching practices . It’s encouraging to read about the 11.00 – 11.30am Morning tea are trialling new approaches to boys’ outcomes of the work of those schools that have implemented projects 11.30am – 1.00pm Boys’ Forum 1 and 5 Breakout Sessions — choose either Forum or one Breakout Session education which are achieving solid outcomes in boys’ education. The full report (we FORUM AF — Boy’s Discussion Forum — Susan Hirsch, Diocese of Broken Bay (NSW Primary) — Successfully implementing a boys’education project in T supports and encourages a constructive feature the executive summary) is a study of the results of strategies primary schools, reflected on by Victoria Clay, Team Leader, The Boys in Schools Program, Family Action Centre, University of Newcastle BREAKOUT SESSIONS A1 — Gordonvale debate on boys’ education issues implemented and evaluated and tells of the excellent impact of the work in State High School (QLD Secondary) • A2 — Darebin Schools Network Boys’Education Group (VIC Primary & Secondary) • A3 — Sean Allcock, Haileybury College (VIC K–12) T develops materials and programs to assist schools across different sectors and regions. It’s particularly helpful in its • A4 — Boys’Town Engadine (NSW Secondary) • A5 — Iona College (QLD Secondary) teachers in their work with boys wide-ranging recommendations for ongoing work in the area of boys’ 1.00 – 2.30pm Lunch — See, Hear, Do or lunchtime discussion tables T provides information on new resources education. The report also confirms the value of resourcing teacher 2.30 – 4.00pm Boys’ Forum 2 and 5 Breakout Sessions — choose either Forum or one Breakout Session directed at boys. professional development. FORUM BF — Boy’s Discussion Forum — Hunter Sports High School (NSW Secondary): Our boys two years on, reflected on by Associate Professor Wayne Sawyer, Head of On the practice side we have stories about at-risk Indigenous boys going secondary Teacher Education programs at the University of Western Sydney BREAKOUT SESSIONS B1 — Toukley Public School (NSW Primary) • B2 — Cessnock Cluster (NSW Guidelines for contributors off-site to learn about learning; a program from SA bringing expelled boys Primary & Secondary) • B3 — Castlemaine Secondary High School (VIC, Secondary) • B4 — Woori Yallock Primary School (VIC Primary) • B5 — St Philip’s Christian The Boys in Schools Bulletin is a practical ‘back from the brink’; a mentoring model which harnesses strengths from College (NSW Primary & Secondary) journal for teachers and educators. The an unlikely source; and an article showing how elite achievers use personal 4.00 – 5.30pm Welcome Reception and networking content should motivate and inform those who work with boys and young men to try bests to motivates students. We’ve also brought you ‘radio to read’, an new approaches which benefit the boys, interview with a member of a school community who has a wonderful Day Two — Thursday 5 July 2007 the school and the whole community project to motivate students to improve attendance at school and to do 8.30 – 9.00am Registration (including, of course, the girls). well while at school. 9.00 – 9.15am Introduction and housekeeping The sorts of questions we use when asking The successes reported in this issue are inspiring, especially Carl Leonard’s 9.15 – 10.15am Keynote 2 — Dr Michael Gurian, Gurian Institute, USA: The Minds of Boys: Helping our Sons Succeed in School and Life (keynote address pre-recorded about initiatives are: article from Wirreanda Public School. Carl speaks of the value of self- exclusively for conference participants) T Say a bit about your school: What was the direction and self-regulation of students’ own learning goals bringing 10.15 – 11.00am Morning tea dramatic results in all the formal measures. (Note that Carl will be at the initiative and who was it aimed at? 11.00am – 12.30pm Boys’Forum 3 and 5 Breakout Sessions — choose either Forum or one Breakout Session conference.) T What happened? FORUM CF — Boy’s Discussion Forum — Vanessa Fox, Parade College (Vic Secondary): RAP & Rock, reflected on by Richard Fletcher, Researcher, Father Engagement, Family T What lessons did you learn? From Lambton High School comes a great story of success about young Action Centre, University of Newcastle BREAKOUT SESSIONS • C1 — Wadalba Community School (NSW K–12) • C2 — Asquith Boys High School (NSW Secondary) T What advice would you give to other men (and their families) who make a transition from some of the worst • C3 —Our Lady of the Sacred Heart College (NT Primary & Secondary) • C4 —F ather in Communities, The Family Action Centre (NSW Primary) • C5 — St Patrick’s Catholic teachers as a result? social conditions of a wartorn country to our wonderful Hunter region. Primary School (NSW Primary) This doesn’t have to be a formula but the And, you guessed it, sport is a key factor in the social and educational 12.30 – 2.00pm Lunch — See, Hear, Do or lunchtime discussion tables information must be about what is outcomes for many of these young African men. 2.30 – 4.00pm Boys’ Forum 4 and 5 Breakout Sessions — choose either Forum or one Breakout Session happening with boys in schools. If you are In our Bulletin Board review, Michael Nagle has encouraging messages for FORUM DF — Boy’s Discussion Forum — Paul Stevenson, James Price, Brooks High School (Tas Secondary): Robust and personalised learning at Brooks, reflected on by Geoff in any doubt, have a look at previous issues teachers about how to work with boys. And don’t miss the second edition Munns, Senior Lecturer in Pedagogy and Curriculum, School of Education and Early Childhood Studies, University of Western Sydney BREAKOUT SESSIONS • D1 — Broulee of the Bulletin . Or contact us and talk about of the Being a Man Photopak out now. Primary School (NSW Primary) • D2 — Robina State High School (QldSecondary) • D3 — Boys in Schools Program, Family Action Centre (NSW Primary & Secondary) it. I hope to see you at the conference. If you have a story of success please let • D4 — Parade College (VIC Secondary) • D5 — Hunter Sports High School (NSW Secondary) Deborah Hartman us know about it as our publication is a vehicle for sharing your good work 4.00 – 4.30pm Afternoon tea Ph: 02 4921 6749 7.00pm Optional Conference Dinner (Harbourview Function Centre) Email: [email protected] and inspiring others to keep up the good work. Don’t forget to tell others about us, and have a great second half of the year. Vict oria Clay DayThree — Friday 6 July 2007 Ph: 02 4921 7737 Deborah Hartman for the editorial committee. 8.30 – 9.00am Registration Email: [email protected] Editor's Note 9.00 – 10.30am Boys’ Forum 5 and 5 Breakout Sessions — choose either Forum or one Breakout Session D enis O’Brien The cover features some of the photos FORUM EF — Boy’s Discussion Forum — Carl Leonard, Wirreanda Public School, Medowie, NSW: Enabling boys through quality teaching • E1 — Trin Ph: 02 214921 6831 in the second edition of Being a Man Email: [email protected] Photopak.See page 40 for details. • E2 —Belair Schools,Department of Education and Children’s Services (SA) • E3 — John Paul College (QLD) • E4 —Callaghan College Waratah Campus (NSW Secondary) • E5 — St Josephs High School (VIC Secondary) Maureen Beckett 10.30 – 11.00am Morning tea Email: [email protected] 11.00am – 12.30pm Expert Panel and Discussion: Drawing themes together, evidence-based practice in boys’education, directions for future © The Family Action Centre, Published by Editor Disclaimer 12.30 – 1.30pm Lunch —See, Hear,Do or lunchtime discussion tables The University of Newcastle 2007 The Boys in Schools Program Maureen Beckett, Tall Poppies Other than the Editorial, the 1.30 – 2.15pm Keynote 3 — Andrew Fuller, Inyahead: Milestones in the journey towards manhood Copyright to the individual articles remains with The Family Action Centre Management Consultants ideas and opinions presented the authors. The University of Newcastle ([email protected]) in The Boys in Schools Bulletin 2.15 – 3.00pm Conference closing ceremony Digital copying of the articles on the CD-ROM University Drive are those of the contributors, publication of the Bulletin is limited to use by Callaghan NSW 2308 Production and do not necessarily reflect the purchasing body or organisation. Bruderlin MacLean Publishing the ideas and opinions of the Services (www.brumac.com.au) Boys in Schools Program or the Family Action Centre.

Contents

Practice Engaging Again This off-site program at Gunnedah Public thinks outside the square with at-risk Indigenous boys______2 Back from the brink A De La Salle program that gives boys facing expulsion a second chance _____6 From ‘at-risk’ to role model High school reading buddies find strength in mentoring junior boys ______9 Power sharing Loosening the reins shows powerful effects for boys and their teacher at Wirreanda Primary ______11 A sporting chance for African boys Basketball creates positive social and academic changes for Newcastle refugees _16 PBs Personal bests not only motivate students but lead to greater achievements _20 An unlikely liaison Football and academic achievement go hand in hand at Anzac Hill High____24 Research Motivation and engagement of boys Excerpts from the latest DEST report______26 Enhancement of the teaching profession______37 Bulletin Board Review: Boys Stir Us Michael C Nagel encourages teachers to work with boys’ innate and unique natures ______39 Preview: Being a Man Photopak A sneak preview of our latest release ______40 Professional Development Workshops and seminars ______42 Postgraduate Courses ______43 Rock and Water Tours and Conference______44 Conference Special Program at a glance ______inside back cover Conference registration details ______back cover Engaging Again A special project for Indigenous students

Every now and then we come across a simple story of success highlighting a program which, little by little, is turning around the lives of our young people. Without these programs the consequences are often dire for communities, students and their families. Wayne Griffiths and Phil Rees tell this great story of success through an early intervention model at Gunnedah Public School.

As the Teacher’s Aide (Special) at Gunnedah Public School, Wayne Griffiths comes across many at-risk boys in his school and community, and after 20 years in the state’s north-west, Principal Phil Rees is no stranger to the problems these families experience. When faced with these challenges most of us might throw up our hands in despair: no resources, no time and probably no energy in a busy teaching role to turn these young lives around. But we know from so many stories of success reported in The Bulletin and elsewhere that it does not have FILE PHOTO to be a despairing outcome when boys are on suspension, don’t turn away from school, mean the information). Wayne noted that the up for school or are disengaged from outcomes for these students are very boys began to turn up to school learning. With teamwork and a good poor results in all the state-wide during this program and were understanding of who these students measures (BST, SNAP, ELLA), school- managing many of their social are, what they are interested in, and based assessment, risk records, difficulties much better. He noticed who they link to in the community, behaviour/suspension records and they were valuing their school then success is possible. school counsellor reports. experiences more, and so were their Wayne has a number of students Gains are made when special focus parents. Of course, it is much more in Years 5 and 6 he is concerned is given to these students, as shown than having the boys turn up. Both about. High suspension and truancy recently when the Rock and Water parents and teacher have to keep rates, with figures commonly Program was implemented in the them there. The challenge then is reaching 30 days out of each term school (see page 44 for further relevance.

2 The Boys in Schools Bulletin • 2007 Vol 10 No 2 Off-site Learning Program parallell with a national Wayne noted that The school has developed a program perspective. that takes most of the learning the boys began to activities out of the classroom. In It is a quick decision to be fact, just about all the learning is off RELIABLE turn up to school site. Literacy lessons are ‘out and Being transformed in one way about’ writing up all that is seen and means they have learned to be during this done when off site and on reliable. The simple concept and excursions. value to each of these suspended program, were boys of simply being reliable has Sometimes we miss the meant a great deal to them. managing many of obvious Mentoring is a real feature of the One interesting excursion was to work Wayne develops in the school. their social the local rural museum. The local Local Indigenous elders, business difficulties much boys had no idea the museum was leaders and other ‘reliable’ adults in town, yet it told them much of focus on the notion of reliability as better [and were] their interesting history in just one a key feature of being successful in visit. The boys were able to develop life. It does not matter if it is in valuing their school many fascinating reports — oral business, or leading a family, being and written — about the town, the a friend or completing a simple experiences more district and many of their relatives. school assignment, the same At first it seems obvious that small principle of being reliable is the — and so were historical societies in communities common thread being woven into would have ongoing relationships the lives of these at-risk students. their parents. with schools but it is not always Simply put, if you say you will do the case. Local schools would do something for someone, then do it. well to have a look ‘under their Be reliable and do it. Much success noses’, to fascinate their students flows from achieving this simple and engage them in core goal. curriculum activities. In the Wayne and Phil have students museum they meet up with local calling on them regularly during the history experts who know all about day just to let them know how they what was important to communities are travelling that day, that morning as part of their oral history. History or even that hour. It is preventative teachers will know how important work. Teachers at the school are these primary sources are when enormously supportive of these studying history. measures and know that simple Wayne has incorporated a shared gains lead to other more permanent history strand into the curriculum and successful social and education where Indigenous history is lined up outcomes for these at-risk boys. right next to local European history The staff and Wayne are teaching in the local community, and the the boys that thinking about what classes have engaged in sourcing oral they do regularly during the day historians who have shaped local works very well for them. To be able recent history and can talk about to change your mind for the good the significant events. takes only seconds — but if they For boys not used to turning up don’t the negative fallout takes so to school and often in strife, an much longer to live through. excursion to Sydney turned out to The program is called Engaging be a watershed experience. Wayne Again. It is developing slowly and says the students were transformed. the staff are hoping to take it further What they had been learning about still. It provides for a real locally was broadened to give a opportunity for Aboriginal and non- wider focus when visiting museums Aboriginal students to re-engage ‘out of town’, calling on the with the curriculum after having students to view the local history in demonstrated that regular classroom

2007 Vol 10 No 2 • The Boys in Schools Bulletin 3 The local boys had practices have little or no program is reviewed each term. significance for them. Learning is Key objectives of the project no idea the experiential, hands-on and utilises include: technology in learning. It is well museum was in documented that using a range of T improved literacy and numeracy learning styles improves outcomes skills of targeted students town, yet it told for boys’ learning. T improved participation in learning The program targets students by the targeted group much of their between Years 5 and 8 who have T understanding of consequences by demonstrated that they are not the students for their choices and interesting history accessing stage-appropriate actions outcomes in literacy and numeracy T improved attendance of target in just one visit. through their disengagement with students the curriculum and who are at-risk T the establishment of a mentoring of recurrent suspension. The program using positive role maximum class size is 10 and the models and elders from the community T involvement and participation of parents or carers in their children’s learning T reduction of suspensions in relation to the students within the program T successful re-integration to mainstream schooling for the targeted students

Where to from here? The Engaging Again program is hoping to be a full off-site program. It will be attached to Gunnedah Public School under the responsibility of the principal, with a management group to oversee the placement of students within the program. The local Land Council has assisted with the premises to be used with ICT resources as a key feature, catering for up to 10 students at a time. When fully implemented, Engaging Again is a 20-week intervention program. Students will enter or exit the program prior to the 20 weeks if successful re- integration to full-time schooling occurs within the mainstream structure, early in the student’s inclusion in the program. The model on which the program will be based includes a half-day interactive learning program followed by re-integration to the student’s base school of an afternoon. The interactive learning FILE PHOTO

4 The Boys in Schools Bulletin • 2007 Vol 10 No 2 experiences will be supported Role of the classroom Simply put, if you through a partnership with members teacher of the local community. These The teacher’s role is set in a wider say you will do groups will include Aboriginal context and involves having to: elders, Land Council, TAFE, health, something for professional businesses in T liaise with community members Gunnedah, and local government. It and Aboriginal elders to develop someone, then do is critical to have the mentoring role learning units in support of the of many of these groups on board. program it. Be reliable and The program will comprise T negotiate and support the re- learning units of a literacy and integration of students into their do it. Much success numeracy focus with flexibility to home schools cater for each individual student’s T provide feedback to the home flows from stage of learning. Each unit is schools in relation to each centred on the local Gunnedah student’s participation in the achieving this community. program Particular focus will be given to T support learning assistants and simple goal. contemporary Aboriginal society by school learning support teams developing a vision for a shared with program modification should future. It is important that having it be required to enhance studied the shared history of the participation and success back in community that we focus on what the home school Wayne Griffiths is a long-term can be achieved in a shared future. T maintain ongoing assessment of Gunnedah resident who has student achievement been involved in Indigenous All students welcome if T provide base schools with an affairs for many years. He they qualify attendance record for each student is passionate about The Engaging Again program T maintain Student Emergency reconciliation and success for intends to include sites of cultural Contact and Medical Information Aboriginal children. He is significance, events of shared history T prepare a report to the heavily tied up with local and environmental issues. Support is management group each term football, having coached at provided from the local Aboriginal T Maintain student achievement nearly every level. His work community to oversee these aspects data to enable tracking of students within the school ranges from of the program. While having an for the Engaging Again program. one-to-one support for a child Aboriginal focus, the program is with a moderate intellectual available to all students provided disability, to literacy and they meet the selection criteria. numeracy support for the older There is scope within the learning children. His liaison work with opportunities of the developing families is highly valued by all program to support other areas of staff. He operates the active the curriculum including: Technical after-school sports program as and Applied Studies subjects; the well as coaching football arts; science; Personal Development, teams within the school. Health and Physical Education; and Human Society and Its Phil Rees has been around the Environment. north-west for about 20 years, Learning venues will include: having taught at Gunnedah in the 1980s, Pilliga, Bald Blair, T Boorabil Rock Dungowan and now back to T Wallaby Trap Gunnedah again, this time as T Fringe Dwellers Camp principal. T Ydire Lookout (Nobbys Rock) T convict road.

2007 Vol 10 No 2 • The Boys in Schools Bulletin 5 Back from the brink A second chance for boys facing expulsion

Boys who have disengaged from the school system usually face a bleak future. Luckily, for some of these boys, St Michael’s College De La Salle Program offers a positive alternative to mainstream education.

While most students cope well in His self-realisation, activities for over two years. The the school environment, some college was working through an exit struggle and a few disengage. The that ‘mucking strategy when he began the Lasallian inspired ethic at St program. The pilot program came at Michael’s College is to work with around at school is the right time for Josh. The and support these disengaged opportunity to undertake practical, students, but if their behaviour not cool’, had a personal and employment skills becomes intolerable their formal outside the school environment was relationship with the college profound affect on a chance Josh had not banked inevitably ends. An exit strategy upon. His self-realisation, that follows, and the student is assisted his behaviour and ‘mucking around at school is not with vocational support or other cool’, had a profound affect on his school placement. During this time, commitment to behaviour and commitment to students can be vulnerable and may program goals. During the program slip beyond the reach of school and program goals. Josh spoke about the importance of family. Accordingly, St Michael’s education, and how improving his College discerned a need to cater for skills would secure his future. He those students who still require the continually remarked he wanted to support and guidance a school Practical, holistic focus achieve his goals so that he could provides, but whose place in the The program focused on the five get his licence and pass pre- classroom can no longer be justified. core areas of education and apprenticeship tests. Josh’s personal development being: determination meant he was invited Pilot program personal skills; social skills; back to the College to undertake a During Term 4 of 2006, St Michael’s organisational skills; academic and modified Year 12 program. College initiated a pilot program, project tasks; and community Josh’s story is an amazing turn named the St Michael’s College De activities. Each goal incorporated about, showing how the flexible La Salle Program (DLSP). It was practical aims and milestones based program allowed Josh to address his based at St Maxima’s, an off-campus on individual learning plans that behaviour and work ethic while site previously used by the Maxima would support the students to offering him counselling support Group. The seven students that accomplish their goals. These goals with his personal problems. participated in the pilot presented took into account the holistic needs with a range of barriers including of the individual: physical, Student-driven program chronic non-attendance, aggressive intellectual, social, emotional and Students really appreciated the behaviour, dysfunctional home life spiritual. The program emphasised scheduling of numeracy and literacy and lack of self-esteem. This that the students needed to accept exercises into areas of interest. disruptive behaviour greatly affected the goals and be willing to ‘Doing maths relating to cars is easy other students and teachers and so, challenge themselves to reach their compared to boring text books.’ ‘We after a full consultation process potential. get to read the paper in the between the student and morning, and then we are tested on parents/guardians, a decision was Josh’s story the articles we have read.’ made for these students to enter the Sixteen-year-old Josh had not Students who demonstrated a program. participated in normal classroom keen interest in a particular

6 The Boys in Schools Bulletin • 2007 Vol 10 No 2 vocational pathway were encouraged to undertake off-campus courses, such as operating a Bobcat or completing workplace OHS modules. There were also opportunities for work placements with suitable employers. Part of the research into the development of the program showed that the majority of the disengaged students had difficulties in their personal lives; therefore, the program needed to offer counselling and additional student support structures. Students met regularly with the college counsellor and were directed to outside support as appropriate. This counselling framework offered students support options in an environment that also provided Lasallian care. Without the Br John Cantwell, Diing, DLSP and the connections to the Valuable self-reflection Michael, Hon Paul Caica (SA Lasallian college community many The video camera was often used to Minister for Employment, of these students would not have record day-to-day activities at St Training and Further accessed these valuable resources, Maxima and the footage was Education), Eion, Steve, Damon, and having left school would have reviewed during reflection sessions. Josh and Hayden. been left to fend for themselves. ‘I didn’t do that, did I?’ or ‘I thought you only asked me once’ are Holistic aspect common comments. Regardless of The holistic commitment to students trying to deflect the blame students incorporated: for their behaviour the video and other tools used in the group T Healthy lunches. Students learnt counselling sessions brought about how to go to the market, buy personally confronting evidence of healthy produce and prepare poor behaviour and respect, plainly healthy meals. illustrating areas that needed T Physical exercise included self- improving. defence, weights and body- awareness activities. Student evaluation T Community service activities — During the course of the pilot some such as helping out at the local valuable lessons were learnt. In the library and reading to primary student exit survey the majority of school children — increased the students highlighted that the eight- students’ self-esteem and week timeframe was not long confidence. enough. One student commented ‘It was too short of time to improve in One student commented ‘I feel all those areas’. Another student really good when I read to the kids’. said, ‘I just started to do work and Other activities that provided stopped mucking around and then students with different experiences the program finished’. As the included regular excursions to program was run in Term 4 another galleries and other interesting places: comment was ‘I lost interest in ‘I like going out and seeing different doing school work, it [the program] things. On weekends I just do was the end of the school year, and I computer stuff and never go to the just wanted to go on holidays’. market or see paintings.’

2007 Vol 10 No 2 • The Boys in Schools Bulletin 7 ‘I like going out and seeing different things. On weekends I just do computer stuff and never go to the market or see paintings.’

Hon Paul Caica, Josh, Michael and Hayden.

More time management this gap and taking action to address The flexible timetable was their actions is a work in progress, advantageous but meant that but the video and reflection students were unsupervised for exercises helped students to periods. Some students really acknowledge their behaviour. struggled with maximising their time; therefore, more emphasis 100% success needs to be placed on working with The ultimate success of the program students in relation to time can be measured by a successful management and self-discipline. transition back into mainstream During the course it was clear that education, further learning or the students have an unreal entering the workforce. Of the seven perception of their behaviour. While students who finished the DLSP, students knew and could verbalise three re-entered St Michael’s, three what was expected in terms of went onto other learning and one is appropriate and socially accepted in the workforce. behaviour, they were often unable to St Michael’s is planning to offer put this knowledge into practice. the DLSP over the full second There was a significant gap between semester, 2007. It is envisaged that For more on this story contact their difficult and disruptive not only St Michael’s students will behaviours and their knowledge of be able to access the program but Steve Byrne what was acceptable. Getting places will be available to students Principal students to understand and realise from other schools. St Michael’s De La Salle College South Australia Ph: 08 8150 2320

8 The Boys in Schools Bulletin • 2007 Vol 10 No 2 From ‘at-risk’ to role model High school reading buddies lead the way

Julie Stewart, a teacher from Cessnock High in the Hunter Valley, describes what can happen when ‘at-risk’ high school boys take on a mentoring role to kindergarten children with reading difficulties.

In 2006 a number of Year 9 boys were identified as being ‘at-risk’ of leaving school early. They had low literacy levels and low self-esteem, with no real purpose at school and so no direction for life after school. Despite their problems the boys were very supportive of each other so when we suggested that they might assist local primary students who were experiencing difficulty with their learning our at-risk boys were willing to give it a go. In consultation with the Assistant Principal K–2 at Cessnock Public School (CPS), we decided that each class would recommend three to four students (predominantly boys), who would benefit from additional assistance with their reading and a positive male role model. These students would meet each week for (early in Term 4 2006) our at-risk they could enjoy the success the 20 minutes with their high school boys reported great satisfaction with boys received. There is now a core buddy. the program. They were delighted team in the program in 2007, with Our Year 9 boys were given when the principal invited them as the boys clearly leading the way. training in basic peer tutoring special guests to the K–2 end-of-year focusing on K–2 reading material, presentation, where they were given Program in a nutshell which we borrowed for the sessions the honour of presenting certificates Program aim so that our students would be very to their buddy readers in the To raise the self-esteem of some of familiar with the type of material presence of Maitland School our low-literacy Year 9 and 10 boys their buddies would be reading. Our Education Directors and parents. who were at risk of leaving school boys were more than happy to role- When the principal of Cessnock due to disengagement with the play the tutor–buddy relationship in Public School requested that the curriculum. readiness for the program at the buddy reading program be repeated primary school. in 2007, our boys insisted they be Rate the success An in-class tutor accompanied the part of the program in Year 10 rather More than improved self-esteem. boys to the primary school each than selecting a new Year 9 cohort. Our boys relate very well to the little week, then liaised with our support In addition, the core group of boys boys at CPS. They can see teacher to monitor reading folders, requested that three girls from their themselves at this earlier age and so mark rolls, diary writing and literacy class accompany them in the can understand why the additional replenish reward stickers. program so the boys in the tutoring reading practice is so important. At At the completion of the program procedure could teach them and the awards ceremony our Year 9

2007 Vol 10 No 2 • The Boys in Schools Bulletin 9 At the awards ceremony our Year 9 boys took the time to express words of encouragement to every K–2 student without being prompted.

boys took the time to express words of the cohort to leaders of a of encouragement to every K–2 program, which is the most student without being prompted to important outcome. Subsequently, do so. CPS staff and parents were this positive outcome has challenged genuinely moved by the occasion. the views of some staff members As a consequence our at-risk boys who had poor perceptions and are able to enter into dialogue more expectations of the students, but readily with many of our staff and have now become aware of the boys’ Julie Stewart are on the way to accepting abilities. is in her responsibility for their own third year of behaviour. Relationships teaching at Staff knowledge of the program and Cessnock Different practice engaging in dialogue with the boys High School The program allowed boys to be part has reportedly developed better in- and feels she of the decision making and we class relationships. is achieving much in the listened to their suggestions. We challenging role as the asked their opinions and valued Replication Support Teacher Learning their remarks in the diary entries We will repeat this program in 2008 Assistance, valuing the they wrote each week. They were (to include any boy from 2007 who support of the executive at the very perceptive in their observations. expresses an interest) plus a new school. She has taught for over They were also acknowledged in cohort of boys who fit at-risk criteria 20 years, having first trained writing, with comments and praise in Year 9. CPS has also approached as a HSIE teacher. Julie in their diary entries each week. us to expand the program to Stage 2 completed a Masters in Special students, which we will consider Education (learning Outcomes towards the end of the year when difficulties) from the This project has moved those boys planning for 2008. University of Newcastle in from the ‘class clowns’ and bottom 2000.

10 The Boys in Schools Bulletin • 2007 Vol 10 No 2 Power sharing A quality teaching success with boys

Carl Leonard describes how loosening the reins and taking a more collaborative approach to learning has improved learning outcomes for all students, but particularly for the boys.

For the past two years, Wirreanda Public School has undertaken a quality teaching action-research project, Quality Teaching — Our Learning Journey. We have focused on enhancing some underlying dimensions of pedagogy that have meaning in real classrooms, can be sustained organisationally by the school community, and have demonstrated effects on learning outcomes for all students at Wirreanda. A somewhat surprising, but very positive, outcome of this journey so far has been the level of improvement demonstrated by our male students. Qualitative teacher data, quantitative teacher, parent and student data, student work samples, classroom observations, and improved achievement of Whilst there is no attempt by the commencement of the 2006 school outcomes across all key learning author to suggest causation, with year, it was the students who areas have suggested positive, and in reference to his class (to be called developed the following mission many cases dramatic, enhancements ‘Class 3/4L’ for purpose of this statement, which I then used to in our program delivery for all paper), some of the correlation replace traditional ‘rules’ and to students — but particularly boys. between the enhanced structures, shape both behaviour and our Teachers, students and parents are pedagogical practices and learning learning program: increasingly comfortable with the designs that appear to be making a metalanguage of the quality teaching difference to the performance of our CLASS 3/4L model and are using the quality young men is detailed below. MISSION STATEMENT teaching framework to differentiate Working Together the curriculum and set individual Class 3/4L to learning goals that enhance student Class 3/4L is a composite Stage 2 Maximise Our Potential achievement of outcomes. An class of 31 students in a semi-rural and outstanding improvement in Basic school of 600 students near Achieve Our Learning Goals Skills Test (a state-wide literacy and Newcastle, New South Wales. I aim CONFIDENT numeracy assessment carried out in to provide a quality learning PERSISTENT Years 3 and 5) results and value environment focused on inclusivity ORGANISED adding were further evidence of the rather than implementing a specific positive outcomes of the learning boys’ education strategy (or any And lots of FUN! journey for our young men thus far. other gender-based strategy). At the

2007 Vol 10 No 2 • The Boys in Schools Bulletin 11 12 The Boys in Schools Bulletin • 2007 Vol 10 No 2 As the students’ mission statement Figure 1: Student ‘always’ and ‘mostly’ responses combined suggests the primary goal is to work percentage differences together, and the collective power of the group provides the driving force Item Pre-test % Post-test % Item description to maximise their potential. 3 65.1 78.6 My teacher’s lessons build on each Individual learning goals that are other to develop better understanding. achievable in a term, semester or 9 61.3 73.1 I find I can understand the more year (social and academic) are then complex things we are being taught. set by students. These goals, in turn, 11 62.5 78.8 I can work out more complex ideas for provide the basis for my discourse myself now. with students — both positive and 12 64.0 76.9 I can explain what I’ve learnt in my own negative. Reflective questions, such words. as ‘How is this assisting you in achieving your learning goal to . . . ’ 14 64.0 78.0 If another student isn’t following what’s are used to assist students on their being taught, I can explain it to them. learning journey. With regard to 25 39.0 64.6 I can develop my own ways for looking quality teaching, these personal at things to discover more about them. learning goals provide a vehicle for 44 39.6 52.0 My teacher shows me how ideas in one self-direction and self-regulation. of my subjects seem related to ideas in My role as teacher, or perhaps other subjects. better described as ‘facilitator’, is 54 53.2 64.0 In class, all students participate, then to provide the sporting, regardless of where they come from or cultural and academic opportunities who they are. and scaffolds for students in Class 3/4L to achieve their learning goals. Success is shared and celebrated. The traditional teacher ‘power’ Figure 2: Class 3/4L Year 3 male performance 2006 NSW Basic position has been replaced by Skills Test democratic processes led by the students. I am also a learner in the Cohort Literacy Numeracy learning community.I make Band 4 Band 5 Band 4 Band 5 mistakes (sometimes on purpose), 3/4L boys 50% 50% 0% 100% question the ‘shoulds’ and expect the students to do the same. Boys Region 28% 14% 24% 19% appear to respond especially well to State 28% 26% 24% 16% this power sharing as well as the opportunities that this approach Note: Band 5 is the highest band that can be achieved by Year 3 students inherently provides for the and indicates above-average literacy and/or numeracy skills. development of leadership skills. In summary, the class is more like a family and the classroom more like a An outcomes-based approach is learning and physical activity — an home. used in Class 3/4L. This approach approach that appears to be very encompasses all students, working effective for the boys. Teaching and learning towards syllabus outcomes at their With regard to literacy, an philosophy stage or beyond, along the learning effective talking and listening All teaching and learning activities continuum. Components of quality program forms the basic literacy are planned, implemented, and teaching are: systematic and explicit scaffold around which other aspects monitored using a continuum-of- instruction; skills taught in an easy- of literacy are built. Opportunities learning model based on Benjamin to-hard sequence; frequent for students to present news, show- Bloom’s taxonomy of learning opportunities for revision and and-tell, structured/semi- objectives. Activities are designed to review; progress monitored regularly, structured/unstructured talking and provide core knowledge for students with a teacher focus on making listening activities, provide with special needs and/or learning learning fun. outstanding opportunities for difficulties, through to extension Activities are sequenced to ensure students to engage in the lives of activities for gifted and talented an effective mix of ‘traditional’ book their classmates and to develop students. work, group work, self-directed empathy.

2007 Vol 10 No 2 • The Boys in Schools Bulletin 13 I have observed many Stage 2 and 3 classrooms where these aspects of What the boys say talking and listening have been The boys of Class 3/4L were questioned about their beliefs regarding reduced to mere ‘formal’ presentations of ‘parent-prepared’ manhood and their personal growth as a male in the class. Some of the speeches. I would argue that higher responses are presented below. order practices can be built into news sessions, such as: shared, What is a fine man? paired or small-group news and/or retelling of a classmates’ news. A gentleman with a great job. Again these practices have proved A fine man is a successful, well-behaved person. A kind, confident, gentle very effective for boys, and an person. anecdotal observation is that students have gradually moved away A fine man is a man that helps others when help is needed. from traditional show-and-tell A fine man is a man that is nice, caring, helpful and successful. sessions and now readily share events from their daily lives — their good times and their bad, their joy What does success look like for boys in Class 3/4L? and grief. Again, we are a ‘family’ Smart and resourceful boys doing incredibly well! rather than a class.

Being a confident, well-behaved, kind person. Some student data It looks like boys helping friends and doing their work. School-wide data on quality Boys who try hard, get their work done and do their personal best. teaching In 2006, five students from each class in Year 3 to Year 6 were What does Class 3/4L do to support boys to develop into fine men? randomly selected and surveyed in By teaching them how to be a gentleman and to have fun. Terms 1 and 4 regarding their perceptions of quality teaching We are taught all about safety and what to do in difficult situations. practices at Wirreanda, and in We learn about the outside world and get to talk to people about it. particular the learning opportunities provided by their teacher/s using I get to work at my level and that makes me happy. the Intellectual Quality and Significance Survey instrument How are you challenged/supported in Class 3/4L? provided by the NSW Department of Education. Students in I am challenged/supported by getting challenge after challenge so no Kindergarten to Year 2 were not information is forgotten. surveyed due to the language By the difficult work I am given to challenge my mind, like Year 6 work. complexity of the test instrument. The survey uses a five-point Likert Challenged to participate in hard competitions and tests that we prepare scale from ‘always’ to ‘never’, with for. an additional ‘don’t know’ category. I am supported by my teacher and my classmates and challenged by the Some positive differences for the difficult work. combined ‘always’ or ‘mostly’ categories on the pre- and post-tests are shown in Figure 1. This data How are you being helped to develop good relationships? suggests students perceive By being encouraged to work with partners and to make new friends. significant improvement in teacher pedagogy and that students are now We learn about relationships and how to make friends. more engaged in the learning I have been helped and encouraged with my skills in talking to other process. people. Some class-based basic You learn not to hurt people. skills data Results from the 2006 Basic Skills Test would also tend to suggest that

14 The Boys in Schools Bulletin • 2007 Vol 10 No 2 positive things are happening for themes for that term and are then boys. In Class 3/4L, eight boys sat offered the opportunity to design Students have the Year 3 Basic Skills Test, achieving the learning processes, activities and the results shown in Figure 2. assessments for the term ahead. gradually moved Students are also challenged to go Again this relates to the process of beyond the mandated curriculum. relinquishing ‘power’, and I must away from As an example, in the 2006 admit that their ideas are far more traditional show- Newcastle Permanent Building innovative and exciting than my Society’s Mathematics Competition, own! and-tell sessions the school gained five high We have lots of special days: pet distinctions, 25 distinctions and 36 days, celebrations of cultural and and now readily merit awards placing these students sporting events, teddy bears’ picnics, in the top 100 students, top 15%, you name it. The inherent share events from and top 30% respectively — with connectedness of such activities one boy being the top student in the appears to be particularly positive their daily lives — Maitland district. Significantly, 11 of for boys. High expectations and these awards were won by students explicit quality criteria in all their good times in Class 3/4L. assessment activities provide the High expectations are a vital scaffold for success. However, if we and their bad, their component of our class mission have any more parties, I think I will statement and are enacted through throw up! joy and grief. these types of extension opportunities for students. Some concluding thoughts Individual learning styles are also This is not teacher heaven and I catered for with new outcomes certainly am not God’s gift to introduced in multi-modal formats teaching — but good things for all (such as a combination of visual, students — and most noticeably auditory and kinaesthetic methods) boys — are happening here. The with students then given follow-up same management and Carl activities in similar contexts. administration requirements that Leonard is Interestingly, our top Year 3 impact on all classrooms also impact Assistant achiever in the maths competition on Class 3/4L; however, the Principal was a student of Aboriginal/Torres elements described here have at Strait Islander origin, perhaps again assisted me in refining my practice Wirreanda reinforcing the power of high and focusing on the essential Public in expectations and the importance of element of effective classroom Medowie, hands-on activities and ‘think-out- pedagogy — quality teaching. New South Wales. In 2003 he loud’ time in enhancing deep I believe I have become more completed a PhD titled knowledge and deep understanding ‘paternal’ in my approach — or ‘Quality of Life and for boys. perhaps better described — as more Attendance in Primary nurturing. Maybe, after 17-odd years Schools’ at the University of The power of quality of teaching I am finally beginning to Newcastle. His research teaching demonstrate the art of teaching. It is interests include school Quality teaching is the vehicle providing a canvas on which we can effectiveness and school through which Class 3/4L (and combine the elements of learning, improvement, quality particularly the boys) are identity development, and teaching, quality of school life empowered in the learning process relationship-building. Like all art, and gender equity. He has two and able to articulate their learning beauty is often in the eye of the children, two dogs, too many needs. At the start of each term, beholder but with quality teaching chooks, one rabbit and one students are presented with our as our core business the results can long-suffering wife. For ‘fun’ required learning outcomes and be spectacular! he tries triathlon. Carl can be contacted on [email protected]

2007 Vol 10 No 2 • The Boys in Schools Bulletin 15 A sporting chance for African boys makes education part of the game

What began as an innocent visit to the basketball stadium to watch some Combined High Schools representative try-outs has opened a whole new world of opportunity for many of Newcastle’s African boys thanks to the work of teacher Ros Gianacas.

As an ESL teacher, it’s impossible not to get involved in the welfare of students — especially our African refugees, whose needs have been so great. Back in early 2005 we had only about 15 to 20 Sudanese and one or two Liberians in our school’s ESL program, but I had become fairly involved with their families by then and knew the kids very well. Some of these Sudanese families had arrived in Australia after spending years in refugee camps in Kenya or Uganda, but most had been living in Egypt for some years while they waited. In all these places education was not a priority. What they learned was how to fight and how to survive and their pleasures were small. In the camps the boys played around the place and were creating a What are the age divisions?’ So soccer, but in Cairo they were bit of trouble, with some petty theft many questions! And all of this with exposed to a totally different kind of and fights going on occasionally. very limited English, without literate life. They watched TV and learned Some of this was happening at and informed parents to back them about Western culture. Most of all school as well, and despite our like most kids who play sport. they learned about Afro-American positive actions and strategic I’ve lived a sporty life; however, I culture, basketball and hip-hop attempts at integration, there was a wasn’t prepared for this. Had it been music. These musicians and NBA real danger of a ‘them’ and ‘us’ any one of a million other sports it stars became their idols. They culture developing. would have been much easier.I had dressed like them and learned the So I guess it wasn’t really so just as many questions! lyrics, and they learned to play surprising — after watching those Finally, we got them organised basketball — one-on-one ‘streetball’- try-outs, standing in the wings — into a team. That first year,I style basketball. And they were good. that a six-foot-something, 17-year- approached the stadium In Newcastle they became used to old-boy looked down at me and management to ask for some hanging around the stadium after pleaded ‘Miss . . . how can we play?’ support. However, they weren’t school and at nights, just watching I just looked at him. I’m sure my prepared to help because of the the games and ducking on and off eyes filled with tears because I trouble some of them were causing the courts in time-out and half-time understood the enormity of that around the place. At last support breaks, just shooting around. It was plea. What he was asking me was arrived when The Samaritans paid the only opportunity for them to get ‘How do we get in a team? How the registration costs for the players, onto a court. However, some of much will it cost? How do we pay? my husband’s business paid for the them were fairly undisciplined Who do we ask? What are the rules? singlets and the school allowed us to

16 The Boys in Schools Bulletin • 2007 Vol 10 No 2 train in the school stadium for free Pirates player Dave Simmons, Butch after school. We had about 10 Hayes and Lou Young began training In all these places players aged from 15 to 18 years, sessions with them on Saturdays in some being friends from other Lambton High’s stadium. Some education was not schools. They were entered into the Saturdays there would be up to 25 a priority. What Seniors competition. With red African kids there for coaching. They singlets and a big yellow star on the formed another senior team, NADUS they learned was front, the ‘African Allstars’ were (Sudan backwards), with some of the born. older boys and played two comps how to fight and They didn’t win much that season, with them. In the last comp they but they learned a lot. They were won their grand final. We also took how to survive and strong on talent and enthusiasm but about 50 girls and boys on a bus trip seriously lacked all those years of to the Sydney Entertainment Centre their pleasures coaching and training the other to see the American ‘AND 1’ tour, players had behind them. When the and with Dave Simmon’s were small. next Lambton High teams were connections they had a play around being selected we held our breaths, with the team in front of a crowd hoping the coach would see their before the actual event. potential, because coaching was The Under 18s still continued to what they desperately needed. Four play, coached by one of the older of them were picked in a 10-man brothers (an original African Allstar) team and they were off to a good and began winning four comps ago. start. Another ex-Pirate, Adam Melmeth, Since that first team, a lot has began to take an interest and has happened. now been co-coaching for the past At school the African ESL year. The boys move on to seniors as enrolment reached about 35 to 40 they turn 18, and the younger and we had lots of others wanting to recruits come into the team as play from other schools too. Because rookies. But for the last four comps of the need for integration we they have won their grand finals, approached Newcastle Wests the last two of these being at Basketball looking for sponsorship. Division 1 level. The trophies, They paid for about eight boys to needless to say, are proudly accepted play in different age divisions for and highly prized each time. one year. However, the cost of The beginning of 2007 saw the playing for any club is about $260 first Sudanese selected into the per player, so it was far too Hunter’s representative teams. Nine expensive to continue. players are currently playing at After that year some of the older representative level in U14s, U16s, boys moved on individually to play U18s and in the Youth League. in teams with Aussie friends they Playing rep costs money too, had met through basketball, and the however, and we have been lucky to Allstars reformed as an Under-18s have the support of the St Vincent team. Some younger ones who had de Paul Society which is sponsoring come here as soccer converts these rep players for this year as well switched to basketball because of the as others who play soccer. opportunity to play in a team. It is not surprising that there has Then we got some media coverage been no unacceptable behaviour at and the Pirates (Newcastle’s the stadium for a long, long time franchise in the national basketball and the boys are well known and competition) showed some interest. respected by management, referees They invited the boys to play an and players alike. They’ve also made exhibition ‘curtain raiser’ at one of lots of friends from other schools their home games and some of the and teams, some of whom we’ve ex-players and trainers began to take actually had playing in the Allstars an interest in them. In 2005–06, at the boys’ request.

2007 Vol 10 No 2 • The Boys in Schools Bulletin 17 language have the best chance, but Dinka (the most common language) is not a written language so most are learning from scratch. At home most only have mums with little time, energy or education to be interested in kids’ sport or homework. Often there are five, six or seven others for these parents to look after, as well as a major English deficit which their kids manage to overcome much sooner than they do. They mostly have no means of transport, many bills to manage and an overwhelming survivor guilt and past to deal with, which often leaves them unable to cope with teenagers. The self-confidence these kids take from their success in sport, however, has made their lives. It also makes school a better place, and the chance of disengagement is far less likely in At school, they are now respected an environment which supports and respectful. Learning in English is them. They know they’re there for extremely hard for these kids, whose the long haul and they know they education has been severely can do it. interrupted or in some cases, non- Last season we had two Sudanese existent. Those who have some boys in the school’s Junior basketball literacy in Arabic or in their first team. They finished as the Newcastle

18 The Boys in Schools Bulletin • 2007 Vol 10 No 2 ‘B’ team in the Hunter Schoolboys exhibition basketball games at lunch comp, and went on to the state times. A gold coin donation is paid When the next competition (to be knocked out as to watch the game. In the early days, one of the last 16 teams in the it was fiercely fought out between Lambton High state). The junior comp will be run Lambton High’s senior team and the teams were being in third term for 2007. The senior African Allstars but over the last year boys’ team is strongly fortified by the edges have become more than a selected we held four of the Sudanese and has little blurred by the fact that half the charged its way through the Allstar team is actually half the our breath . . . four Newcastle Schoolboys competition school team, so we now have to just on their way into the first round of split them into two integrated teams of them were the state competition next week. regardless, which is actually not so Lambton High has never reached so exciting for the crowd! picked in a 10-man far in these comps. Needless to say, as well as building In addition two of the boys (aged their own confidence and self- team and they were 18 and 16) were selected at the try- esteem the profile of the African outs last term for inclusion in the students has been raised off to a good start. Combined High Schools Hunter dramatically through basketball and Region Open team. This is an elite sport at school and at the stadium — group of 10 basketballers selected but most importantly in the from a wide area from Gosford to community. Muswellbrook to Taree. The boys It’s great for them to have travelled to Sydney last month, something worthwhile to do with where they were billeted together for their free time and it’s wonderful to four days with an Australian family see their self-confidence build as and played in the state selections. they play better and better and start All this from boys who had never to win. It’s fantastic to see them played in a team and were never respectful, diligent and happy to be coached until two years ago. at school, and it’s awesome to Ironically, these try-outs were the believe that maybe some of them same ones we were watching two may be able to build a career from years ago, the day I was asked: ‘Miss this sport in some way. ... how can we play?’ But the best thing I’ve seen come These African kids are now an out of this is the level of integration integral part of the school. Four of that this sporting participation has them ran in a school team last year brought about. They are so well Ros Gianacas has been the ESL in the ‘Race for Research’ for breast accepted now as part of the school teacher at Lambton High cancer, after never having tried long and greater community. It wasn‘t School since 1998, having distance running, and won the Open always this way! They now know previously taught English and Teams division. They have also just how to follow the rules and accept languages in the Hunter region run the school, zone and now the responsibility because they’re team after moving from TAFE regional cross-country events in players. They go to (Aussie) parties teaching in communications. their age divisions. One is also a and half their (Aussie) friends go to Ros has immersed herself in the school, zone and regional high- other schools. They now have role and spends lots of time jumper. Another is an esteemed Year friends wherever they go. with students and their families 10 Peer Support leader for Year 7. Yes, sport is certainly a great enjoying cultural events, We’ve been able to prop up the leveller! learning to cook ‘new food’ and school’s ESL funds through it has impact with student achievement. Ros has a strong Late breaking news sporting background and is a fierce competitor, and her own A sporting chance for African Boys . . . family enjoy being sports Ros has been rewarded for her hard work with the fantastic news that fanatics. Her energy translates this project has attracted a $30,000 grant from the Australian Youth straight across to the Sudanese Foundation for sport to be used as a key strategy to achieve integration for basketball teams she manages. refugees to Australia.

2007 Vol 10 No 2 • The Boys in Schools Bulletin 19 PBs Lessons from elite sportspeople

Personal bests are an effective way to motivate students in the classroom in ways that lead to improvements in student achievement. Here, Victoria Clay and the Boys in Schools Program introduces an excerpt from an article by Andrew Martin, which first appeared in Teacher magazine.

‘I just want them to take T Personal interest: this is looking considerably depending on the responsibility for their own learning’ at how learning styles, multiple goals and the type of activity. is a common catch cry among intelligences, personal skills and What makes feedback important is teachers of boys. Unfortunately, the interests can be used to motivate the message that the goal has been more teachers push the more and engage groups of boys or an attained or that the learner is ‘on resistant the boys become! In trying individual boy. the right track’. This helps to to encourage responsibility teachers T Immediate experience: does the create a sense of consciousness sometimes become very anxious and teaching and learning activity about the learning activity and to often start to limit the opportunities match skill level with level of strengthen the sense of self as a that boys have to make real choices difficulty so that the activity is learner. in what they are learning, how they absorbing? Can complete T Control: a sense of control is learn — and most importantly — concentration be attained because implicit when skill requirements how they demonstrate the the task is personally interesting? and task difficulty are aligned. To knowledge they have gained. The Too easy and the boy will be assist in this the learner has to be irony here is that responsibility is bored, too hard and he becomes aware of the purpose and about the opportunity to make and frustrated. To achieve a level of relevance of the task to himself. It act on choices, and teachers are not absorption teachers can link the helps if there is an element of always willing to hand over some content and/or teaching and choice in what he is doing and it control to their students. learning activities with the real is fun. The key to encouraging world. They can draw on responsibility is in knowing that an background knowledge and In the following article, Andrew action or choice you make as an involve boys’ views of the world to Martin clearly articulates one way of individual is directly connected to an make the experience relevant and allowing choice and control in the outcome — an outcome over which real. classroom through the strategy of you have direct control. Control is a T Clear goals: involvement and encouraging all students to set key factor in promoting absorption is achieved when the personal bests. Certainly this is a responsibility, and it is what goals (or requirements of the task) great way of encouraging adolescent boys want — in bucket are clear. Goals may be set by the responsibility in all students, but it loads. Just think about any situation teacher and then clearly is particularly appealing to boys. It you’ve had in a class with a Year 9 articulated to the boy; goals may fulfils all the elements of the boy — it’s usually a giant power play! be jointly set between the teacher learning framework and also assists Control is one of the five elements and the boy; the boy may need teachers to hand over some control of a learning framework for boys assistance to develop a strong in the classroom while still being that the Boys in Schools Program personal sense of direction for the able to reach desired outcomes. has identified through research and task (e.g. in a creative activity). observing best practice among T Competence: feedback is essential. teachers. Allowing choice, and hence The boy must know that he is on a degree of control, in what and how the right track and will only be they learn is a vital part of keeping able to know this if he is receiving boys engaged and motivated in a appropriate and meaningful classroom. The elements are: feedback. This will vary

20 The Boys in Schools Bulletin • 2007 Vol 10 No 2 Personal best Andrew Martin Ian Thorpe may well be the greatest swimmer in Australia’s history. What made him so good? Analyse his media interviews and you find that his approach to swimming revolved around personalised standards of excellence and the concept of personal bests — or PBs. At the ninth Federation Internationale de Natation — or FINA — World Swimming Championships held in Japan in 2001, Thorpe avenged his 2000 Olympic Games defeat by Pieter van den Hoogenband in the 200m Freestyle. When asked about his victory in Japan, as reported in the Sydney Morning Herald, he said, ‘The This can be in terms of a mark or it 200m tonight was a great victory may be a PB in the way they do A PB approach also over myself more than anything.’ things, such as being better Thorpe’s approach to his organised. Focusing on PBs is a very affects ‘flow’, that swimming is not unique in the effective strategy because although sporting world. Countless the student focuses on his or her mental state which sportspeople harness the principle of own standards and performance it personalised standards of excellence evokes the sort of energy that occurs when a and PBs to their advantage. What I friendly competition can provide. person is totally want to do here is show you how This is because the student competes students can also benefit from a with him or herself. So, it’s a great absorbed in a task focus on PBs in their academic lives. way to get the most out of a There is surprisingly little research learning focus and yet capture the as a result of the into PBs in the education domain. best of a performance or Where a PB is incorporated in competition focus. enjoyment and research it’s usually as a measure in What athletes will tell you is that an experimental study or as an taking a broader view of success — satisfaction of the outcome measure in other fields of such as focusing on PBs and psychological research. Within the improvement — doesn’t in any way task. educational domain, however, little harm performance. Similarly, attention is given to PBs as a means focusing on PBs in no way for student improvement or as a compromises a student’s focus of educational research. But performance because we’re asking the reality is that PBs hold excellence of the student — but implications for student motivation importantly it’s excellence in and achievement. A PB approach has personal and achievable terms. the potential to increase self-efficacy, persistence, educational PBs, success and participation, enjoyment of school, self-esteem and task interest and engagement. For a number of reasons, PBs have PBs, then, hold great potential for the potential to facilitate or enhance educators and students alike. key educational outcomes. First, they make success more accessible to What is the PB approach to students. Theoretically, any student learning? can perform as well as or better than A personal best approach to learning before. When students believe that is when students aim to do as well success is accessible to them, there’s as or better than their previous best. less reason for them to manoeuvre

2007 Vol 10 No 2 • The Boys in Schools Bulletin 21 in failure-avoiding ways and more reason for them to be optimistic and hopeful when facing future challenges and tasks. PBs also have the capacity to enhance self-esteem. Research has shown that the experience of success is one of the most powerful sources of self-esteem. It follows that if PBs provide greater opportunities for success they also enhance opportunities for students to improve their sense of self-esteem as a result of what they do. Moreover, not only does success enhance self- esteem, it also encourages students to persist at challenging tasks.

PBs and intrinsic motivation PBs are also relevant to intrinsic PBs and the latest motivates their students, and makes motivation. Research distinguishes educational research them more optimistic and more motivation in terms of its intrinsic The latest Australian research, persistent. It’s particularly good at elements, that is, motivation based published in the British Journal of motivating boys who constantly see on inherent interest in or Educational Psychology, has closely PBs celebrated by elite athletes who satisfaction with an activity, and examined PBs in the classroom and many hold in high regard. extrinsic elements, that is, the educational effects of a PB focus. motivation based on external Participants in the study were 1016 PBs and goal setting attributes of a task such as a reward, students from five Australian high PBs have a lot to do with goal approval or grades. Of particular schools, 61 per cent of them in Years setting. Over the past three decades relevance here, intrinsic motivation 7 and 8, 34 per cent in Years 9 and there’s been a lot of interest in goals is linked with a desire for challenge 10, and five per cent in Years 11 and and goal setting, which have been among students and this notion of 12. The study identified four key extensively explored in diverse challenge is centrally related to the parts to a PB approach in class to do domains including educational and concept of PBs. Activities that are with goals for students that were: personality psychology, industrial optimally discrepant from people’s and organisational psychology, skill levels, that is, both moderately T specific — each student says social psychology, and sport and assimilable and moderately difficult, exactly what he or she is aiming exercise psychology. as is the case with PBs, are usually for In the educational domain, four intrinsically motivating. T challenging — they must be goals types of goals traverse students’ that can extend the student achievement. The first relates to PBs and flow T competitively self-referenced — task-specific goals that are specific A PB approach also affects ‘flow’, each student competes with him guidelines for proximal performance, that mental state which occurs when or herself such as ‘Complete this assignment’. a person is totally absorbed in a task T based on self-improvement — each The second relates to situation- as a result of the enjoyment and student strives for ongoing specific goals that reflect the purpose satisfaction of the task, and is improvement and development in of and reasons for performing and thereby primed for optimal him or herself. achieving, such as ‘Write clear and performance. Researchers see the well-reasoned answers to the test balance between challenge and skill Importantly, the findings also questions’ or ‘Perform better than as perhaps the most important aspect showed that students who pursued others in the class on this test’. The of flow. Flow is best achieved when PB goals scored significantly higher third relates to personal goals that the level of challenge presented to in class participation, enjoyment of reflect more general and wide- students slightly exceeds their level school, educational aspirations and ranging goals than those which of skill. Indeed, this is the zone in persistence. relate to a specific situation, such as which we would predict that PBs are Indeed, other schools trialling the ‘Improve on last year’s previous the student’s focus. PB approach say it energises and grade’ or ‘Top the class at the end of

22 The Boys in Schools Bulletin • 2007 Vol 10 No 2 the year’. The fourth relates to the Indeed, giving students a mark for For more information and useful images of self one has for the future, their PB achievements could resources you can visit reflecting more distal goals, such as complement the marking scale www.lifelongachievement.com. The ‘Immerse myself in a really satisfying implemented in schools — whether website has freely downloadable PB career’ or ‘Earn a lot of money after that is in the form of an A-to-E Student Worksheets and freely college’. grade or something else — and lead downloadable PB Teacher Score The first two goals — the task- to greater student motivation. Not Sheets that help calculate a Personal specific and situation-specific ones — everyone can be given an A in a Best Index. encompass the essence of PBs. The relative grading system, but first goal provides students with clear everyone can strive for an A in their Further Reading information about what they are PB score. So, for the sake of the Martin, AJ 2003, How to motivate trying to achieve in the immediate argument, under an A-to-E your child for school and beyond, future. The second goal provides framework students would be graded Bantam, Sydney. students with the reason why they on their PB, their effort, and their Martin, AJ 2005, How to help should want to achieve a particular achievement — and in that order — your child fly through life: the 20 big outcome. The joint operation of so students realise that their issues, Bantam, Sydney. ‘what’ and ‘why’ goals provides the personal best achievement is the Martin, AJ 2006, PB Teacher Score foundation for understanding and result of quality and quantity of Sheet and PB Student Worksheet, then attaining PBs. effort and a striving towards Lifelong Achievement Group, personal excellence. Sydney. The Personal Best Index PBs are an important means to www.lifelongachievement.com Goals can also be formally tailored increase opportunities for students to Martin, AJ 2006, ‘Personal to the PB approach. One way of achieve to their potential at school. bests (PBs): a proposed multi- doing this is to make use of a PB PBs have the capacity to carry weight dimensional model and empirical Index — or PBI — when reporting to with many young people who analysis’, British Journal of students and their parents. Typically, routinely see PBs celebrated by the Educational Psychology, vol 76, the primary quantification of elite athletes they so often hold in pp 803–825. students’ performance at school in a high regard. Schools incorporating given term or year is through their PBs into their reporting regime can This article was first published in relative grading or ranking. That is, harness the appeal of PBs in a bid to Teacher, Australia’s national monthly their grade in history, for example, is provide their students with genuine education magazine for educators often determined relative to other experiences of success and give them across all state, Catholic and students’ performance in that a reason to dig deep when they come independent schools. Reproduced subject. A sole focus on relative to each new challenge. Through this, with kind permission. Subscribe by grading immediately confines students can become more engaged visiting ‘success’ to a handful and relegates in school and their schoolwork, and www.acer.edu.au/teachermagazine the rest with relatively lower more motivated to develop and performances to ‘failure’. improve themselves as students. It’s through this process that school becomes a constant sifting of Using a PB approach in your ‘winners’ and ‘losers’ — and when a classroom student decides that he or she is one Want to try a PB approach in your of the ‘losers’, numerous motivation classroom? There are five key steps problems can take hold. your students can use to work Because the PBI is a personalised towards their PB: measure it’s possible for a student who might have never scored highly T Step one: they need to know what in relative terms to receive a high a PB is and what kinds of PBs are Andrew Martin is Associate PBI if he or she performed better, appropriate for them. Professor of Educational was more engaged in the subject, or T Step two: set their PB. Psychology in the Faculty of more skilful than previously. Indeed, T Step three: write out the steps Education and Social Work at extending this concept to its logical involved in achieving their PB. the University of Sydney. He conclusion, there may be two duxes T Step four: reflect on how well specialises in student at the school: one who tops the they did in reaching their PB. motivation, engagement and school in relative grading and one T Step five: set the next PB to start achievement. who tops on aggregate PBI. the cycle again.

2007 Vol 10 No 2 • The Boys in Schools Bulletin 23 An unlikely liaison Football and academic engagement

In this excerpt from ABC Radio National’s The Sports Factor, Chairperson of Anzac Hill High, Stephanie Mackie-Schneider, describes how a new program linking school performance to football selection is panning out in Alice Springs.

Aussie Rules is absolutely the game SMS: That’s correct, yes, there’s two them quite a few years ago and of choice for the vast majority of the public high schools in Alice Springs. they’ve come here and people seem to think they’re all about cornering population in Alice Springs, MOR: So Stephanie, if we look at the the Indigenous market, but they’re especially at Anzac Hill High School, scheme, your school is working in actually really about improving the which this year has embarked on a conjunction with Clontarf AFL Club wellbeing and life of young new program to develop not only its from Perth. What’s the connection? Aboriginal men, which is a great football team, but also the literacy What are you doing? and numeracy skills of its footy-mad thing. students. SMS: Clontarf has based a football MOR: Now that connection between Like the Playing for Success academy at our school, and that’s developing football and improving Scheme, Anzac Hill High and the easy in itself to attract kids to quality of life, can you just elaborate Perth-based Clontarf AFL Club, have football. But to stay with the on that? How do you see that put in place a scheme that monitors academy, they have to make a connection working? the academic progress of students as commitment to attend school they participate in the school’s regularly, keep up with their SMS:I see it working because football program. schoolwork, and basically be well fortunately — and it’s a terrible behaved within the school, and thing to say — but a lot of Mick O’Regan: Stephanie tell me, they’re committed to schooling. Aboriginal men, young men, they’re how important is Aussie Rules MOR: So Clontarf footy club has set brought up in families where there football to the students at your up an academy, and that’s the lure isn’t a male member of the school? to bring kids in, but in order to household, and the only male member they maybe do come into Stephanie Mackie-Schneider:s It’ participate in the academy and contact with is probably not the best very important. AFL’s a very strong develop their football, they have to role model you can imagine. And so game in Alice Springs, and it’s actually attend school regularly and the idea of learning all those male particularly important among the advance in all the other areas of attributes like being protective rather Aboriginal people; in fact, it’s really schoolwork? than violent. So Clontarf will considered their game, it’s ultimately SMS : That’s correct, yes. They have their sport. provide male role models who can to understand that to work hard at show self-control, dignity, protection MOR: And at your school, at Anzac football is not the only thing, that and be proud of themselves without they have to also work hard at Hill High School, what would be the ever resorting to violence or lack of school and hopefully get proportion of Indigenous to non- self-control. And really, satisfaction out of that as well as Indigenous students? unfortunately for many of these the football. SMS:We have about 50% Aboriginal boys, that’s not role-modelled by students at our school, possibly MOR: Now where did the anybody. And society doesn’t seem growing with the moves to private inspiration for the scheme come to understand that people don’t education that’s unfortunately from: from the school, or from the have these things instinctively, they happening in our town, and so it’s football club? have to be taught to people, like about even at the moment. everything else. SMS: From the football club. MOR: So just to be clear, you’re a Fortunately for us, a footballing MOR: Right. But the practicalities of public high school? family in Alice Springs contacted it is that players from Clontarf

24 The Boys in Schools Bulletin • 2007 Vol 10 No 2 would come up, be at the academy MOR: So Stephanie, as someone full-time employment. Now if we for some short period of time, and if associated with the school through had that sort of stat in Alice Springs, you like take coaching clinics, where being president of the School we would be turning people’s lives not only is football discussed, but Council, what’s your overview of the around, and the impact, the these other social characteristics are impact of the scheme with Clontarf repercussions of that would just go discussed as well? Football Club; what benefits can you on and on. Because one of the already see? biggest problems facing Aboriginal SMS : Yes, of course. But it’s not a people is basically nothing to do. short period of time, Clontarf will SMS:I can already see, I was actually They’re not employed, or they’re not take them right through. They will speaking to a teacher the other day employed enough, and they really take them right through the junior and he was showing me around the need to be out there and engaging in club room, and he was showing me high school, [Years] 7, 8, 9 10, they mainstream society. will follow them into 11 and 12, and the photos of the kids, and he just what’s even better is that they’ll said, ‘It seems to be having a great MOR: Indeed, and it would be a actually go out with them into impact already; these boys have fantastic thing if through the vehicle employment. Or to university, if showed such determination’. He was of developing football schools, a that’s the case. showing me one young man who whole range of other skills are going really struggles with his maths, but to come into play that will help that MOR: Right, now when they say he said he tried every day, he’s employment prospect. they will go out with them, what do trying, he’s not giving up, he’s really SMS : That’s so true. And people you mean? Give me the practical, trying. And he says to that student, don’t seem to realise that so much on-the-ground sense of how the club ‘Look, mate, you’re not getting it comes down to a lack of literacy. If is engaging with the school. straight away, but you’re thinking, you aren’t literate, you don’t have and that’s what it’s all about, you’re SMS : Well, they’re there at the control over your life, it’s as simple really trying, you’re really engaging, school every day. They have a club as that. And we see the repercussions and that’s wonderful’. room, they have training three of that all the time in Alice Springs. mornings a week, very early, you MOR: And Stephanie, from the You know, you’re not in control if know seven o’clock. The boys will football side of it, what’s it meant to you’ve got Grade 2 literacy. come in and socialise in the club the quality of the game as it’s played MOR: Absolutely. Well Stephanie, I rooms during lunch hours, or after at your school? hope that we’ll be able to bring our school. They have gym equipment SMS:Yes, I’m not sure yet, because program out to where you are one and other — chess sets, and all sorts it’s still just training time, and day and have a look at this scheme of other things that boys can engage Clontarf will be arranging different on the ground. We’ll have to see with. And it just gives them a sense competition happening within the how that goes, but until then, all the of belonging, and a sense of pride in school, and so we obviously already best with the scheme, and with both what they’re doing. And also if the had talented players and they were the football and literacy results. student is having any trouble in any playing in the Saturday teams, and SMS: Oh thank you very much. area of their schooling, they will we did tend to have most of our kids look into that, and see if they can at one particular club. But that will Note provide some assistance. be changing; I’ll be waiting to see, This interview appears compliments MOR: Right, so someone from I’m sure it’s going to improve things. of ABC Radio National, where Clontarf Football Club might be MOR: And beyond the immediate Stephanie was interviewed on The engaged enough with a particular precincts of the school, into families Sports Factor on 30 March 2007. student that he or she would know and the broader community of Alice, that that student needed extra work is there an impact of the scheme in literacy, or extra work in that goes beyond the school gates? numeracy. SMS: We hope so. I mean it’s only SMS: Oh absolutely. We have great just started up here. It has a great teachers, and they would be aware of success rate in Western Australia, that, too, but this is just a little bit, and the people who set it up here you know, somebody who’s probably probably aren’t arrogant enough to in a way perhaps less threatening to think that they know straight away the student, or more of a friend to how it’s going to work. But certainly the student, and more able probably in Western Australia, 75 per cent of to engage with the student’s parents. Clontarf graduates have gone into

2007 Vol 10 No 2 • The Boys in Schools Bulletin 25 Motivation and engagement of boys: Evidence-based teaching practices

This article, and the one that follows (page 37), is an excerpt from a report written for the Australian Government’s Department of Education, Science and Training by Dr Geoff Munns, Dr Leonie Arthur, Professor Toni Downes, Dr Robyn Gregson, Dr Anne Power, Associate Professor Wayne Sawyer, Professor Michael Singh, Dr Judith Thistleton-Martin, Frances Steele

Background evidence-based teaching practices Second, boys’ motivation, This report is the outcome of a that have proved effective in engagement and socioacademic research project carried out between improving the motivation, outcomes were recognised as being December 2004 and June 2005 by engagement and academic and social related to, if not inseparable from, the University of Western Sydney. outcomes of boys, particularly those boys’ socioeconomic status (SES), The project was commissioned by boys at risk of disengaging from and/or geographical location and/or the Australian Government school-based learning activities. This cultural factors. Methodologically, Department of Education, Science project focused on developing a this suggests that there is no unified and Training (DEST) as a quality research-based contribution to sense of ‘boyhood’ in relation to teacher initiative under the understanding the educational motivation, engagement and social Australian Government Quality practices experienced by boys. and academic performance. A focus Teacher Programme (AGQTP). The First, it focused on the relationship on ‘boys’ as a single, unified aim of the report was to examine the between these educational practices category would conceal more than it motivation and engagement of boys, and boys’ motivation, engagement would reveal. in particular those from Indigenous, and socioacademic outcomes. A For the purposes of this project low socioeconomic, rural and review of the literature and a series then, the data on boys’ motivation, isolated backgrounds. These boys of in-depth case studies allowed the engagement, social and academic have historically been over- research team to generate a set of performance were disaggregated represented among those students research-based principles and according to factors — SES, who are under-achieving strategies that underpin successful geographical (urban, rural/regional) academically and/or experiencing programs for boys. The research- and cultural (Indigenous) factors. social difficulties. based approach adds an important The project describes how these The objective of this project is to dimension to a collection of intersect and interact and inform teachers’ professional evidence-based strategies by investigates how schools generate learning, knowledge and practice, situating them in a framework that and support the conditions that and school curriculum development links them to important concepts reinforce the motivation, in relation to the education of boys and theories. These concepts and engagement, and social and in the early and middle years of theories provide a coherent and academic performance of certain schooling. In particular, the project argued approach to improving boys’ groups of boys. sets out to identify and describe social and academic outcomes. Third, this project explores the

26 The Boys in Schools Bulletin • 2007 Vol 10 No 2 The MeE framework also provides educators and schools with a way to understand and work with the complexity of relationships that students have with strategies for encouraging boys to Literature review school and examine ways in which they can be The review of the literature has three motivated, engaged and become distinct areas of focus: education. socially and academically successful. Further, it considers ways to T a conceptual framework for motivate and engage boys in understanding motivation and thinking critically and creatively engagement about their own and their peers’ T a synthesis of issues and factors schooling, their worldview, their impacting on boys’ educational future employment and what they and social outcomes want to make of their lives. T a compilation of evidence-based Consideration was given to well- strategies for improving boys’ intentioned interventions aimed at motivation, engagement and confronting the fragility of boys’ educational and social outcomes. motivation, engagement and socio- academic performance. Questions The conceptual framework for were asked about whether these understanding motivation and interventions were helping boys to engagement was the Motivation– escape from factors constraining ‘e’ngagement–‘E’ngagement (MeE) their potential. There were also Framework, developed at the considerations of any unintended or University of Western Sydney by Dr unanticipated consequences, Andrew Martin and Dr Geoff Munns desirable or otherwise, which (Munns 2004; Munns & Martin motivated or inhibited boys’ way 2005). (NB: A full list of references is forward. available on the DEST website; see This excerpt from the full report the url listed on page 36.) This contains summaries of each of the framework provides the foundation main sections of the report and will for understanding the project’s be of interest to each of the key analysis of the factors involved in groups at whom the report is boys’ motivation and engagement. directed: educational researchers; The MeE framework also provides policy-makers; principals and educators and schools with a way to classroom teachers. understand and work with the complexity of relationships that Methodology students have with school and The methodology for this project education. It does this by describing includes a review of the literature the dynamic to this multifaceted and a series of case studies. relationship that straddles

2007 Vol 10 No 2 • The Boys in Schools Bulletin 27 individual, relational and holistic ourselves continually ‘Which boys?’ ... we need to be perspectives. It defines three distinct and makes plain that there is no asking ourselves but closely interrelated ways that simple solution to improving boys’ schools can work on the more social and academic outcomes. continually ‘Which positive and enduring relationships The compilation of evidence-based that students need to have with strategies for improving boys’ boys?’ and makes education to achieve successful motivation, engagement and social, academic and life outcomes. educational and social outcomes was plain that there is The first area (Motivation) is undertaken with the caveats informed by the psychology of described in the previous paragraph no simple solution education and picks up ideas about firmly in mind. The literature review individual student motivation. The provides an indication of the range to improving boys’ second area (‘e’ngagement) explores, of educational interventions that from a sociological position, whole- have, in particular environments, social and classroom practices and processes shown measurable improved that work towards students outcomes for particular groups of academic becoming meaningfully engaged boys. with their daily learning outcomes. experiences. The third area Case studies (‘E’ngagement) brings together both Case-study schools were selected the psychological and sociological because they were identified as those concepts. It highlights the whole- which had evidence of improved school policies, practices and social and/or academic outcomes for interventions designed to encourage boys. This selection was based on every student to feel that their systemic and professional advice, school is a place that ‘works for’ and in the light of available student them, and that education is opening outcome data. Fifteen schools were up opportunities for them to be selected that had demonstrated rewarded and successful, both in the achievement of improved outcomes present (in their school lives) and in in boys’ education and represented a the future (in their post-school lives, cross-section of learners, settings, employment and careers). outcomes and intervention The MeE Framework, then, strategies. The case-study schools describes the interplay of collectively represent the following Motivation, ‘e’ngagement and characteristics: ‘E’ngagement. The review of literature explains the MeE T learners: ages ranging from Framework in terms of its potential preschool to middle years; for giving direction to teachers’ backgrounds including the target efforts to improve their practices. groups The framework has two main T settings: government and non- strengths: first, for evaluating and government sectors; preschool, situating individual strategies and primary, secondary and a approaches; and second, for combined primary/secondary providing a lens for reviewing both school in urban, regional and rural classroom and whole-school locations approaches to the issues of T outcomes: improved motivation improving boys’ outcomes. and engagement; improved The synthesis of issues and factors academic and social outcomes impacting on boys’ educational and T intervention strategies: traditional social outcomes clearly points to the and contemporary curricular, complex interrelationships between pedagogical and assessment the social, economic, cultural and practices (including literacy and educational contexts within which ICTs); role models and boys’ boys’ schooling occurs. It reinforces relationships with teachers, peers, the idea that we need to be asking families and community.

28 The Boys in Schools Bulletin • 2007 Vol 10 No 2 Findings from the case studies The 15 case studies reveal a variety of policies, interventions and strategies that each school has made in its particular context. For these educational stories the MeE Framework offers a vantage point that allows the researcher not only to make explicit, in the context of the theory the immediate work at hand, but also to point to possible future directions. In a word, it provides a way to understand and work with the complexity of relationships that students have with school and education. A summative discussion of the motivation and engagement strategies of the case- The case study research employed a literature review. This workshop had study schools using each perspective number of strategies to ensure the three key components: of the MeE Framework follows. validity of data collection and analysis. These included T Review of case studies: focused on Motivation triangulation through the use of clarification of issues and the The school strategies that focus on multiple sources of data, a range of development of common individual support typically target data collection methods and understandings and meanings boys who are either already member checking. Methods of data which were then refined as the disengaged or showing signs that collection included interviews, focus cross-case analysis was undertaken. they are likely to become groups, observations and artefact T Cross-case analysis: groups focused disengaged. Interventions are collection. on a different aspect of the case generally characterised by their Where possible, researchers studies (for example, principles, physical and ‘hands on’ nature, their sought several sources of strategies, MeE Framework) and opportunities for reflection, their information for each of the key used different analytical connections with the local and questions to ensure that different techniques (replication strategy, broader community, and an out-of- perspectives were represented and multiple exemplars, clustering and classroom or off-campus orientation. also to guarantee a measure of data pattern clarification). A set of Activities in the Motivation integrity. The interviews and focus principles and practices were perspective of the MeE framework group discussions used a refined and synthesised. are intended to improve students’ semistructured approach. One set of T Collective self-critique of relationships beliefs about themselves, foster questions was used as prompts for between principles and practices: positive attitudes towards learning, all participants. Training and verified direct relationships achievement and school, develop support was provided for case-study between the identified strategies to adaptive thoughts and behaviours researchers. Member checking was ensure consistency with evidence about schoolwork and enhance also used to ensure validity. Schools from the literature review and to students’ study skills. These activities were visited and data collected in situate these relationships within combine to encourage students to response to a common set of the conceptual framework believe that there are good reasons research questions. The case study developed as an outcome of the for remaining at school and teams of researchers were brought literature review. concentrating on their learning. together for a two-day data analysis Motivational strategies detailed in workshop. At this workshop In combination, these strategies were the case studies may be considered participants actively generated the designed to ensure a consistency of within the following four categories: analysis of the case studies through approach in both the information cross-case analysis and collected and the reports written for T cultural basis interpretations of the data in the site visits. T focus on social outcomes relation to the theoretical and T enterprise focus empirical findings from the T teacher-directed technical focus.

2007 Vol 10 No 2 • The Boys in Schools Bulletin 29 Four of the case-study schools are designed to encourage deep serving significant numbers of understanding and expertise, and Indigenous students and have genuine enjoyment. They also aim introduced culture-based programs to promote the valuing of what to encourage higher levels of students are doing and active motivation among individual involvement in what is being students. These programs are learned. designed to link the students’ This ‘e’ngagement perspective has community ‘lifeworlds’ to the world a whole-class focus that also takes up of the school, with its mainstream a social justice position. This means and non-Indigenous business. One that classrooms working towards way of achieving this is by involving ‘e’ngagement will enhance social students in cultural activities during and academic outcomes for targetted school time, but in traditional boys at the same time as they offer settings and in association with advantages to all students. community mentors, role models Pedagogical changes as pathways to and elders. Another approach is to ‘e’ngagement contained in the help Indigenous students cope with school case studies generally fall into the demands of schools and two closely interrelated categories. classrooms by offering them a The first has an emphasis on literacy culturally sympathetic learning (including ICT). The second has a environment where staff can assist presentations and celebrations of broader concentration on high- students to develop appropriate achievement followed by rewards in interest and contextually relevant skills and attitudes. the form of excursions and experiences. Both categories are Motivation interventions classified enjoyable activities. characterised by constructivist as working towards social outcomes The final group of approaches approaches that accentuate active are those that aim to develop social detailed in the case studies that are and reflective learning and skills and attitudes but which designed to motivate students has a enhanced access to important invariably sit outside the practical and technical orientation. curriculum knowledge. mainstream school curriculum. These often have close associations Literacy approaches within the There are commercially available with vocational education strategies ‘e’ngagement perspective often have programs, some of which involve and contain a defined technical a highly explicit approach within a boys’ physical activity. Others are skills base that is taught under strongly scaffolded learning more specifically aimed at teachers strong teacher direction. This means environment. In some schools, the or parents, but all involve reflections that there is less autonomous and integration of ICT is recognised as a about self-control, communication self-directed learning. Outside these critical avenue towards heightened and developing positive peer, categories of major individual levels of cognition, emotion and familial and community support programs are various participation among boys. relationships. Other schools have examples of ways that students The case studies bring to light a developed their own programs, enhance motivation through literacy number of impressive examples of based on the perceived needs of support and peer mediation. The use highly engaging learning their community. of role models and peer and cross- environments. Importantly, they A number of case-study schools age tutoring/mentoring also perform illustrate that these environments have devised programs that not only important functions within the can be created across preschool, target social outcomes but have Motivation sphere. primary and secondary levels. There strong academic connections are stories of schools that combine through their constructivist and ‘e’ngagement engaging content with a strongly enterprise focal points. These When schools decide to concentrate scaffolded pedagogy encouraging programs have a project focus, and on the relational perspective of the active problem-based learning. These students are actively involved in MeE Framework, they become as offer informative examples of both setting their own goals and directing interested in the work of teachers the foregrounding and their own learning. They take place and their pedagogies as they are in backgrounding of the teacher’s role, outside the normal classroom the thoughts, feelings and which allows boys to feel both environment and in the community, behaviours of students. The aim is to autonomous and supported in their and have a strong mentoring bring into play classroom learning learning. Such models exemplify the component. Other features include experiences that are purposefully kinds of pedagogies that promote

30 The Boys in Schools Bulletin • 2007 Vol 10 No 2 highly independent, self-regulated as a resource, are not ‘boys’ and competent learners. The business’. ... the MeE importance of whole-staff cohesion At an ‘E’ngagement level a framework shows through professional development is significant number of case-study also demonstrated. schools have developed strategies to how the help boys with post-school options. ‘E’ngagement In many, but not all, cases these cooperative Interventions at a whole-school basis strategies are associated with fall into four broad categories, each employment and training processes . . . of which draws attention to the opportunities in local industries. critical ways a school can encourage These schools argue that such provide critical individual students and particular interventions keep boys at school groups of students (especially those who would otherwise leave early opportunities for who are disengaged) to feel that: and struggle on the job market. they are valued; they will be These examples from the case the disengaged supported when they have learning studies do, however, carry a danger or emotional needs; and they will be that boys might be being channelled student to gain an offered a wide range of curricular into a narrowing range of and extracurricular activities. In occupations within traditional male- enduring belief that short, the aim is for each student to based industries. feel individually catered for at ‘school is for me’. involvement, emotional and The dynamics of motivation cognitive levels. The four categories and engagement are: The stories contained in the case studies support the key ideas T school ethos promoted in the MeE Framework, T school structure namely that there are T mentoring/role models multidimensional and T productive post-school options. interconnected dynamics of student motivation and engagement. The case studies have shown that Reading the narratives of how each many of the schools have worked on school faced its particular issues and changing the way they are viewed, then initiated interventions from a both by their students and their variety of perspectives, reminds us local and wider communities. This that the complexity of student has seemed to be particularly relationships with schools, important where there is a history of classrooms and education requires troubled school–community educators to think creatively and relations. widely across a wide range of Closely aligned to school ethos is perspectives and approaches. It is the way schools have restructured across this range that the MeE their curricula to address clearly framework shows how the identified student issues. A number cooperative processes contain both a of schools have seen the importance focus on the individual and on of using positive role models and broader social and educational mentors to encourage boys to see contexts, and provide critical that school is a place that can work opportunities for the disengaged for them. They have reasoned that student to gain an enduring belief developing positive relationships that ‘school is for me’. There are between boys and their peers, older critical connections across individual boys and adults (including fathers) and group processes highlighted across both curricular and within the framework. extracurricular experiences can The support for individual counteract the negative effects of students’ cognitive and behavioural peer pressure and an associated view lives connects with engaging that school as a place, and education messages embedded within

2007 Vol 10 No 2 • The Boys in Schools Bulletin 31 productive classroom learning strategies draw on rich case-study ... these principles experiences. Together, these work data that indicate their suitability for and strategies draw towards students becoming boys from Indigenous, low-SES, rural ‘E’ngaged with school. This ‘school backgrounds, and boys at risk of on rich case-study is for me’ level of engagement is disengaging from schooling. At the further encouraged and supported same time, experienced educators data that indicate by whole-school policies and will recognise that the principles are practices. Such interconnectedness generally applicable to any whole- their suitability for between the three perspectives school reform process that seeks to means that it is not always easy to improve socioacademic outcomes for boys from separate school, classroom and all students, and the strategies may individual interventions into be more widely applied to attempts Indigenous, low- discrete areas. Nonetheless, this to improve the educational process examines the focus and outcomes of all boys and girls. SES, rural nature of schools’ efforts to improve the relationships that their students The principles backgrounds, and have with education. The principles begin with an overarching principle of using the boys at risk of Principles and strategies MeE Framework to guide the The principles and strategies were development of a whole-school disengaging from first developed from the case studies. approach. The MeE Framework They were then both tested against, provides schools with a way to schooling. and used to test, the research understand and work with the literature. There is a very strong complexity of relationships that alignment across these reports, with students have with school and a number of common and education. It does this by describing converging themes. These include the dynamic to this multifaceted the impact of peer relationships and relationship that straddles the construction of masculinities on individual, relational and holistic social and academic learning; the perspectives. It defines three distinct different ways boys learn; the but closely interrelated ways that significance of literacy development schools can work on the more for lifelong learning; and the positive and enduring relationships importance of quality teaching and that students need to have with productive teacher–student education to achieve successful relationships. social, academic and life outcomes. The principles have been While schools may start with developed to support schools strategies or approaches taken from seeking to build successful and any one of the MeE Framework’s sustainable whole-school programs perspectives, success ultimately lies to improve motivation, engagement with an approach that draws on all and the educational and social three. Regardless of whether schools outcomes of boys in their care. They start with a particular focus or adopt provide overall guidance on how a broad range of strategies, the MeE educational leaders might structure Framework has an embedded interventions so they are successful argument: for schools to encourage and sustainable over the long term. strongly motivated and engaged Collectively, the principles and students, then Motivation, strategies provide strong research- ‘e’ngagement and ‘E’ngagement based advice to schools that wish to processes all need to be considered initiate or further develop a whole- seriously. school approach to the Underpinning the founding improvement of boys’ socioacademic principle are four subsidiary outcomes through a focus on principles: motivation and engagement. In particular, these principles and

32 The Boys in Schools Bulletin • 2007 Vol 10 No 2 interrelated, there is some unavoidable, indeed necessary, conceptual overlap across the groupings of strategies.

1 Individual support strategies highlighting Motivation: T Develop positive cultural connections between community, home and school. T Foster supportive learning environments where students feel valued and respected. T Promote opportunities for renewed community connections. T Provide authentic, high-interest and challenging learning experiences. T Allow negotiation and choice at 1 Focus on student outcomes. also need to respond in school and classroom level. This entails identifying specific sophisticated ways to data T Connect critical syllabus areas groups of students, specific collected on student outcomes and (especially literacy) with all outcomes and means of collecting feedback from stakeholders. It individual motivation strategies. evidence. Improvements in would be expected that these T Support adaptive attitudes and student outcomes require explicit would evolve over time to meet behaviours. attention; first, in identifying the the changing needs and T Work on managing physical target group of students and the circumstances of the school and actions and emotional responses. desired outcomes; then the the community, distribute T Develop a wide range of continual collection of outcome ownership across stakeholders and assessment strategies that support data; and the consequential draw effectively on additional early and ongoing intervention. refinement and development of resources. T Target students with specific existing and new approaches based socioacademic needs. on the analysis of these outcomes 4 Develop professional leadership data. and learning. 2 Strategies that promote A critical aspect of improving the ‘e’ngagement: 2 Select contextually relevant socioacademic outcomes for boys T Structure learning environments starting points. is the relationship between school that offer student voice and These starting points should be leadership and professional control. tailored to the particular needs of learning. Strategies for change T Promote self-regulatory and the students, informed by cannot be implemented autonomous learners. research, policy and/or local successfully without the full T Focus on quality teaching and successes and be consistent with commitment of the senior productive pedagogical the opportunities afforded by the management, and this relationships. local context and negotiated with commitment needs to be shared T Offer projects and problem-based relevant stakeholders. They by all staff involved. learning. include staff, students, T Develop collaborative learning community, external agencies, The strategies communities. systems and sources of funds and Following the principles, the T Offer access to sophisticated ICTs. other support. strategies are divided into three T Integrate literacy across all aspects distinct but interrelated groups, each of the curriculum. 3 Generate pathways that build a containing 10 strategies. These T Introduce a variety of texts that coherent and multifaceted groups fall under the MeE widely appeal to the interests of approach. Framework perspectives of boys. Such pathways need first to be Motivation, ‘e’ngagement and T Contextualise and individualise aligned with the broader vision ‘E’ngagement. Because the three literacy learning. and direction of the school. They perspectives are themselves T Provide feedback that is explicit

2007 Vol 10 No 2 • The Boys in Schools Bulletin 33 about task criteria, processes for learning and self-regulation of learning.

3 Strategies that widely cater for student ‘E’ngagement at involvement, emotional and cognitive levels: T Have high but realistic expectations within an ethos of pressure and support. T Ensure all students feel that they will be supported socially and academically throughout their school lives. T Challenge stereotypical views about boys. T Offer a wide range of intellectual, cultural and aesthetic experiences. T Work collaboratively with families and communities. T Use community, cross-age and peer mentoring to support is necessary to understand boys’ experiences, whereby they acquired students and to provide positive motivation and engagement with new knowledge and had role models. school. These interdependent factors opportunities opened for them both T Utilise support staff to cater for all play a significant part in the within and beyond their immediate students, particularly for those confidence and competencies that communities. most ‘at risk’. these boys develop in making their Boys from low-SES backgrounds, T Focus on key transition points. schooling meaningful or otherwise. whose communities were T Promote different pathways for This evidence reminds us of the experiencing high unemployment, further study and post-school multiple dimensions of the lived reportedly disengaged from options. experiences of these boys, schooling when it did not make T Provide alternative settings for the experiences that are integral to connections to vocational development of socio-academic explaining their engagement, opportunities in their future. The learning. motivation and socioacademic economic changes in Australian achievement. Their cumulative society have affected the labour Conclusion exposure to challenging market for Indigenous, rural, The case studies presented in this socioeconomic and cultural regional and low-SES males. This report provide evidence of the conditions instils in them a range of raises questions about how to interrelated psychological factors lasting dispositions regarding reinvent ‘traditional’ curriculum, and socioeconomic and cultural schooling, education, work and life. pedagogical and assessment practices circumstances that affect the However, neither background nor to embrace these changes. It also schooling of boys, particularly those gender is a simple deterministic suggests possibilities for re- from Indigenous, rural, regional and construct. This report shows that grounding definitions of socio- low-SES backgrounds. These boys are schooling does make a difference. academic success and teacher not necessarily passive in their This report suggests that professionalism. schooling — in fact many struggle traditional curricular, pedagogical Teachers in the case study schools against its confines. The case-study and assessment practices have failed made connections with the evidence points to the sensitivities, for some — perhaps many — of knowledge networks available perceptions and evaluations that these boys. Curricula that connect through their students’ lived such boys invest, mentally and with boys’ interests and experiences experiences. The target groups of physically, in their everyday can provide rich material through boys seemed to benefit from schools schooling. This research indicates which their existing benefit from that acknowledged their out-of- that knowledge, not only of their pedagogies that engage their worldly school learning experiences and behaviours, but also of their interests and from interesting and interests as a source of knowledge interests, aspirations and imaginings, intellectually challenging learning acquisition and production. In

34 The Boys in Schools Bulletin • 2007 Vol 10 No 2 particular, engaging pedagogies in to happen. these case studies embedded key The case-study evidence points to This research literacy learnings in project-based improvements in students’ socio- indicates that studies. The extension and academic learning being directly deepening of students’ language and related to the enhancement of knowledge, not only literacy skills was integral to such teacher professionalism through a projects. Skilled teachers were often range of in-service professional of their behaviours, able to develop students’ capability development activities. Since the to decode, analyse, use and produce case studies indicate that teachers but also of their multimedia texts through ‘hands on’ are using workplace learning, sport and/or investigative projects. and community service learning interests, This raises questions about effectively in motivating and whether various traditional forms of engaging boys, the connections with aspirations and assessment, testing and their ‘out-of-school’ knowledge benchmarking are able to capture networks would seem to provide a imaginings, is such socioacademic learning. What significant basis, not only for assessment practices are needed to educational innovation, but also for necessary to record these boys’ performances in: teacher professional enhancement. The developments discussed here understand boys’ T undertaking hands-on projects may now benefit from a national T investigating big ideas curriculum, pedagogy, assessment motivation and T solving real-life puzzles and teacher professional T making connections with the enhancement program that engagement with extended knowledge networks that resources them appropriately. Such a link schools to the wider world program might test the possibility of school. T engaging in collaboration, legitimising innovations that cooperation and negotiation? productively engage students’ knowledge networks as a basis for The case studies suggest that judging their socioacademic Australian educators might be able performance. Teachers involved in to pioneer forms of assessment, such curricula and programs would testing and benchmarking that will entrust and enable their boys to document the promotion of progress with a sense of autonomy, teamwork, confidence and control and increasing competence, leadership among these boys. and make opportunities for them to Moreover, these case studies invite reflect on their own learning consideration of whether a focus on strategies. ‘school retention’, ‘anti-school ‘Creativity’ was a key issue to behaviour’, ‘classroom strategies’ emerge from the case-study evidence and ‘classroom management’, while and is a theme running through the necessary, might be a too limited discussion of educational principles view of the sociocultural dimensions and strategies. The case studies of learning. The perennial questions suggest that, in their ordinary, of withdrawal or mainstreaming, everyday work, teachers use four key single-sex or co-educational classes creative processes: are not resolved in the research report, since these are not seen as 1 Effective teachers and their the key issues around motivation schools collaborate with other and engagement. The more central creative, innovative educators in issue is that of enabling boys who their efforts to view the education may be experiencing difficulties in of boys in new ways and to find schooling to engage with their world fresh perspectives for framing the knowledge. Mentoring also seems to issues. Teachers, too, benefit from be important. The evidence reported mentoring schools that build upon here suggests that the flexible of the accomplishments of other organisation of schooling allows this schools, as well as their own.

2007 Vol 10 No 2 • The Boys in Schools Bulletin 35 2 Schools and teachers benefit from curricular knowledge, learning The report highlights the complexity the experiences of renowned experiences and assessment tasks of issues affecting the academic and leading educators. that motivate and engage these social performance of rural, regional, 3 Schools and teachers build upon boys, and thereby enhance their Indigenous and low-SES boys. their own earlier accomplishments socioacademic achievements. Because schools do contribute to by trialling appropriate 2 That Australian educators across shaping the work–life trajectories of educational interventions for boys, Federal and State systems lead the these students, there is considerable evaluating their success by using way in developing among the interest in the potential that school relevant quantitative and international education leaders, especially teachers, have for qualitative data and being flexible community ‘real-world assessment, transforming the schooling enough to revise their testing and benchmarking’ that experiences of such boys. Evidence interventions accordingly. legitimise the richness of the from this research report indicates a 4 The case-study schools and their learnings, and capture the reasonably comprehensive range of teachers recognise and accept that socioacademic achievements of sound educational principles and developing educational boys (and girls) from rural, effective strategies relevant to interventions that produce regional, Indigenous and low-SES enhancing the performance of successful socioacademic outcomes communities. For instance, such Indigenous, low-SES, rural and for the target groups of boys is a ‘real-world assessment, testing and regional boys in early to middle difficult, arduous and time- benchmarking’ could find ways of school. consuming task. There are no documenting these students’ Finally, the report invites us to ask, ‘quick fixes’ in education; it may performances in investigating big given the changing pathways to take a decade or more to make a ideas; engaging in meaningful employment, training and further productive difference. Typically, investigative projects; solving real- education, what type of education effective teachers do not abandon life puzzles; making connections policies, schooling and teachers are their projects. with extended knowledge really for rural, regional, Indigenous networks and engaging in and low-SES boys? A number of key recommendations collaboration, cooperation and for systemic intervention arise from negotiation. Note this research, namely: 3 That Australian educators across This excerpt is reprinted with Federal and State systems lead the permission from the Australian 1 That Australian educators across way in developing among the Government Department of Federal and State systems lead the international education Education, Science and Training. A way in developing among the community ‘real-world full copy of the report can be viewed international education professional enhancement on the DEST website: community ‘real-world curriculum strategies’. These would enable www.dest.gov.au/sectors/research_sec policies’. The formally approved them to explore whole-school tor/publications_resources/profiles/m curriculum policies of education changes to curriculum, otivation_engagement_boys.htm authorities may benefit from pedagogical and assessment incorporating the extended practices explicitly intended to Dr Geoff Munns & Professor Wayne knowledge networks of teachers, improve the motivation, Sawyer will both be presenting at the students, parents and community engagement and socioacademic upcoming Working With Boys Building members that lie beyond the achievement of Indigenous, rural, Fine Men Conference in Newcastle on school. This would indicate a regional or low-SES boys (and 4, 5 and 6 July. See back cover for valuing of the currently extra- girls). further details.

36 The Boys in Schools Bulletin • 2007 Vol 10 No 2 Enhancement of the teaching profession

This excerpt from the body of the DEST report, Motivating and Engaging Boys, deals specifically with professional development for teachers.

Since the case studies indicate that teachers are using workplace learning, sport and community service learning effectively in motivating and engaging boys, the connections with their ‘out-of- school’ knowledge networks would seem to provide a significant basis, not only for educational innovation, but also for teacher professional enhancement. The developments discussed here may now benefit from a national curriculum, pedagogy, assessment and teacher professional enhancement program that resources them appropriately. Such a program might examine the possibility of legitimising innovations which productively engage students’ knowledge networks as a basis for judging their from teachers who are have analysis and production of socioacademic performance. realistically high expectations; who multimodal and multimedia texts. The case-study evidence indicates engage them with interest, humour These teachers use these active that improvements in students’ and affability; and who are firm and learning opportunities to enhance socioacademic learning is directly friendly in their demands for the multiple dimensions of boys’ related to the enhancement of performance. The thoughtful literacy. teacher professionalism through a teachers represented in the case This includes engaging boys in the range of in-service professional studies make themselves aware of preparation and presentation of development. Whole-school staff the community knowledge these multimedia texts for real-world presentations, supportive and boys (and girls) bring to school. audiences. Importantly, they justify innovative leadership, workshops, They are proactive in harnessing their selection of such curriculum reflective-learning meetings, staff the resources these knowledge materials on evidence that reflects conferences and lesson observations networks offer to the education of and gives expression to the era in combine to provide the supportive their boys, thus enhancing those which these students’ learning and scaffold that extends and deepens boys’ capacity to succeed. Moreover, earning trajectories are now situated. teachers’ knowledge. Professional these teachers make valid These teachers trust and enable their development activities such as in- educational uses of the ever- boys to progress with a sense of service courses, team-teaching, advancing ICTs as well as ‘boy- autonomy, control and increasing mentoring, peer- and self- friendly’ texts and other artefacts competence, and make opportunities assessments enable teachers to take produced by popular culture for them to reflect on their own the strategic risks necessary to make industries. They use computers, learning strategies. the effective educational changes mobile phones, electronic games, ‘Creativity’ was a key issue to likely to improve boys’ outcomes. weblogs and the products of the emerge from the case-study This study provides some insights popular culture industries as a means evidence, and is a theme running into the type of professional who is to motivate and capture boys’ through the discussion of successful in motivating and interests in learning. Of particular educational principles and strategies. engaging Indigenous, rural, regional value are literacy activities that Teachers indicated the need to be and low-SES boys. These boys benefit promote the collaborative use, creative in their responses to, and

2007 Vol 10 No 2 • The Boys in Schools Bulletin 37 engagement with, the education of borrowing from such successful students from Indigenous, rural, approaches. These models provide low-SES and regional communities, a pathway. particularly boys. The case studies 3 Schools and teachers build upon highlight the socio-academic gains their own earlier accomplishments made through creative approaches by trialling appropriate to pedagogies that support socially educational interventions for boys, and academically needy students. evaluating their success by using What do the case studies indicate relevant quantitative and about creativity that could provide a qualitative data and being flexible focus for educational interventions? enough to revise their The case studies suggest that, in interventions accordingly. their ordinary, everyday work, 4 The case study schools and their teachers use four key creative teachers recognise and accept that processes: developing educational interventions, which produce 1 Effective teachers and their successful socioacademic outcomes schools collaborate with other for the target groups of boys is a creative, innovative educators in difficult, arduous and time- their efforts to view the education consuming task. of boys in new ways and to find 5 There are no ‘quick fixes’ in fresh perspectives for framing the education; it may take a decade or issues. Teachers, too, benefit from more to make a productive mentoring schools that build upon difference. Designing effective of the accomplishments of other educational interventions can be a schools, as well as their own. frustrating experience. Teachers 2 Schools and teachers benefit from invest much of their careers into the experiences of renowned trying to help their students leading educators. For example, succeed. They may meet dead ends teachers From Ochre Primary over the years as they struggle to School visited Reggio Emilia in invent appropriate educational Italy to learn about its philosophy, interventions. Typically, effective exploring how its style and teachers do not abandon their structure might be remodelled for projects. an Australian community. Typically, teachers begin by Note imitating initiatives such as Betts’ This excerpt is reprinted with Autonomous Learning Model or permission from the Australian the Framework for Effective Government Department of Learning, until they have enough Education, Science and Training. A confidence to give these theories full copy of the report can be viewed their own shape and substance. on the DEST website: Some teachers might be unable to www.dest.gov.au/sectors/research_sec turn their own reflections into tor/publications_resources/profiles/m educational interventions without otivation_engagement_boys.htm

38 The Boys in Schools Bulletin • 2007 Vol 10 No 2 Review: Boys Stir Us

Working with the hidden nature of boys by Michael Nagel PhD

and traces neurological development that enhance their from conception through to intellectual/academic, adolescence in an accessible manner. emotional/social and spiritual Most importantly he ties that development. He takes key aspects of development to some of the key neurological functioning and concerns about boys’ academic development, highlights the achievements and social and classroom implications and suggests emotional functioning. some strategies that address those areas. Teachers who have been He then goes on to tackle the interested in the area of boys’ perpetually thorny issue of nature education for sometime will not be versus nurture in child development. surprised by any of the suggestions, He focuses on the implications for the and will most likely be aware of all educational environments schools the strategies. create for boys and girls and poses the questions ‘Does the learning Nagel does not claim that the Nagel’s title tells it all. As teachers strategies are extensive or original. and parents we are all stirred by boys environment that shapes the neural The value of this book is that it in one way or another: through their architecture of boys acknowledge presents clearly and logically the contrary demands, their many ways of that boys and girls develop and learn evidence about the brain being, and their sheer joy and differently?’ The inescapable development of boys and makes a exuberance in discovering the conclusion is that boys and girls do strong case for incorporating that multifaceted world in which they live. approach some of the key learning evidence into everyday classroom Boys also love to ‘stir’ their teachers tasks (particularly around literacy) in activities. and parents with their off-beat jokes, different ways and therefore require their sense of the ridiculous and their differing learning activities and Nagel concludes that educationalists love of scatological humour. methods of assessment. This may be should be moving beyond the challenging for some teachers who nature–nurture dichotomy and Nagel has successfully combined persist in a one-size-fits-all approach recognising that gender development theory, research and practical to their teaching. is a complex combination of innate strategies for dealing with the more neurological differences and challenging aspects of boys’ However, Nagel does not support the environmental influences. Further behaviour and invites teachers to notion of ‘male’ brains and ‘female’ ‘when calls for meeting the individual work with boys’ innate and unique brains. He is careful to work from a needs of learners are bantered natures in order to nurture their strengths perspective in relation to around . . . we must be sure not to academic, social and spiritual both genders, while strongly asserting ignore the individual circumstances development. an expansion of the ‘repertoires of which arise out of “gendered” brain practice’ that teachers use to meet The focus is very much on brain differences’. development, but this is not a heavy- the learning needs of both genders. duty neurological text. Rather, Nagel He goes on to deal with strategies, Victoria Clay describes the basics of brain structure discussing ways of working with boys Team Leader

2007 Vol 10 No 2 • The Boys in Schools Bulletin 39 Being a Man

How do we tune in to what boys have to say? Do we celebrate the strengths our boys bring to school? How do boys’ notions of being a man fit with what’s offered to them at school?

To initiate thoughtful conversations between boys, their peers and their teachers the Boys in Schools Program Victoria Clay has produced the Being A Man Team Leader photopak. The 52 black and white photos show boys, young men and older men in diverse roles and settings provoking immediate and powerful responses to what it means to ‘be a man’ in the world today.

Themes of survival, fun, freedom, power and belonging feature strongly in the photos. The photo selection was informed by William Glasser’s ‘Choice Theory’, which suggests that every action is an attempt to meet these most fundamental human needs. This second edition of the photopak incorporates feedback and advice from the many participants at staff development seminars conducted by the Boys in Schools Program.

The photos in this new second edtion provide a visual and physical stimulus for deep, rich discussions about boys’ and young men’s sense of themselves, their views on relationships with other males and with girls and women. They also help to explore ways to create the conditions for boys and young men to flourish in life without impinging on another person or group’s ability to flourish.

The images that worked from the original pack were those that implied a range of possibilities, showed close-ups of men engaged in an authentic experience, and those that showed

Price $79.95 Available from the Family Action Centre Contact Alison Carter Phone 02 49217014 Fax 02 49218686 Email [email protected]

40 The Boys in Schools Bulletin • 2007 Vol 10 No 2 Boys in Schools Program

2007 Vol 10 No 2 • The Boys in Schools Bulletin 41 What we can do for you!

The Boys in Schools Program is a not-for-profit program. We provide research, support programs and resources to educators throughout Australia in order to showcase boys’ strengths and their creative talents and assist schools to harness boys’ irrepressible energy and humour in positive ways. Fees from our professional development activities and sales of resources help us to continue this work.

Staff development workshops and seminars

What’s all the fuss about boys? The staff development activities:

What is behind boys’ behaviour? T can be full-day or half-day workshops How do boys love to learn? T are tailored to the needs of your school What motivates boys to read? T offer a strengths-based approach to engaging boys and promoting a positive The Boys in Schools seminar program offers answers to the male identity above through a range of personal and professional staff T place an emphasis on interaction and development activities for teachers, school leaders and parent drawing out staff experience and representatives. expertise Over the past five years we have successfully delivered T develop practical strategies that can be professional learning programs to schools across Australia and implemented at a classroom as well as New Zealand. We can support boys’ educational strategies at whole-school level. your school by: T assisting in the clarification of the professional learning The Boys in Schools team can provide needs within your school specialised seminars in a range of areas T working in collaboration with your staff to tailor the including: professional learning program for your school T an introduction to boys’ education issues T utilising our extensive experience to deliver professional T planning for a whole-school approach to learning seminars and workshops boys’ education T drawing on our practical experiences with other schools to T effective teaching for boys act as critical friend in the planning, implementation and T boys and literacies evaluation of action-learning projects. T engaging fathers in educating boys T creating more resilient boys T Rock & Water (one-day workshop). More information is available at www.newcastle.edu.au/courseinfo/handbook.htm or contact Michelle Gifford on 02 4921 8739 or email [email protected]

Boys in Schools Program

42 The Boys in Schools Bulletin • 2007 Vol 10 No 2 Postgraduate Program

Want to go further in boys’ education?

We offer Graduate Certificate and Masters programs specialising in educating boys. These programs are the first in Australia for practising teachers who wish to develop their professional expertise in educating boys in primary, secondary, single-sex or co-educational schools.

Course details The program offers flexibility for busy teachers. At least three courses are offered each semester, and students can begin either Semester 1 or 2. On completion of the Graduate Certificate graduates can apply to continue to complete the Masters program. To complete the Graduate Certificate students must successfully complete a total of 40 credit points made up of one core course and three electives. For the Master’s program, students need to complete 80 credit points.

The program is full-fee paying, with payment of the fees directly to the university. Costs are likely

to be $750 (inc. GST) per course. There is also a general service charge. Course fees may be a legitimate tax deduction.

More information is available at www.newcastle.edu.au/courseinfo/handbook.htm or contact Leah Pringle on 02 4921 8739 or email [email protected]

Boys in Schools Program

2007 Vol 10 No 2 • The Boys in Schools Bulletin 43 Rock & Water

Workshops? Courses? Information Group? Manual?

Our new Rock & Water publication, Bringing It Together, is now available.

Three-day course three-day course include bullying, The Rock & Water course offers sexual harassment, homophobia, teachers a new way to interact with goals in life, desires and following an boys in relationship to their physical inner compass. Cost for the three-day staff in your school/organisation with the and social development, though the workshop is $685.00 (inc GST). Rock & Water principles. Maximum of 30 program can also be taught to girls. participants per workshop. Total cost: Physical exercises are constantly One-day introductory $2500.00 (inc GST) plus any travel and sundry expenses. Price includes 15 starter linked with mental and social skills. The one-day workshop provides a manuals, one basic exercise video, one In this way the program leads from survey of the entire course, focusing perspective theory book, and is presented simple self-defence, boundary and on the first four lessons of the by our qualified instructors. (Extra communication exercises to a strong program. This includes standing participants up to 40 delegates $77.00 notion of self-confidence. strong physicallyand mentally, each.) introduction to the Rock & Water The program offers a framework of attitude (in physical and verbal 14 exercises and thoughts about boys Information and discussion group confrontation), Rock & Water in the and manhood to assist boys to If you would like to join the Rock & Water schoolyard and in relationships (What become aware of purpose and Information Group simply send a blank kind of friend am I? Too rocky, too motivation in their life. Topics email to: watery?). It also includes breathing include: intuition, body language, [email protected] exercises, exercises for boundary mental power, empathic feeling, This email list will keep you up to date with awareness and body language. positive thinking and positive tour dates, conferences and general Rock & visualising. Discussion topics in the This is a great way to familiarise Water information.

Workshops available for the October to November 2007 tour

8–10 October 2007 1–3 November 2007 19–21 November 2007 Melbourne (Parade College) Darwin (Nightcliff High School) Perth/Fremantle (venue to be confirmed) Contact Anne Lombardi Contact Family Action Centre For enquiries: Contact Bill Johnstone E [email protected] E [email protected] E [email protected] P 03 9468 3300 P 02 4921 6403 M 0411134808 (Bill) For bookings: P 08 9493 2088 11–12 October 2007 — Advanced 6–8 November 2007 (Yale Primary School) Training Murwillumbah (Murwillumbah High Melbourne (Parade College) School) 19–21 November 2007 Contact Anne Lombardi Contact Family Action Centre St Clair – Western Sydney (St Clair High E [email protected] E [email protected] School) P 03 9468 3300 P 02 4921 6403 Contact Family Action Centre E [email protected] 16–18 October 2007 12–14 November 2007 P 02 4921 6403 Adelaide (Rostrevor College) Coffs Harbour (venue to be confirmed) Contact Vince Fleming / Caroline Pape Contact Family Action Centre 26–28 November 2007 E [email protected] E [email protected] Newcastle (venue to be confirmed) P 08 8364 8200 P 02 4921 6403 Contact Family Action Centre E [email protected] P 02 4921 6403

44 The Boys in Schools Bulletin • 2007 Vol 10 No 2 Editorial Welcome, first of all, to our many new readers and subscribers. This issue features ‘stories of success’ to complement our forthcoming ‘Working with boys, building fine men’ conference. There is still time to register (see back page) and join hundreds of your teaching colleagues, community workers and guest speakers sharing their work in boys’ education. If you have picked up the Bulletin at the conference, welcome to your first Program at a glance Vol 10 No 2, June 2007 read. I encourage you to subscribe and consider being a contributor. You ISSN 1444-8432 may not think at first your project, work and success is not of interest to Day One — Wednesday 4 July 2007 others but believe me it is. Read on to find out about people just like you The Boys in Schools Bulletin doing wonderful work, creating stories of success! 8.00 – 8.45am Registration This month has our usual mixture of practice and research. The research 9.00 – 10.15am Welcome and Introduction • Indigenous Acknowledgement to Country • Performance T focuses on practical initiatives in schools section features an excerpt from the DEST report Motivating and engagement 10.15 – 11.00am Keynote 1 — Melvyn Davis, boys2MEN Project, UK T puts teachers in touch with others who of boys: evidence-based teaching practices . It’s encouraging to read about the 11.00 – 11.30am Morning tea are trialling new approaches to boys’ outcomes of the work of those schools that have implemented projects 11.30am – 1.00pm Boys’ Forum 1 and 5 Breakout Sessions — choose either Forum or one Breakout Session education which are achieving solid outcomes in boys’ education. The full report (we FORUM AF — Boy’s Discussion Forum — Susan Hirsch, Diocese of Broken Bay (NSW Primary) — Successfully implementing a boys’education project in T supports and encourages a constructive feature the executive summary) is a study of the results of strategies primary schools, reflected on by Victoria Clay, Team Leader, The Boys in Schools Program, Family Action Centre, University of Newcastle BREAKOUT SESSIONS A1 — Gordonvale debate on boys’ education issues implemented and evaluated and tells of the excellent impact of the work in State High School (QLD Secondary) • A2 — Darebin Schools Network Boys’Education Group (VIC Primary & Secondary) • A3 — Sean Allcock, Haileybury College (VIC K–12) T develops materials and programs to assist schools across different sectors and regions. It’s particularly helpful in its • A4 — Boys’Town Engadine (NSW Secondary) • A5 — Iona College (QLD Secondary) teachers in their work with boys wide-ranging recommendations for ongoing work in the area of boys’ 1.00 – 2.30pm Lunch — See, Hear, Do or lunchtime discussion tables T provides information on new resources education. The report also confirms the value of resourcing teacher 2.30 – 4.00pm Boys’ Forum 2 and 5 Breakout Sessions — choose either Forum or one Breakout Session directed at boys. professional development. FORUM BF — Boy’s Discussion Forum — Hunter Sports High School (NSW Secondary): Our boys two years on, reflected on by Associate Professor Wayne Sawyer, Head of On the practice side we have stories about at-risk Indigenous boys going secondary Teacher Education programs at the University of Western Sydney BREAKOUT SESSIONS B1 — Toukley Public School (NSW Primary) • B2 — Cessnock Cluster (NSW Guidelines for contributors off-site to learn about learning; a program from SA bringing expelled boys Primary & Secondary) • B3 — Castlemaine Secondary High School (VIC, Secondary) • B4 — Woori Yallock Primary School (VIC Primary) • B5 — St Philip’s Christian The Boys in Schools Bulletin is a practical ‘back from the brink’; a mentoring model which harnesses strengths from College (NSW Primary & Secondary) journal for teachers and educators. The an unlikely source; and an article showing how elite achievers use personal 4.00 – 5.30pm Welcome Reception and networking content should motivate and inform those who work with boys and young men to try bests to motivates students. We’ve also brought you ‘radio to read’, an new approaches which benefit the boys, interview with a member of a school community who has a wonderful Day Two — Thursday 5 July 2007 the school and the whole community project to motivate students to improve attendance at school and to do 8.30 – 9.00am Registration (including, of course, the girls). well while at school. 9.00 – 9.15am Introduction and housekeeping The sorts of questions we use when asking The successes reported in this issue are inspiring, especially Carl Leonard’s 9.15 – 10.15am Keynote 2 — Dr Michael Gurian, Gurian Institute, USA: The Minds of Boys: Helping our Sons Succeed in School and Life (keynote address pre-recorded about initiatives are: article from Wirreanda Public School. Carl speaks of the value of self- exclusively for conference participants) T Say a bit about your school: What was the direction and self-regulation of students’ own learning goals bringing 10.15 – 11.00am Morning tea dramatic results in all the formal measures. (Note that Carl will be at the initiative and who was it aimed at? 11.00am – 12.30pm Boys’Forum 3 and 5 Breakout Sessions — choose either Forum or one Breakout Session conference.) T What happened? FORUM CF — Boy’s Discussion Forum — Vanessa Fox, Parade College (Vic Secondary): RAP & Rock, reflected on by Richard Fletcher, Researcher, Father Engagement, Family T What lessons did you learn? From Lambton High School comes a great story of success about young Action Centre, University of Newcastle BREAKOUT SESSIONS • C1 — Wadalba Community School (NSW K–12) • C2 — Asquith Boys High School (NSW Secondary) T What advice would you give to other men (and their families) who make a transition from some of the worst • C3 —Our Lady of the Sacred Heart College (NT Primary & Secondary) • C4 —F ather in Communities, The Family Action Centre (NSW Primary) • C5 — St Patrick’s Catholic teachers as a result? social conditions of a wartorn country to our wonderful Hunter region. Primary School (NSW Primary) This doesn’t have to be a formula but the And, you guessed it, sport is a key factor in the social and educational 12.30 – 2.00pm Lunch — See, Hear, Do or lunchtime discussion tables information must be about what is outcomes for many of these young African men. 2.30 – 4.00pm Boys’ Forum 4 and 5 Breakout Sessions — choose either Forum or one Breakout Session happening with boys in schools. If you are In our Bulletin Board review, Michael Nagle has encouraging messages for FORUM DF — Boy’s Discussion Forum — Paul Stevenson, James Price, Brooks High School (Tas Secondary): Robust and personalised learning at Brooks, reflected on by Geoff in any doubt, have a look at previous issues teachers about how to work with boys. And don’t miss the second edition Munns, Senior Lecturer in Pedagogy and Curriculum, School of Education and Early Childhood Studies, University of Western Sydney BREAKOUT SESSIONS • D1 — Broulee of the Bulletin . Or contact us and talk about of the Being a Man Photopak out now. Primary School (NSW Primary) • D2 — Robina State High School (QldSecondary) • D3 — Boys in Schools Program, Family Action Centre (NSW Primary & Secondary) it. I hope to see you at the conference. If you have a story of success please let • D4 — Parade College (VIC Secondary) • D5 — Hunter Sports High School (NSW Secondary) Deborah Hartman us know about it as our publication is a vehicle for sharing your good work 4.00 – 4.30pm Afternoon tea Ph: 02 4921 6749 7.00pm Optional Conference Dinner (Harbourview Function Centre) Email: [email protected] and inspiring others to keep up the good work. Don’t forget to tell others about us, and have a great second half of the year. Vict oria Clay DayThree — Friday 6 July 2007 Ph: 02 4921 7737 Deborah Hartman for the editorial committee. 8.30 – 9.00am Registration Email: [email protected] Editor's Note 9.00 – 10.30am Boys’ Forum 5 and 5 Breakout Sessions — choose either Forum or one Breakout Session D enis O’Brien The cover features some of the photos FORUM EF — Boy’s Discussion Forum — Carl Leonard, Wirreanda Public School, Medowie, NSW: Enabling boys through quality teaching • E1 — Trin Ph: 02 214921 6831 in the second edition of Being a Man Email: [email protected] Photopak.See page 40 for details. • E2 —Belair Schools,Department of Education and Children’s Services (SA) • E3 — John Paul College (QLD) • E4 —Callaghan College Waratah Campus (NSW Secondary) • E5 — St Josephs High School (VIC Secondary) Maureen Beckett 10.30 – 11.00am Morning tea Email: [email protected] 11.00am – 12.30pm Expert Panel and Discussion: Drawing themes together, evidence-based practice in boys’education, directions for future © The Family Action Centre, Published by Editor Disclaimer 12.30 – 1.30pm Lunch —See, Hear,Do or lunchtime discussion tables The University of Newcastle 2007 The Boys in Schools Program Maureen Beckett, Tall Poppies Other than the Editorial, the 1.30 – 2.15pm Keynote 3 — Andrew Fuller, Inyahead: Milestones in the journey towards manhood Copyright to the individual articles remains with The Family Action Centre Management Consultants ideas and opinions presented the authors. The University of Newcastle ([email protected]) in The Boys in Schools Bulletin 2.15 – 3.00pm Conference closing ceremony Digital copying of the articles on the CD-ROM University Drive are those of the contributors, publication of the Bulletin is limited to use by Callaghan NSW 2308 Production and do not necessarily reflect the purchasing body or organisation. Bruderlin MacLean Publishing the ideas and opinions of the Services (www.brumac.com.au) Boys in Schools Program or the Family Action Centre.

Conference Secretariat: youth workers andparents Primary, teachers, secondary schoolleadersandpolicymakers, W W Let’s explore thebigquestions. t Hear from . bo Let’s hearitfrom theboys . How doteachers ensure learningforboys? quality What doboys say aboutschool, success andbecoming aman? How can research informourpractice? loc for bo research,evidence-based successful programs andstrategies eachers ha ys inprimar a ho shoulda tions andbackgrounds talkaboutwhat works forthem. t ys does r . r , esearchers esear y and sec Convened Program, inSchools by theBoys The Family Centre, Action The ofNewcastle University ch sa Tulips Meetings Management /POBox 116,Salamander Bay NSW2317, Australia / , tt and schoolleadersaboutthela y end . ondar about differences boys between andgirls? y schools , and boys from different test H H H Keynote speakers * P Full registration* Fees evening and2.5days ofconference sessionsfrom Wednesday to Friday) T egistration feeincludestheconference program, the Welcome on Wednesday ar Andrew Fuller, Inyahead, Australia Michael Gurian,GurianInstitut Davis,Melvyn boys2MEN Project, UK (Keynote address pre-recorded exclusively forconference participants) he fullr tial r Tel: egistration +61 2 49842554 / Fax: +61 2 49842755 / e , USA from from inclusive ofGST Email: $330.00 $704.00 [email protected]

Vol 10 / No 2 / June 2007