Last (what did we do) Tuning in session, or ‘provocation’ on pastoral care Focus in particular on on involvement with teams, groups, camps
Also linked this to our adoption / use of the Friendly Schools program*
Then we played out some scenarios (and the videos didn’t work!) To remind ourselves To set an approach
Then a few group activities that really got us talking
What now? Continue with the tuning in phase, with some broad and specific words and stories about pastoral care
Over to you Vanessa….
Pastoral thinking here at ZIS
We’re an IB school! The IB Learner profile shows the attributes for learning
Some are cognitive and some are affective
Which attributes are cognitive and which are affective? Cognitive
Affective
Mental processes
Feelings, approaches
Knowledgeable Thinker Inquirer Communicator Reflective
Open minded Balanced Caring Principled Risk-taker Reflective
The LP reminds us there is a link between learning and emotions Effective mastery of social and emotional competencies is associated with greater wellbeing and better school performance
(Eisenberg, 2006;Guerra and Bradshaw, 2008)
Emotions can facilitate or impede childrens’: Academic engagement Work ethic Commitment Ultimately their school success Relationships and emotional processes affect how and why we learn (Elias et al 1997)
Making a difference Meta studies show that class size doesn’t make a difference on academic achievement
So what does?
One of our challenges is to live the Learner Profile!
Next? Vanessa and I have been ‘big picture’ in our talking about pastoral care
Next, Tim then Sherry will share some pastoral
experiences in our area of focus – with teams and on camps
Thailand trek
There were a few ‘Sliding doors’ moments
(and it only takes one)
Sliding doors moment #1
To follow the
leaders’ advice?
What happened?
OR
Sliding doors moment #2
A tale of 2 boats
What happened?
What if there were 2 of me on this trek?
Things that may not have happened: One group instead of 2: Power and decisionmaking in students’ hands Rather than: Rather than Fractured group Teachers in control of First and second class order and ethos Physical hardship Young adults being Hidden problems, resentments
Comradeship, a sense of unity and achievement Rather than: Everyone for themselves, selfinterest
marginalized Conditioning for immature responses
Leadership opportunities Rather than: Initiative and energy used for negatives
So… We’ve been reminded about the
critical and central role of care (versus curriculum) and of us (mentors) in learning and in young people’s lives
A brief summary of the Physical Emotional Responsible activity
So… We’ve been reminded of how this can play out, generally and with specific examples, in sports teams
And we’ve heard about how a group went from ‘me to we’ on a ZIS camp
What are you curious about? What got you thinking? What are you satisfied with in your pastoral practices? What are you unsatisfied about?
What will we do with these people?
If that was our ‘tuning in’ then What has it got us interested in learning? Has it given us a reason to want to know more
about how we can develop & improve our pastoral program generally and in particular in how we work with Secondary groups in team and camp contexts?
What might be our Significant Concept? What about our Unit Question? Our lines of inquiry?
This unit, then: Significant Concept
ZIS Secondary students need coherent and
consistent pastoral support in group activities
Unit Question:
What shared pastoral support can we all offer ZIS Secondary teams and camps?
Lines of Inquiry:
1. What are our shared practices for teams and camps?
2. What are our shared pastoral beliefs and strategies?
Lastly, for now Bullying survey…