Scots’ Vision “They've Walked in Our Shoes” The Power of Old Boys' Stories to Develop Character in Year 5 Boys Elisabeth Smith and Duncan Kendall The Scots College
Scots College, Sydney 8 campuses 2,031 students 260 boarders 365 staff
• Narrative structures are sought out by the human brain. Stories help us absorb information and connect it with personal experiences. (Juliani, 2017) • Narratives are the vehicle by which humans gives meaning to their personal actions. (Polkinghorne, 1988) • Storytelling creates a sense of community and camaraderie where values and attitudes can be shared. (Haven, 1970) • Individuals develop character when they ‘author’ their own personal stories involving morality. (Tappan & Brown, 1989)
A Fine Scots Boy Positive Behaviour Plan Junior Preparatory Poster Early Learning Centre Poster Senior Preparatory - Fine Scots Boy Poster
Fine Scots Boy Time FINE SCOTS BOY COURAGE Nick Vujicic What does courage mean? What was one way in which Nick has demons trated courage in his own life? What was one way in which the video encouraged me t o be courageous? What is one way I can be courageous at school? What impact might this have on myself and others?
“A boy does not naturally become a gentleman - by which I mean a man who is courteous, kind and unselfish. That behaviour is not hardwired. It has to be taught.” (Sax, 2007)
A Fine Scots Boy Utinam Patribus Nostris Digni Simus 'May we be worthy of our forefathers'
‘How might the shared stories of Scots Old Boys impact Year 5 boys’ understanding of the qualities of a Fine Scots Boy?’
Our Old Boys “a community of camaraderie: engaging across the College community to strengthen our connection to the past and the future. Compassion Faith Courage Integrity
Fire Side Chat
Collecting Data The Likert Scale Coding and categorising of themes (quantitative) Polyangulation of data Exit ticket – ‘I use to think…Now I think’ (qualitative) Transcribed ‘fireside chat’ videos (qualitative) Transcribed semi- structured exit interviews (qualitative)
The Action 4 sessions run over a term Step 1 - Attribute Step 2 - Likert Scale Pre-Test Step 3 - Alumni Presentation Step 4 - Fireside Chat Step 5 - Exit Slip Step 6 - Exit Interview
What did we find out? The qualities of a ‘Fine Scots Boy’ were personalised
What did we find out? The qualities of a ‘Fine Scots Boy’ were personalised • Changed from being an abstract idea, to being lived out in a physical example
The qualities became meaningful to boys
What did we find out? The qualities became meaningful to boys • It mattered what they did with this knowledge • Learnt the significance of the qualities to their own lives • Asked for guidance and wisdom from the Old Boys
The qualities could be clearly communicated by students, ‘performing’ them through their own shared stories.
What did we find out? The qualities could be clearly communicated by students, ‘performing’ them through their own shared stories. • Understanding revealed through performances that explain how things work, what they imply, where they connect, and why they happened” (Wiggins & McTighe, 1998). • Confidence articulating why the attributes were important and how to apply them to their lives.
Sharing stories created a shared experience and connected community
Sharing stories created a shared experience and connected community
What did we find out? Sharing stories created a shared experience and connected community • The Old Boys and Year 5 students shared experience and community of camaraderie. • A mentoring relationship was created, each learning from the other. “a community of camaraderie: engaging across the College community to strengthen our connection to the past and the future.
Implications for Us
Implications for You “A boy does not naturally become a gentleman - by which I mean a man who is courteous, kind and unselfish. That behaviour is not hardwired. It has to be taught.” (Sax, 2007)
Duncan Kendall d.kendall@tsc.nsw.edu.au Liz Smith elisabeth.smith@tsc.nsw.edu.au
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