Scots’ ¡Vision WHAT SHAPES HIM, SHAPES THEM. Presenters: Ed Brenac & David Scardino IBSC Conference Presentation 2019
9 campuses 2,031 students 260 boarders 365 staff + 216 casuals
Raising fine young men since 1893 ‘Higher learning for the common weal’ (JS White, 1893)
About us Ed Boarding Housemaster • Teacher of Humanities • Rugby coach • Dave Day boy Housemaster • Teacher of Mathematics • Snowsports Co-ordinator •
Context One of our key roles as Housemasters is to foster well-being and a positive ● environment for our boys. Year 10 students (aged 15-16 yr) appear more disengaged - emotionally and ● intellectually. “The proportion of young people meeting the criteria for having a probable serious mental illness rose from 20.8% among 15 year olds to 27.4% among 18/19 year olds.” (Mission Australia -Youth Mental Health Report, 2017)
“How does the sharing of personal stories affect connectedness in Year 10 boys?
The action and data collection 7 x 25 minute tutor group sessions (one /week) • 30 x Year 10 students - a mix of day boy and boarder students • Boys engaged in a variety of story sharing activities • Data was collected through observations, surveys and interviews before, during and • after the action
Baseline survey – Level of connectedness
Baseline survey - student responses
Defining ¡connectedness… “Connectedness involves interactions that link the self to others. It is comprised of two dimensions, expressing responsiveness to the views of others, and expressing sensitivity and respect for others’ views, especially in taking into account the other’s viewpoint when expressing one’s own” (Karcher, 2011)
First impressions & stereotypes Smile Firm handshake Speaking clearly Eye contact Body language Personal presentation
Sharing personal information
Creating their story
Telling their story Write their story Tell their story to the cluster group Tell their story to a large group
Survey Results “How DID the sharing of personal stories affect connectedness in Year 10 boys? BEFORE AFTER The value relates to the % of boys who indicated a positive change in connectedness.
What the boys said “Previously I just played rugby with him, now the relationship has changed, a deeper connection formed as we know more about his past and everyone else why they are who they are.” “I got closer to him and learnt how his life works and what his family believe and it was cool that he opened up on something that was quite personal.” “He was previously just a guy I knew from my dorm at Glengarry. He didn’t want to share his story and took him 10 minutes to get the courage, he wasn’t planning on sharing it but he did, everyone was quiet and was listening, everyone felt sad and more sympathetic towards him.”
Factors affecting connectedness 1. Connectedness is influenced by proximity , however this is limited without interaction. 2. Social Interaction throughout the project led to a small increase in connectedness. 3. Information sharing activities over time led to improved relationships. 4. The creating and sharing of their story resulted in students connecting with one another through developing a deeper understanding and gaining empathy for one another.
Takeaways for teachers 1. Boys are not as connected as you think. 2. Boys will share their vulnerabilities. 3. Role modelling is important. 4. Sharing meaningful stories enhances connectedness through empathy. 5. The role of the teacher is critical.
Significance Adolescence is a time when students look to redefine their identity and ● purpose and throughout our teaching career we have noticed that Year 10 students can appear more disengaged, particularly emotionally and intellectually. Fostering connectedness amongst young men is an important area of our ● work as teachers in order to enhance their psychological well-being. Research suggests that “School and teacher connectedness is associated ● with important academic and developmental outcomes, and transition to middle school” (Schulze, 2014).
Thank you Download this presentation at tsc.nsw.edu.au/IBSC
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