HEALTHY SCHOOLS STORY
Leadership Inquiry
Spring 2014
Jandi Doyle
School District 67: Okanagan Skaha
Parkway Elementary, Penticton BC
250 770 7686
Parkway is a relatively small K-5 school (270 students) in a relatively small city (Penticton.)
Inquiry Question: How will students' ability to demonstrate skills for building and maintaining positive relationships change when they learn and play cooperative games led by student leaders?
Data: To gather evidence we developed a Relationship Skills survey and had 24 grade three students complete the survey before leadership students (grades four and five) began leading games during recess and lunch. They completed the same survey again after one month of being invited to play games with the leadership students. Further evidence was collected anecdotally from the leadership students and teachers. Photographs of activities were also taken to support this inquiry.
Process: To start off this leadership inquiry, Jenny Mitchell, our district's Healthy Schools coordinator, joined myself and the leadership students for two mornings to learn new games and
how to lead games effectively. I then created a rotating schedule to facilitate having three
leadership students on the playground every recess and lunch for one month. Myself and three other teachers took turns for the first 5 days to help each group of leaders set up and organize their session. Equipment was purchased and set aside for this program and students were given pinnies to help identify them as playground leaders. Every morning our principal announced who was leading the games at recess and lunch to remind leaders and advertise the opportunity for organized play. Our Certified Education Assistants who were on duty at recess and lunch were
able to assist the playground leaders if necessary.
After two weeks of playground games organized by student leaders, I asked leaders to reflect on their experiences so far and share both a positive experience and something they would like to improve. The positive comments revealed that between 5 and 20 students were coming from many grades every recess and lunch. Leaders thought students were enjoying themselves and found that often the same students came repeatedly. Students were frustrated however, at the large number of grade four and five students (non leadership students) who did not take direction from them. They also found it difficult to lead games to large groups of students.
After the student leadership meeting, we relocated the playground game area to another part of the school ground (away from an intermediate hang out) to where younger students would feel more comfortable accessing the organized games. I also encouraged playground leaders to choose simple games for the younger children.
Results: Student leaders reported that they continued to have between 5 and 20 students play organized games at recess and lunch. Fewer grade fours and fives attended but attendance increased for students from grades one to three. Kindergarten students joined infrequently.
Responses to the pre and post grade three survey (see sample) were compared and revealed significant changes for questions 3, 5 and 7. Results from question 3 illustrate that the number of students who played by the rules most of the time increased by 17%. Question 5 results, however, show that 21% fewer students are encouraging others to do well for the success of the group. Question 7 indicates the number of students who had a positive or helpful response to finish the frame, "When someone does not follow the rules, I..." The graph (see enclosed) illustrates that the number of students who had a positive or helpful comment increased by 13%.
Examining the survey results in isolation does not show that there was a significant impact on relationship skills. Observing behaviour during organized games and reading student comments from question 7, however, sheds light on improvements in both engagement and social responsibility. Students who either sabotaged games at the beginning of this inquiry became more engaged as they learned from their own actions and heard the voices of the playground leaders and their peers. In the end, most of the students played to be successful most of the time. Here are a few responses to question 7, "When someone does not follow the rules, I...":
"I say, keep trying and you will get better."
"I help them do it the right way."
"I try to help or I explain it to them."
"I encourage them to try harder."
Reflection: The process of inquiry with leadership students was fantastic. I had a great group of leaders who were keen to learn, eager to participate and willing to reflect on the process.
After the first two weeks, students were discouraged because of difficulties met along the way but once those difficulties were addressed they continued with positive attitudes. Next time I would start in the second location and look into making the organized games area more visible to students. I would communicate with all teachers more effectively to request they encourage their students to participate more often.
I learned that students of different ages and abilities are more likely to play together when student leaders organize and lead the games. Further, when playing cooperative games, students help each other follow the rules as a means to be successful.
By working together to achieve success, students took ownership of their learning (get along and follow the rules to win!) Students learned to communicate with each other in a positive way and began using strategies to deal with conflicts. As a result of students coaching each other towards a positive outcome, reluctant students became more engaged and came to understand and follow
rules of the games.