focus group disengagement. your disengaged what discourages you to be involved in group activities?...
TRANSCRIPT
Focus Group
Disengagement
Your disengaged
What discourages you to be involved in group activities? (on-line survey)
22 - fear of rejection / bulling. 19- boring activities, lame things, pointless
activities 17 – other commitments / time 13 - no friends involved 12 - teachers 12 - rude / negative people 11- student behaviour 11- acceptance
Lunch Time Detentions (Gender)
79
21
0
10
20
30
40
50
60
70
80
90
Male Female
Gender
Per
cent
age
% Friday Detentions (Gender)
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
Male Female
Gender
Per
cent
age
% referral by gender (2007)
0
10
20
30
40
50
60
70
Male Female
Gender
Pe
rce
nta
ge
% Absences 2006
0.00
2.00
4.00
6.00
8.00
10.00
12.00
14.00
Truancy Justified Abs
Type of Absence
Pe
rce
nta
ge
National
WHS
Truancy by gender and year level (% of role) 2006
0
1
2
3
4
5
6
7 8 9 10 11 12 13
Year Level
% o
f ro
le Male
Female
National Student retention to Y13 for Decile 5
47
48
49
50
51
52
53
54
55
56
2003 2004 2005 2006 2007
Year
Pe
rce
nta
ge
Declining Participation in senior secondary schools
disengagement
Keeping them at school
Statistics show that in almost every school up to half the cohort of students in Y9 had left school by the end of Y12.
A significant number of them have left not moving onto anything, but because school had become irrelevant to them.
Ministry of education
Conventional Structure of the Education system
Revised Curriculum
A Road map to Engagement keeping students at school
Parental influence
Aspirations
Literacy / Numeracy
Enabling factors for student success: (support)
Learning tools
School life
Peer support
Teachers
Home life
Inhibiting factors for student success:
Career advice / lack
Isolation
$
Teachers
Home life
Past schooling
Higher Education
Enhancing a higher level of ed
Inhibiting a higher level of ed
Teachers
Parents
Students / peers
Primary Ed
Social / culture
Academic prep
Intellectual
Economic
Values
What is the point of education? Does it lead anywhere?
Professional Learning Groups
Referrals, Stand downs, Detentions, Absences, Pastoral System
Aim
• To review processes, procedures and systems within the school in reference to:
ReferralsStand DownsDetentionsAbsences
Pastoral System• To evaluate (strengths/weaknesses) these
processes, procedures and systems.
Referrals
Current Procedure: Strength: Weakness:
When: Students have been warned more
than once in class, action has been taken but the behaviour continues to STOP OTHERS LEARNING.
A student’s action is violent or likely to endanger themselves, other students or the teacher, referral may be immediate.
Procedure:1. Sent to office – name recorded in
referral book.
2. Send to Group Teacher who works through referral form and the referring teacher contacts home. If Group Teacher is offsite the student is sent to Associate Group Teacher. If the student is a member of referring teacher’s own Group Class, send to Associate Group Teacher. Year 7 students referred from class go to Associate Group Teacher.
20% Disappeared from education by age 16
12.5% Secondary Truants each day
4,000 Excluded each year (unless MOE intervenes)
4500 Leave primary but fail to enter secondary
NZ’s leaking education
Huge numbers of students will never access Higher Education simply because they are not there at the end of secondary school and/or have failed to the qualifications to proceed.
The Traditional ApproachThe Traditional Approach
What has happened?What has happened? Who started it?Who started it? What response is appropriate to deter and What response is appropriate to deter and
punish?punish?
The Restorative ApproachThe Restorative Approach
What has happened?What has happened? Who has been affected or harmed?Who has been affected or harmed? How can those involved be supported How can those involved be supported
in finding ways to repair the harm in finding ways to repair the harm and build/rebuild relationships?and build/rebuild relationships?
What is it?What is it? A values based way of responding to A values based way of responding to
conflict and acts of harm within the conflict and acts of harm within the schoolschool
Focusing on the person/s harmed, the Focusing on the person/s harmed, the person/s doing the harm, and the affected person/s doing the harm, and the affected communitycommunity
Enabling students to take responsibility Enabling students to take responsibility for their behaviour and understand how it for their behaviour and understand how it affects othersaffects others
Changing behaviour by setting things Changing behaviour by setting things rightright
Old Paradigm / New ParadigmOld Paradigm / New Paradigm
Breaking school rules / adversely Breaking school rules / adversely affecting othersaffecting others
Establishing blame / resolving the Establishing blame / resolving the issueissue
Adversarial process / dialogue and Adversarial process / dialogue and negotiationnegotiation
Punish and deter / Restore all partiesPunish and deter / Restore all parties Right rules and due process / right Right rules and due process / right
relationships and outcomesrelationships and outcomes
Key AssumptionsKey Assumptions That discipline works better when students That discipline works better when students
take part in the processtake part in the process That imposed solutions are less effective, That imposed solutions are less effective,
less educative and possibly less likely to less educative and possibly less likely to be honouredbe honoured
That meaningful acts of restoration are That meaningful acts of restoration are more likely to make a difference than more likely to make a difference than meaningless punishmentsmeaningless punishments
The Four QuestionsThe Four Questions
What has happened?What has happened? Who has been affected?Who has been affected? How can we involve everyone How can we involve everyone
involved to find a way forward?involved to find a way forward? How can everyone do things How can everyone do things
differently in the future?differently in the future?