Tag: Participation

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A short toolkit for school council co-ordinators

I created this short toolkit for the Salford School Council Co-ordinators Network.  As with everything we’re doing at involver when we create something we want to give it away for schools to use, play around with and share (that’s why we release everything under a Creative Commons licence). So have a look at this, I think there’s some really useful stuff in there, but it’s not supposed to cover everything, so if there are things you’d like us to add, just drop us an email and we’ll keep expanding it.  This is what’s in there now:

  • Ice breakers (4 school council-related games)
  • Boundaries and possibilities (2 different types of activity to explore what these might be)
  • School Councils are the end, not the beginning (presentation – hopefully it makes sense)
  • (Updated – April 2010) Planning elections
  • Key lines of communication (a worksheet for planning communication)
  • School policy on pupil participation (an essential document for any school that’s serious about pupil well-being – this is a guide to creating one)
  • School council constitution (you can’t really have pupil representation without one – although many try – some scenarios to set you on your way)
  • Tips for great meetings (guides to help you through preparing for a successful meeting, the meeting itself and ground rules to avoid pitfalls)

All three of these downloads have exactly the same stuff in:

[download id=”2″] 2.4MB
You can’t really edit it, but it will look just right with our nice fonts and things.

[download id=”93″] 1.3MB
Best if you might want to edit things and have a newer version of Word:

[download id=”92″] 2.9MB
Use this if you want to edit the file and can’t open newer Word files:

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Improving learning through enhanced participation

The event was at Birmingham Botanical Gardens, a lovely venue, but I walked through this hothouse and so arrived with steamed up glasses, trying to avoid stumbling into people.

The event was at Birmingham Botanical Gardens, a lovely venue, but I walked through this hothouse and so arrived with steamed up glasses, trying to avoid stumbling into people.

I was at the GTCE‘s ‘Leading a dialogue on pupil participation‘ event today, which I’m sure was called ‘From pupil voice to pupil participation’ when I signed up but never mind, I’m just as happy leading a dialogue as I am moving from one thing to something better.

I must say I was really impressed with the GTCE’s approach to participation and education in general. Their slogan of ‘for children, through teachers’ really chimes in with my view of teaching. The address by Chief Exec, Keith Bartley, really laid out how they see pupil participation as essential to successful and effective learning and teaching. This isn’t just idealistic stuff either, they’re backing it up with research and the event today was partly a launch for their new research anthology ‘Improving pupil learning through enhancing participation‘. It looks like a really good and useful piece of work – I haven’t had a chance to read the whole thing yet, but it’s my bedtime reading for the rest of the week, it should be yours too. The research looks at variety of drivers and outcomes for participation and I think should be very useful for anyone looking to demonstrate the value to colleagues (or themselves) of this work, as well as giving many practical suggestions for how it can be applied and lots of links to further research.

Some great examples came out of the presentation of this work by Dr David Frost of Cambridge

Dr David Frost (just so you could be sure it wasnt the other one)
Dr David Frost (just so you could be sure it wasn’t the other one)

University/Leadership for Learning, one of the authors of the piece. One that particularly stood out for me was a primary school where Y6 pupils had been trained to run circle time and they facilitated this for groups that included pupils from all ages in the school – one can imagine what this might do for a primary school’s sense of community.

A later presentation by Tom Murphy, a new science teacher from a Hertfordshire secondary school, talked about the benefits for his pupils when he asked them to teach full lessons for one another. Not only did they understand the topics better in many cases, it also created a ‘buzz’ for him and students before each lesson, as they never knew how it would be delivered. I intend to follow this work up with him and share more of this here as soon as I can.

We also heard from the deputy head of a special school about how creative they had had to be in using a huge variety of communication methods to ensure that all of their pupils could express themselves and make choices about their school, learning and lives.

Well, it’s late and I realise I’m kind of just reporting the event now, rather than discussing or developing any of the ideas that came out of it further, so I’ll come back to this in the next few days and add another post with some further thoughts.

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Is your school council counter-cultural?

The revolutionary school council? (They're supposed to be wearing berets :-))
The revolutionary school council? (They're supposed to be wearing berets :-))

Culture is a great thing, it gives us a sense of identity, place and often purpose too, but it doesn’t do much for progress. In many ways culture is the embedding of a certain way of doing things through unquestioning repetition.

All major changes in industry, science, religion, society and thought have come from people or ideas that went against the prevailing culture. For the purposes of this blog, I’m going to call this counter-culture; it sets out with one maxim:

  • We do not accept a view simply because it is stated by someone in a position of authority; it has to be proved to be of value to us.

Counter-culture is absolutely necessary for any society (or institution) that wants to learn and improve. Having assumptions challenged means the good ideas grow stronger and the poor ones are done away with. It recognises the need for constant re-evaluation (which is very different from constant change).

It seems to me that this is what should be at the heart of all education: working out from first principles what is valid, not basing our ideas on assumptions. So to what extent are our educational institutions counter-cultural? How do they inculcate this approach? I would argue that in most cases they don’t, they in fact do exactly the opposite.

In almost every school in the country there is a school/pupil/student council (or it may go by some other name on a similar theme). The aim of each of these is ‘to improve the school’, but how many really have the tools to do it? Most are given a narrow set of responsibilities and very limited scope in which to carry them out.  Will this ever excite, represent or challenge most of the students or staff? If not, why are we doing them in school?

A number of questions I have been asked or that I have had to ask myself over the last couple of weeks have really brought this into focus for me:

  • From secondary school pupils:
    • Should staff set the agenda for our school council meetings?
    • Should we (the school council) be allowed to talk about and make statements on whatever is important to pupils?
    • Should staff play a role in selecting school council members?
  • From other researchers/practitioners in the field:
    • Are school councils merely there to deal with issues as they arise or should they create policy to pre-empt issues?
    • Does the headteacher lead the pupils in a school or does s/he just manage the staff?
    • Is it better to have a ‘learning council’ than a ‘pupil council’? (The suggesting being it puts learning at the heart of what it does, but I ask, ‘why demote pupils from being at the heart of what it does?’)
  • From discussions with an ex-school student leader from Greece:
    • What can a school council do if it’s not listened to? (In Greece they go on strike or occupy the school)

When staff allow students space to challenge they are forced into a real debate and both ‘sides’ have to question their own assumptions. Where schools just get students to help them with the things staff want to do there will be positive change, but it will be limited, never revolutionary.

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Slovakian adventure!

I’m back in London, via Vienna, after an amazing time in Kosice, Slovakia. It was a very inspiring and interesting three days.

slovakian flag

Great to hear about the challenges, successes and stories of people in other countries who are broadly trying to do the same things as us in the UK. Great to meet so many motivated, passionate young people. Great to visit Slovakia for the first time – it is a beautiful country!

After the first day of the meeting, with a visit to the school (See pic) , the rest of the trip focused on evaluating the ‘It’s your choice, use your voice’ project.

school

It was down to business in the amazing venue in Kyask – a beautiful old Soviet recreation centre for young people, set in the hills outside Kosice. A perfect place to work and think! The project had linked and compared school councils and youth democracy across Slovakia and Italy. It included training, conferences, seminars, youth exchanges, and supporting school councils to link with each other, and with regional councils.

A number of common obstacles were identified:

  • problems with elections
  • lack of youth motivation
  • lack of joined up thinking from local government
  • adults who are too willing to lead instead of facilitate

It was useful to provide my point of view on these obstacles as we went along, making clear how familiar they are to us, and discussing how best to overcome them.

Their main idea is to present the evaluation of the project in a way that will convince other young people to get involved. To pass on their learning to others, to help motivate young people – to make them ‘involvers’ I guess. Together, everyone put together a clear plan on the publication to convince other young people, which I’m sure will be a success – using some very eye-catching design. It will be translated into English, Slovakian and Italian, so I hope we can put it up on the involver site when it is done.

Italian group presenting their ideas
Italian group presenting their ideas

There were also lots of ideas for further cooperation that we hope to get involved with. I gave information on what Asher and I are up to with involver, and signposted resources and ideas which could help everyone in the future.

I think I’ll be going back in November – hopefully with Asher this time – to do some training, which is very exciting. The Kosice region is setting up their first regional school council.

Democratic youth voice on this scale has never happened before, so it’s amazing to be involved. There is also a possibility of some training in Turin to help with their regional school council in February next year – we would love to be involved in this too.

Both opportunities are very exciting – especially because it would give
me the chance to catch up with my new friends. Sooooo cheesy (sorry).

So thank you Michal and Erika for inviting me to take part, and thank you to all the young people who took part (especially for the Slovakian ‘mineral water’/ and the (many) Italian songs from Napoli). A great experience.

Over the course of the three days, I took short videos of some of the young people present asking them why student voice and school councils are important to them. I’ll put up a new one every day for the next week or so. Thank you to those who took part in this – your English is great! Here is Veronica from Slovakia telling us about her role in her school in Kosice:

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Leadership, codes of conduct and lovely honey

LOVE + HONEY - Lemon Verbena Salt Scrub 400g - Hand-made from 100% natural ingredients - £7.50 - Contact Golden Co for Salt Scrub pre-orders
LOVE + HONEY - Lemon Verbena Salt Scrub 400g - Hand-made from 100% natural ingredients - £7.50 - Contact Golden Co for Salt Scrub pre-orders

I ran a training session for the Golden Company on Saturday. They’re an amazing little social enterprise getting inner-city kids into keeping bees. I guess they’re really trying to address two problems: lack of constructive things for young people to do and the decline of the bee population in England (and World-wide). Anyway, they were great to work with and I thought I’d share the session I ran with them, with you.

They’d asked me to come in to help them create a code of conduct. We had agreed that this would entail looking at leadership as well. How we relate to other people is my favourite thing to train on, I guess because it’s the area in which I’d most like to make a difference. Ultimately what all of this is about is getting people to treat one another well. If that happens then all the other good stuff will just flow.

So for me the most important ideas to get across were:

  • Leadership is about a group, not an individual. One leads only because the others follow.
  • So, everyone in the group has to think about how they’re acting as they might become the leader at any moment,and not necessarily by choice.
  • Those who lead by example will lead better and for longer.

Part of the session was based on pictures I’d pulled from that day’s newspapers and magazines.  So reasonably at random I’d got the Pope, Hitler, the Chinese Army, Obama, Michael Jordan, Cesc Fabregas, David Cameron, Mahmoud Ahmadinejad, Dreda Say Mitchell, Ferris Lindsay, Craig Bellamy, Spike Lee, Muhammad Ali, Dame Mary Perkins and Nicole Richie.  There were several others too, that I can’t recall right now.

Much of our discussion though focussed on Craig Bellamy. He’s currently the Captain of Wales (at football) as well as playing up front for the Manchester City, the richest football club in the world. He’s arguably the best footballer Wales have (as Ryan Giggs has retired from international football). He’s also set up a charitable foundation in Sierra Leone with a considerable amount of his own money. He has what is often described as a ‘chequered past’ though, having hit an opposition fan, clashed with a Wales fan, allegedly attacked a team mate with a golf club and had several run ins with the police.  How does he fit as a leader, which of these things are relevant? My opinion is that they all are.

If you use this session, I’d love to hear which people you have the most interesting discussions around and what code of conduct you come up with in the end.

Use the ‘More’ button to Download (‘Save’) or Print the session out.

Leadership & Code of Conduct Training Session

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Slovakia Day 2

Hello all.

Day 2 was interesting.

Out and about in Kosice plus some fun cultural activities, and AMAZING Italian cheese (grana padano) and Slovakian sausage.

The main event  was the visit a secondary technical school in Kosice. We had a tour of the school, and the countries who are participating in the project explained their projects – and what was happening with student voice in their countries –  to the students.

We met the school council, which is one of the best in the region. Importantly, it had the support of the Headteacher and all staff. Here is a video of the activity and the Slovak group presenting their work:

Rest of the day involved: meeting new people, discussing ideas, walking, drinking, cheese, bowling, and a spot of karaoke (in Slovak).  Interesting stuff!

Day 3 is down to business. Discussing the evaluation of the project, and how it shall be reflected in a final publication. Report to follow!

Greg