2007-08 Relationships

Positive Relationships, Positive Learning

Positive Relationships, Positive Learning is grounded in two principles. Boys learn best in empathy-rich classrooms. And nurturing boys’ social-emotional competency is central to our mission as schools for boys. This collection of reports explores peer leadership and mentoring initiatives, programs that promote healthy relationships, and exercises that “engage the empathy muscle for a workout”, in the words of one contributor. Whether on a small or large scale, the projects described here are intriguing and inspiring. These are also vivid stories of the step-by-step process of action research, a brand of inquiry that remains at the cutting edge of educational practice. For front-line teachers and school leaders alike, the journeys recounted here provide compelling testimony of the power of action research to spark professional growth and school change.

Team members reported at the IBSC 15th IBSC Annual Conference in Toronto, June, 2008.

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2007-08" Relationships (6 Reports)

Reports ordered alphabetically by title. Click/tap on report titles to read full report posting.

Peer Mentoring: A Program for Guided Transition from the Junior to Senior School — Catherine Lamont, Trinity Grammar School, Australia

Can a guided transition program for primary students entering their first year of senior school assist with their learning?” This action research project evaluated an existing school peer support program, with the primary aim of tailoring the existing transition program, its infrastructure and its desired outcomes, so that it might better meet the needs of boys in the 21st century 

Taking Bullying Out of the Classroom — Margot Long, St. John's Preparatory School, South Africa

How can the inclusion of an intensive program on bullying improve boys’ understanding of the problem and reduce incidences of bullying? The aim of this project was to raise awareness about the problem of bullying in the classroom and in the school; to teach better ways of dealing with conflict and issues of self-esteem; and to improve the learning experience for boys who would benefit from working in a safe, encouraging and supportive environment.

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