EXPLORING ATTITUDES TOWARD
‘STUDENT VOICE’ I
have long been interested in leadership models which enable students to have a say in their education – ‘Student Voice’, as it is known. Wenona’s 2015 Teaching Fellowship allowed me to explore theory and best practice in this area, with special focus on the current American experience. Given my interest in leadership and democratic ideals, I was pleased to have the opportunity to visit the United Nations Headquarters in New York and to delve into the birth of modern democracy in Washington DC and Philadelphia. I was also fortunate enough to attend the ISTE (International Society for Technology in Education) Conference in Philadelphia, which examined technology and Student Voice. But it was visiting schools and meeting their dedicated teachers that taught and inspired me the most. First up was a progressive, student-centred school in Harlem, New York, simply known as Pono (from a Hawaiian concept of harmony and equilibrium), which currently caters for students up to eight years old. In its uncluttered rooms on the ground floor of an apartment building everyone sits on the floor because, as founder and hands-on coordinator Maysaa Bazna explained, the students voted not to have chairs. The Pono philosophy is that the child is a natural learner and the teacher’s role is to nurture, guide and support their interests. I saw this in action at the planning meeting to determine the following term’s content. Students put forward interests as diverse as visiting a construction site, learning Spanish, finding out the history of rockets and playing with mud. No ideas are rejected in these sessions; all are treated with dignity and they form the basis of a learning
DEAN POMFRETT teaches Year 6 at Wenona and works with the Principal and Head of Junior School coordinating the Junior School Student Representative Council (SRC). He is actively involved in the Wenona community, coaching a variety of sports. Dean holds a Diploma in Teaching and is involved with evaluating Experienced Teacher Accreditation with the Association of Independent Schools (AIS) and regularly presents at AIS IT conferences.
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UPON REFLECTION | ISSUE 2 FELLOWSHIP
schedule coordinated by the teachers which includes field trips and outdoor education. It is a visionary, brave approach, which puts great trust in Student Voice. Next I went to the nearby Agile Learning Center (ALC), a ‘K-12 Independent School for Self-directed Learners’ co-founded and run by the knowledgeable and dedicated Tomis Parker. Although carefully structured, ALC operates on the philosophy that learning is natural and education is best when selfdirected. I sat in on a ‘spawn meeting’ where students in small groups set their intentions for the day. It is up to them how, or even if, they follow through, but there are dedicated teachers and visiting experts to facilitate the process. The staunchly independent students also gather for ‘change-up meetings’ where they adopt clearly defined roles to discuss the running of the school, with all students taking turns. It was most interesting to see younger students negotiating and making decisions while older ones listened. Believing it important to experience a philosophy at the other end of the continuum, I went to ‘Pennsylvania Dutch country’ to visit an Amish school, which follows tradition by taking place in one room. Tradition is crucial for the Amish. For young teacher Marion, sitting at her wooden desk marking books, it was a source of contentment and safety. I described Wenona to her and although curious she had little to reference it against. Her worldly knowledge was scarce and her own schooling on the rest of the globe hadn’t gone much beyond basic geography. For her, Student Voice was an odd concept: Why would the students have a say in what they learn or how they learn it? It wasn’t their place to determine
that and nor was it hers. Community elders dictated what would be taught and how. Marion’s approach was very different to that of Maysaa or Tomis, yet she had one important thing in common with them. Asked what she loved most about teaching she replied, “The students, and seeing them smile.” Teaching is a special calling for all of these educators. Returning to Australia, my studies culminated at the Parliamentary Education Office in Canberra, examining effective ways to incorporate government studies into a student leadership program. While I have always considered the benefits of incorporating Student Voice in my teaching, following my fellowship I have enjoyed sharing this with Wenona staff and students through informal discussions, formal presentations and academic implementation. One direct impact on the wider Wenona community includes the ongoing development of the Junior School Student Representative Council (SRC) to promote student-led action while reflecting a parliamentary style. With Year 6 students, I am incorporating a strong focus on Student Voice while implementing the new History K-10 Syllabus by empowering students to make a difference on real issues, using a parliamentary sub-committee model, branching from a Year 6 parliament. The knowledge and experiences I gained as part of the Fellowship have impacted greatly on me and will benefit students from Wenona and beyond for years to come.