Semester 1 2024

GOING WITH THE BIT—THE IMPORTANCE OF TEACHER BUY-IN, IN PROMOTING HOUSE GROUP ENGAGEMENT

CHRISTINA HARROW & PERRI LOHRISCH, MACKAY HOUSE

Each morning, for the past three weeks, we have found ourselves standing in front of a group of ~250 girls, performing synchronised choreography to the 2004 smash hit, Unwritten , by Natasha Beddingfield. It is House Choir season, and competition is in the air. The choreography is not meant for us, and the girls certainly do not need help when performing it, yet it is just one example of how we try to promote House Group engagement in 7 Mackay. Ron Ritchhart reminds us that ‘students learn best when they feel known, valued, and respected by both the adults in the school and their peers’ (Ritchhart, 2023), and it is House Group that provides the perfect opportunity to put this into practice. It is during House Group where students look to us to be silly, and ‘join in on the bit’—we sing during House Choir, we dress up as Gandalf for House Parties, and are fierce competitors during ‘duck, duck, goose’. The theory is this—if the students see their teacher being silly, laughing, and participating in activities, they are more likely to feel comfortable doing so themselves. This comfort and confidence to engage is particularly important in the Year 7 cohort, where students are still finding their tribe, and striving to feel at home in their new environment. Furthermore, ‘going with the bit’ may also prove vital in the senior years where students may risk becoming distant and disengaged with the idea of House Group. House Group teachers have the unique opportunity to get to know their students without the stress of academic pressure. We’re building our very own

community filled with laughter, creativity, and a lot of belonging. There is no need to stress about getting through the content, or ensuring the class will be ready in time for their exam. Instead, the primary goal is to build rapport. For example, we start the year with our fabulous buddy system with our Year 12 students. Picture this: on day one, our seniors are there to help the newbies get their bearings. They show them around, help set up their lockers, and guide them through Minerva. It’s not just about the logistics, though; it’s about making real connections. They hang out, play dodgeball, and even get crafty on craft mornings. It’s all about making everyone feel like they’re part of the family from the get-go. We’ve been trying out something new, inspired by a workshop with Andrew Pennay on ‘Think, Play, Be’. We keep our mornings light and fun, totally separate from the academic side. It’s all about giving everyone a safe space to just breathe and get ready for the day. We’re all about the games too—Kahoot and Blookit challenges are the best. They involve the whole class and bring out their competitive nature. As we continue to weave these enriching experiences into our daily routines, we remain committed to fostering an environment where every student feels valued, respected, and connected. We celebrate the wonder and curiosity that our House Groups nurture and look forward to the continued growth and ethical decision making our students are encouraged to explore.

REFERENCES Ritchhart, R. (2023). Cultures of Thinking in Action: 10 mindsets to transform our teaching and students’ learning. Jossey-Bass.

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SCHOOL-WIDE PEDAGOGY NEWSLETTER SEMESTER 1 2024