Semester 1 2024

‘WE CAN’T DIRECTLY TEACH DISPOSITIONS, WE MUST ENCULTURATE THEM’— SIMON BROOKS

SHIVAUN PEREIRA, O’CONNOR HOUSE

House Group may seem like a simple 20-minute start to the day that is not very impactful on student learning, but in reality, those 20 minutes can provide students with the time to build a disposition that deeply benefits their secondary school experience. Earlier in the year, Simon Brooks discussed the importance of creating a culture in the classroom that facilitates students’ learning, development and sense of belonging. The Triadic Model of Disposition was discussed in this seminar and particularly resonated with me. It stated that for students to grasp a disposition, they must have the inclination, the ability and the sensitivity to fully develop a disposition.

Sensitivity

Disposition

Ability

Inclination

Figure 1: The Triadic Model of Disposition

The merit of this model is that it applies to a variety of nuanced learning experiences. Particularly, enculturating students with the inclination and ability to shape their development of dispositions in a range of areas. This made me reflect on past House Group experiences where student behaviour shifted throughout the year as students grew more comfortable in their House Group. Creating a safe space where students have time to collect their thoughts, plan their day, and connect with their peers can rejuvenate students in a way that prepares them for their rigorous day. In addition, spending time with their peers can facilitate meaningful friendships that become a key contributor to their overall schooling experience. Many times, I have seen students in House Group grow from strangers to close friends who support each other in their endeavours. These friendships are often unexpected by the students themselves and provide unique experiences to the girls. For example, one student was studying for a German exam in House Group and was feeling disheartened. I witnessed her three friends discuss the terminology with her and reinforce key concepts. Their words of encouragement and support transformed her demeanour from discouraged to hopeful, all in 20 minutes. Without intentional planning, that student’s ability to complete their German exam was enhanced by the interaction with her peers. As a result, her inclination to study and succeed grew. The disposition of ‘preparing for an exam’ was developed. This recount is one of many instances where 20 minutes a day transformed a disheartened student into an optimistic learner.

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SCHOOL-WIDE PEDAGOGY NEWSLETTER SEMESTER 1 2024