Shane Singe

PROJECT ENGAGEMENT

“Engaging Form Classes”

PROJECT ENGAGEMENT

BackgroundThere is a feeling amongst some students that form

time is simply a waste of time. They struggle to see

the importance of this time, as form time can often

be deemed boring and monotonous. To create a

culture within a house structure, form time is a

crucial element where students not only receive

valuable messages for the day ahead but they also

get an opportunity to socially engage with students

from a variety of age groups. This helps to build the

family atmosphere which is crucial in developing a

house spirit.

BackgroundAttendance to school also has a huge impact on a student’s ability to achieve.

“Students who attend school between 85 and 100 percent of the time pass the state tests in reading and math at much higher rates than students who attend school less than 85 percent of the time” (Minneapolis Public Schools).

It is then extremely important to encourage students to be at school for the whole day, including form time.

Measurable Outcomes

1. Target groups attendance to form time will improve by 10% - 15% in comparison to the control group.

2. Student perception of form time will improve.

The Process1. Recruited a Target Group of 4 form classes to work with that

was a fair representation of the form classes in Pohutukawa.

2. The other 13 form classes will form the Control Group to

compare against.

3. We then videoed the students in their form class before any

interventions were discussed with teachers.

4. Survey Monkey was then used to survey the Target Group to see

what the students wanted to see in their form classes .

Video – Pre Implementation

Survey Monkey

The Process5. Met with target group form teachers

individually to discuss material from the survey and decide on 3 focus goals based around 3 key ideas to create the “engaging form classes”.

Engaged e.g. Students are doing something

during form time.

Friendly e.g. Teacher or senior students greet pupils as they arrive.

Communicative e.g. Triangle communication with parent, form teacher and student.

The ProcessFor example –

“______ decided that their major focus would be to call home

more often. It is one area that ______ admits they could

improve in. Time restraints and the potential negative response

from parents are the main reasons why there has been a

reluctance to call”.

Goals were primarily based around media resources and

communication with parents.

The Process6.Teachers implemented “engaging form

class goals” throughout Term 2.

7. Start of Term 3 re-surveyed students to analyse their thoughts on how they now viewed form class.

8. Form teachers were asked to grade how well they were able to implement the “engaging form class goals”. Each goal was given a score out of 10 enabling a total score out of 30.

Video during “Project Engagement”

Student Perception – Survey Monkey

Term 2 Results!

Term 2 Data & Graphs

Term 2 Data & Graphs

Other Interesting Data

Concern that there is a 150% increase in absence from Term 1 to Term 2 for Year 10 students in Pohutukawa.

Level Year 9 Year 10

Year 11 Year 12

Year 13

Term 1 4.8 4.6 4.8 6.6 10.5

Term 2 7.4 11.5 8.3 9.3 15.5

Increase Term 1 to Term 2 Absence

93% 150% 73% 41% 48%

Other Interesting Data

Outcomes Achieved???

1. Student attendance to form time for the target group will improve by 10% - 15% in comparison to the control group.

Achieved

The target group achieved an 11% improved attendance in comparison to the control group at form time (Graph 2 ).

There is also strong evidence to suggest that the more form teachers are able to create “engaging form classes” the better students attendance to form time will be (Graph 5) .

Outcomes Achieved???

2. Student perception of form time will improve.

Achieved

Results from Survey Monkey after the project was completed calculated that 38.2% of students from the target group thought that form time during Term 2 was more enjoyable than Term 1 (Graph 1).

AcknowledgementsTarget Group Form TeachersPeter GallKeith DenneHema Bhana