Ben’s good decisions at sport

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Reflection - what these stories exemplify

Key competencies

Managing self is at the foreground of Ben’s learning, with thinking also highlighted for making appropriate choices. Participating and contributing also come through strongly in this string, and as this has always been one of Ben’s strengths, the other two competencies have been highlighted.

How the stories strengthen Ben’s identity as a learner

Through these two learning stories, Ben demonstrated that he could take ownership of his behaviour and use different strategies to address his frustration (agency). The learning occurred at school sports in two different teams for tee-ball and soccer (breadth). Although the learning stories demonstrate learning across three months, they reflect one small part of Ben’s recorded progress over two years (continuity). Ben has been increasingly able to take responsibility for his behaviour after working with his main classroom teacher for more than a year and with a second teacher from term 1, 2008 (depth). This string of learning stories illustrates that Ben is becoming more able to listen and respond to others and to accept prompts for his behaviour in relation to a variety of other students.

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 health and physical education

This learning links interpersonal skills, and identity, sensitivity, and respect. Ben tended to his own needs in ways that were respectful of others during sport.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Ben understands that we want him to be able to manage himself. Over the past two years, Chris has been working with Ben to provide him with strategies for dealing with difficult situations, reminding him of past positive choices and consequences in order to influence present decisions (making connections to prior learning and experience). Restorative justice (an approach now used in schools) has been helpful to Ben for working through friendship issues. By working within a restorative justice approach, Ben has accepted that he can listen to the other side of a story and, working with others, can find a solution to move forward, with friendships still intact.

Other strategies (such as walking away, finding a teacher, or ignoring) have been identified through class discussions (facilitating shared learning) to provide everyone with strategies for coping with situations that are stressful or anxiety provoking.

Ben is demonstrating his growing ability to manage himself and to take action with the support of his teachers and peers, giving him time, space, encouragement, and feedback as he implements positive choices (encouraging reflective thought and action).

Reflective questions for the reader

“How do I encourage socially appropriate behaviours for my students?”

“What other support can I access to enable success for students like Ben in social situations?”

Useful resources

Weblink: http://www.autismnz.org.nz

Weblink: http://www.thegraycenter.org/

Schroeder, A. (2000). Socially speaking: a pragmatic social skills programme for primary pupils. Cambridge, UK: Learning Development Association.

Weblink: http://www.usevisualstrategies.com/

Department for Courts. (2003). Facilitator Training Manual. Wellington: New Zealand Ministry of Justice. http://www.courts.govt.nz/crrj/manual/. Downloaded 11 December 2003.

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