Bill – from 'villain' to 'hero'

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Reflection - what these stories exemplify

Key competencies

Bill has seen the need to learn better ways of relating to others and managing himself through recognition that particular people in his school life, both fellow students and teachers, are important to him. These stories demonstrate Bill’s developing ability to address and respond to others in ever more independent ways that are both positive and supporting. We see Bill participating with an increased awareness of the roles and responsibilities of being a member of a group. We see a student who has moved from self-focus to someone who takes actions that are valued by others and affirms his own appreciation of the most positive actions that build relationships.

How might these stories strengthen Bill’s identity as a learner?

When Bill realises that those around him in his school environment appreciate his greetings and positive comments, he increasingly initiates these himself (agency and depth). He also develops the ability to take his appreciation of the values of friendship beyond the classroom into the playground, the drama rehearsal, and while waiting for taxis. Bill shows his understanding of appropriate actions that support those friendships (breadth and continuity).

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

The learning shown in these stories occurs within health education. Bill is sharing ideas about relationships with others, expressing his own ideas and feelings, and demonstrating respect through co-operation and identifying the needs of others. Additionally, Bill has sought answers to questions about his social needs, identifying a person who can help, and identifying and using safe practices.

Effective pedagogy

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

Bill’s learning is fostered by creating a supportive learning environment where he is encouraged by his teacher and others to say what he thinks and feels, and to develop friendships. His teacher has used many strategies and resources, including language that Bill is familiar with from his creative writing, to help Bill explore new ways of relating. Bill is also given repeated opportunities to discuss and practise the skills he is learning. Student reflection is an integral part of this teacher’s classroom programme – shown in this video clip (encouraging reflective thought and action).

Reflective questions for the reader

“What resources can I access to help my students develop their social skills at school and beyond?”

“How do I build trust with my students to share what is on their minds so I can assist with their learning and development?”

Useful resources

Ministry of Education (2001). Kotahitanga = Getting on together: social relationships years 1-3, key area of learning, mental health. Wellington, N.Z.: Learning Media.

McGrath, H., & Francey, S. (1991). Friendly kids, friendly classrooms: teaching social skills and confidence in the classroom. South Melbourne: Longman Cheshire.

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