Emotional issues in education: reframing learning theory through participatory action research

J.A.Hawkins – PhD by research

Manchester Metropolitan University, M15 6BG, UK

Lay summary

U. K. government initiatives (Every Child Matters 2006) state that the emotional well-being of children strongly influences their learning at school. This research records teenage school refusers’ (strand 1), my own learning history (strand2), the feelings of teachers about teaching (strand 3) and primary pupils’ feelings about creative learning (strand 4).

Researcher profile

A former secondary main and special needs teacher living in the U.K.,

I set out to improve my understanding of how feelings affect learning.

I used my experience as an English and Art teacher researching from 2000 to 2007. I found out about my own problems and strengths as well as supporting other people (Strand 2).

References: Bronfenbrenner, U. (1979) The Ecology of Human Development. Cambridge, Mass.: Harvard University Press; Claxton, G. (2002) Building Learning Power: helping young people become better learners. Bristol: TLO; Department for Education and Skills (DfES) 2006 Good Practice:The National Healthy Schools Standard www.standards.dfes.gov.uk/sie/si/SfCC/goodpractice/nhss/ (accessed 09.06.06); Gilbert, I. (2002) Essential motivation in the Classroom. London: Routledge Farmer; Greenfield, S. (2000) Brain Story. London: BBC Worldwide Rogers, C. & Freiberg, H.J. (1983 rev. ed.) Freedom to Learn. London: Prentice Hall International; Vygotsky, L. S. (1896-1934) Collected Works - volume 1. Ed. Rieber, R.W. & Carton, A.S. (1987). New York: Plenum;

Ethics

Discussing people’s feelings may reveal vulnerability and requires careful thought. The emotional well-being of participants was considered throughout. Cooperation was openly elicited. Feedback was recorded and given through joint reflection upon the process. All names were changed.

Consent

University Ethics Committee - Written consent from volunteer teachers - Verbal agreement of Local Education Authority - Verbal feedback and cooperation by children and parents in the teaching process - Written consent (with conditions) by commissioner of report.

Findings

• School refusers were affected by unacknowledged environmental problems

• Primary school pupils gained skills and confidence through exploring their feelings.

• Teachers were concerned about fair assessment, paperwork overload and unsympathetic management.

Conclusions

• Feedback about learners feelings informs teaching

• Working with feelings develops awareness in teachers and pupils.

• Being heard matters and helps overcome problems.

• Doing activities we like makes us feel good about learning.

• Feelings inform and are part of the logical thinking process.

“I just got frustrated at school...and I couldn’t go in ‘cos I just used to sit there and have all these books thrown at me... I used to have a special needs class I went to. I used to do loads of art and sit in there foran hour, but when I went to the other school I got held up…Dad noticed it and said like to my teacher, “ She’s not learning properly!” And my teacher said, “ Yes, she can do it! She’s just not trying!” School refuser Tania aged 16 – Strand 1

“There should be room on school reports and in the school curriculum to focus on people as human beings as it is a person's inner qualities that make them a decent (and therefore successful in my view) individual…the emotional / psychological damage caused by negative (not bad) teaching / managing is underestimated.” Teacher Diana aged 34 – Strand 3

• “Less talking more doing in the lessons.” • “I loved everything i hated nothing…I enjoyed it so much.” • “I think the Theatre is awesome.” • “I liked doing workshop” • “It was fun doing picture and then writing on it.” • “I liked painting.” • “I learnt to dance like a perfessional.”• “I enjoyed it soooooooooooooo......much!” (14 o's!) • “I enjoyed doing the play on stage.” • “Important because it develops their mind.” Parent – Strand 4

Data Collection

Pupils’ written feeling responses on work records – field notes & reports – observations - retrospective summaries - critical points lists & models - Researcher’s autobiographical diary - Mentoring notes - teachers' spontaneous symbolic models - teachers' autobiographies & summaries - Educational evaluation records and notes, project models, questionnaires and photographs

Teacher Lily aged 32

Bright idea – J.A.H. Connections – J.A.H.

Methodology – Participatory Action Research (Kagan 2005)

Strand 1 - tutoring 12 school refusers aged 15 –16

Theoretical domains

• grounded theory (Charmaz 1995)

• phenomenology (Bruzina 2004)

• narrative research (Clough 2002)

• ethnographic research (Main & George1985)

• action research (Bogdan & Knopp Biklen 2003)

• auto-ethnography (Freeman 1993)

• communities of practice (Wenger 1998)

Strand 3 - mentoring 8 teachers aged 25 - 55

Strand 4 - evaluating an arts festival project with 6 city primary schools

plan

observe

reflect

act

Strand 3 Data e.g. a Symbolic Model