Action Plan Report

PED3151

Kayla Howard & Taylor Demone

Inquiry Question: Do junior grade student led leadership programs promote inclusion and

increase happiness among primary students?

Summary and result of the inquiry:

Throughout our practicum experience, we were fortunate enough to take part in student led

leadership programs. The first program is entitled P.A.L.S (Playground activity leaders in

school). Taylor Demone assisted with this program at Richmond Public School and it required

her to supervise and mentor grade 5 volunteer leaders to help the grade 1 students feel safe,

happy, and included on the playground. The grade 5’s was responsible for organizing activities

two recesses a week for all of the grade 1’s to take part in if they wish. This program runs from

September until end of March and the results of the positive impact that this program has on the

grade 1’s is evident. At the beginning of the year, the grade 1’s expressed that the school yard

made them feel anxious and intimidated as they are new to the ‘big kid yard.’ At the end of my

practicum, I asked the grade 1’s how P.A.L.S have helped them feel included and happy on the

playground. Their response was that they always felt welcome and recess was always fun

because they never had to worry about not having anyone to play with. Furthermore, the number

of incidents on the school playground was significantly decreased. Not only does P.A.L.S help

the grade 1’s feel included and happy at recess, it also gives them a junior grade mentor to rely

on if they need support. Therefore, P.A.L.S, a junior grade student led leadership program,

promoted inclusion and increased happiness among primary students at recess.

The second program is entitled Treehouse Buddy Program. Kayla Howard assisted with this

program at Regina Street Alternative by helping to coordinate ongoing activities that happen

monthly. At the beginning of the school year, teachers paired a junior grade student with a

primary grade student. The junior grade students were responsible for assisting the primary

students during the set activities that are planned by the school. For example, during the month

of December, the students played rounds of BINGO and the junior grade students helped the

primary grade students find the different numbers on the worksheet. After observing these

interactive moments and discussing with my grade 1 class, I asked them if this buddy program

has helped them feel comfortable, welcome, and happy. Their response was that they felt

included in the school’s community and that having an older mentor that support them, or even

just say hi to them in the hallway, has made them much happier and excited to come to school. In

fact, as soon as the cue would ring for the Treehouse Buddy Program to begin, the primary

students would instantly have a huge grin on their face as their junior buddy approached them. In

addition, I believe it is extremely important that the students have both a teacher to rely on, and

an older student. Therefore, the Treehouse Buddy Program, a junior grade student led leadership

program, promotes inclusion and increases happiness among primary students.

Connections to learning:

We believe classroom inclusion is one of the most important approaches in order to create a

positive environment for all students, including the teacher. Most importantly, it is crucial to

establish a safe and caring environment to allow the students to feel comfortable to be

themselves and to also feel included at all times; this will only lead to the students’ success.
We believe the top 3 principles that are essential in creating an inclusive and happy school

environment are:

- A safe environment;

- An inclusive environment;

- A caring teacher and an older mentor student to rely on;

All of these will in turn lead to increased happiness among primary students.

Suggested strategies for professional practice:

From these experiences, we have discovered various strategies that we will bring to our future

professional practice. Firstly, we will continue to initiate these junior grade leadership programs

at our future schools. Secondly, it is important to first consult the junior grade students and brief

them in their role as a leader in order to have a successful result. Thirdly, the primary students

should not feel pressured to join the activity. From our experience, the students that are timid to

join, or to take part in the activity, will eventually join after they witness the positive impact that

these programs entail.

Comments on gaps:

In the future, we believe it is important to have regular meetings with the junior grade students in

order to keep them excited about this initiative. It is also important to touch base on these

students if they are experiencing any difficulties with the organization or the students, as it is not

their role to discipline the primary grade students. These weekly or monthly meetings, would

also allow the junior grade students to ask any questions about the game or activity that will take

place in the near future.

Resources:

http://www.halton.ca/cms/One.aspx?portalId=8310&pageId=126228

http://www.kellybear.com/TeacherArticles/TeacherTip50.html