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How can student voice contribute to school improvement? To answer this question, it is imperative to set one ' s parameters for indicating one ' s interpretation of ' student voice ' . In this case, students from a variety of schools participated in discussions, workshops, interviews and surveys to find out what students believe they must have in their lives to develop feelings of success at school. Over 1,300 students from single-sex, co-educational independent state or Catholic schools participated.
Martin (1982) proposed a series of conditions that must be present in a school, for teachers to assist their students to become more successful learners. These conditions included:
Robertson (1996) reported on the specifics of teaching that could lead to successful learning and, in turn, successful students. He found that students responded better to teachers whose class-work was thoroughly prepared. Students wanted each lesson to have content that was aimed appropriately at a specific task and made intellectual demands on them. Robertson also reported that, in the main, students preferred work that had an obvious link to the next activity, rather than ' stand alone ' one-off tasks. This desire for continuity, his research revealed, was based on the students ' need to feel sufficiently confident to build on prior knowledge, which then improved the individual ' s level of self-esteem. The key to good teaching, as indicated by Hansford (1988), were teachers who:
Hansford ' s findings also suggested that those students who were often reported with behaviour problems responded better to those teachers who modelled control. The students reported a preference to having the teacher run the class, rather than them being given free reign to ruin the class.
Cooper and McIntyre (1996) reported that students regarded those teachers who initiated a high degree of interpersonal exchanges as people upon whom they could rely and trust, both affectively and effectively. These teachers were classified by the students as successful teachers. Conversely, those teachers who were regarded by their students as initiating few interpersonal exchanges were labelled as poor teachers. Students reported that their own progress was poor in classes that were run by a non-interactive type of teacher. Cooper and McIntyre (1996) reported that students recognised the degree of interpersonal exchanges as being an essential factor, and further studied this notion. Their findings indicated that, when teachers created an interactive atmosphere, students reported they were able to learn more, and learn it better. However, an environment where this interaction was not present tended to restrict the student ' s ability and will to learn.
Results of research by Cooper and McIntyre (1996) suggested that, where a positive learning atmosphere was established and teachers showed respect towards their students, students tended to respond respectfully towards the teachers. This mutuality of respect allowed for a good teaching and learning environment, in which both students and teachers felt affirmed.
Schools are a microcosm of the society in which students live. Williamson and Johnston (1991) reported that the role of the school may be seen as providing a safe arena for students to develop academic and social skills that are appropriate to the society within which they live. There is a notion that young-people look for their status in their surroundings. They see themselves as reflections of the people whom they call friends and look to these people for affirmation of their behaviour. Bruffee (1993) reported on the findings of Astin (1993) that schools are more than the information that is taught or the buildings in which that information is taught. He indicated that, for a school to be effective, there is a need for the people of the school to be involved in their own success. He also reported that, although friendship at school was important, it was the peer interaction, used as a tool for improving student learning, that instilled confidence in the students.
Schools as individual identities are now being held more accountable for addressing student needs. They are expected to provide assistance to help their students adapt to new policies and develop a flexibility of attitude, in a climate of change. Schools, and thus students, may benefit from defining, examining and redefining their vision for the future. Williamson and Johnston (1991) suggested that this ongoing process might help schools to provide justice and success for students. Resistance to change is a ' cultural ' thing. However, it is the role of the school leader to express the ' vision for the school ' as the ideal, facilitate a comparison with the real situation and reconcile the differences (Williamson and Johnston, 1991).
Principals who develop a vision for the future direction of the school collegially tend to be perceived as good leaders. These principals have the sensitivity and skills to include the total staff in the school staff development program. This is an essential requirement if they are to ensure that the negative emotions that often accompany change, are confronted and dealt with at a professional level (Andreson and Durant, 1989). These principals have the capacity to facilitate and empower teachers, by providing an environment and the technology required to pursue a common ideal (Rosenholtz, 1989). It is this inclusion and empowerment that enables teachers to become more inclusive and empowering of their students and create a school climate in which the students voice is heard and acknowledged.
The main thrust of our survey was to find out what students want in their lives, in order to develop a feeling of success at school. In essence, this is what young people want from ' influential others ' , i.e., teachers, parents, friends, principals and schools. However, knowing this, in itself, is not enough. It is also vital to inspire an audience of ' influential others ' who are prepared to listen and respond honestly, by developing strategies of change, where applicable. Most importantly, these ' influential others ' need to convince students that their voice is being heard.
Below is a set of results of responses made by students. These reveal a more than 90% degree of agreement about what students want from teachers, friends, parents, principals, and the school they attend.
' For me to feel successful at school I need:
Teachers
Friends
Parents
School
Principal
The ' student voice ' , in this case, made it clear that students believe that, without teachers who know their subject, they are not able to develop a feeling of success. This means that schools need to ensure that their teachers keep abreast of current trends, in both content and pedagogy. Students see ' good teaching ' occurring when teachers have the skills to impart knowledge in an interesting and appropriate manner.
It must be remembered here that students do not learn at the same rate, nor are they able to acquire the same depth of understanding of a concept at one time. Thus, it is imperative that schools and teachers not only acknowledge this but also provide access to work that is attainable for each student. That is, provide for individual differences within their classes. Students are aware that they are part of a class, but need to feel that, as an individual learner, they are recognised and valued.
Teachers are challenged to develop a classroom climate that is conducive to learning. Although students want friendliness, they do not want familiarity. The feeling of belonging to a group and wanting to be at school are very important in helping students to develop a feeling of success.
Students appear to reject the notion of working to their highest potential at all times. Thus, it would seem important for all teachers to ensure that students see all work as relevant and worthwhile. Challenging work needs to be accepted as a normal part of any activity, not as something added on at the end to keep students busy or to provide a way to differentiate between the able and those who are not so able at that particular time. Students see this process as setting them up for failure, rather than providing a pathway for them to succeed.
Students want the basic human rights of trust, respect and encouragement. They need encouragement, not meaning unfounded or exaggerated praise, but more an acknowledgement of their efforts and the actual learning that has occurred, regardless of how little or how much that is. To be recognised for effort, and not just excellence in outcome, means that all students can be acknowledged in a positive way. This approach can be difficult for some teachers, but identifying all students as worthwhile gives each individual a positive sense of worth.
Teachers are the people who most influence the student at school. They spend the most time with them and are usually seen as authority figures. It appears that most students accept teachers ' authority, based on their role as holders of knowledge. However, young people want more. They want the teacher as human being to be present. Going to school is the students ' job; they have to be there. It is not unreasonable that they want to be able to laugh occasionally and have some fun. If the teacher is happy, then it is more likely that students will feel relaxed in the classroom, and have a better disposition towards their learning than if the teacher is unhappy and dour.
Having friends is a key element in the development of a feeling of success at school. Friends have things in common; they are a partial reflection of each other and therefore reinforce what is socially acceptable. How to behave appropriately towards classmates is an essential skill that needs to be taught and continually reinforced by teachers and parents. Students need to learn to treat others with the respect with which they would like to be treated. As this is not necessarily natural for all students, activities that encourage acceptance and respectful behaviour need to be offered.
According to students, it is the role of the principal to ensure that the best teachers available are employed. Students want to be able to trust the judgement of principals in their treatment of students, ensuring that ' fairness ' is the basis from which they work. The younger students wanted to be known by the principal but, as the student matures, so familiarity with the principal becomes less of a necessity. However, acknowledgement of the students ' good deeds and a positive input, by the principal, is appreciated. Thus, for a principal of a primary school, it is essential that an effort is made to know the children and to express an interest in them as individuals. In the secondary school, acknowledgement of deeds over the person is more valued.
Students indicate that it is the domain of the principal to ensure that they are safe at school. This safety takes two forms, safety in so far as the buildings are maintained, and safety from violent others, be it teachers, peers, or someone coming in from outside the school. This strong leadership expectation from principals is perceived by students as essential. Students believe that, without strong leadership, teachers will not be ' good teachers ' and they, as students, may be treated less than fairly.
When separating the responsibilities of the school from the group of ' influential others ' , students were adamant that school policy allowed for individual differences. That is, special education at both ends of the ability spectrum, and the opportunity to show leadership qualities outside the classroom. They needed to have their voice acknowledged and responded to in a respectful manner, and have strategies in place so that all everyone could feel safe at school.
The ' vision for the school ' must include thoughts and ideas from the students. This way they can develop a deep sense of belonging, which in turn creates an environment that is conducive to learning. It is also why the ' vision ' must be addressed regularly, so that each current set of students can feel they have had an input.
Students want their parents to listen to them and to treat them with respect. The policy of ' do as I say ' is not on the students ' agenda, because so often that is what has to happen at school. When they are at home, a more personal approach, which is intimate without being smothering, is desired. Independence within the family framework is preferred. This includes the right of young people to choose their own friends and to be accepted unconditionally.
In conclusion, it can be seen that there are many people who have a well-intentioned interest in ensuring that students feel successful at school. When students do not feel successful, success is much more difficult to attain, and what should be a reasonably positive experience can turn into one that has negative, far-reaching results. The students are not asking for perfection, rather for a reasonable chance to do well and be happy. They ask that they are listened to and that their contribution is treated with respect. That is not to say that everything they want is viable, but that respectful responses are given. If we, as teachers, expect students to give their best, then their request for teachers to also give their best is not unreasonable.
We can not use the power of ' student voice ' to bring about school improvement if we do not listen attentively and honestly to what they are saying and, after reflective discussion with students and peers, respond respectfully to what has been said.
Andreson, K.M. & Durant, O. (1989). ' Orchestrating Staff Development for all School Personnel ' , in Journal of Staff Development. Vol. 10, No.1, p.14-17. Win.
Bruffee, K.A. (1993). Collaborative Learning. Higher Education, Interdependence, and the Authority of Knowledge. Second Edition. The John Hopkins University Press. Baltimore.
Cooper, P. & McIntyre, D. (1996). Effective Teaching and Learning. Open University Press, Buckinghamshire.
Hansford, B. (1988). Teachers and Classroom Communication. Harcourt Brace Jovanivick. Orlando.
Martin, N. (1982). In Goswami, D. and Stillman, P.R. (1982) Ed. Reclaiming the Classroom: Teacher Research as an Agent for Change. Heinemann Portsmouth, NH.
Robertson, J. (1996). Effective Classroom Control. Hodder and Stoughton. London.
Rosenholtz, S. (1989). Teacher Workplace. Longman.
Williamson R. & Johnston J.H. (1991) Eds., Planning for Success. Successful Implementation of Middle Level Reorganization. National Association of Secondary School Principals. Reston, Virginia.
Dr Dorothy M. Colclough is a teacher at St Kevin ' s College, in Toorak, Victoria, Australia.
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