Using Simple Interactions to Improve Pedagogy in a Cross-Aged Leadership Program

Abstract

Cross-aged teaching programs provide leadership experiences to youth who aim to influence children to be responsible, caring, and compassionate. Purpose: The purpose of this study was to examine the impact of a leadership development protocol on relationship development in an established cross-aged teaching program. Method: Guided by the developmental relationships framework, “Simple Interactions” was implemented with a group of nine youth leaders. The intent was to help them improve their relationships with children in four categories (a) connection, (b) reciprocity, (c) participation, and (d) progression. Data were collected through reflection documents and focus group interviews. Results: Qualitative results explain how Simple Interactions impacted reflection and revealed strategies youth leaders used to build relationships with children. Discussion: The findings suggest that the Simple Interactions protocol may provide an innovative strategy to promote reflective practice and develop positive relationships in a cross-aged teaching program.

Adaptation of Field Experience Practice Teachers in a School Impacted by the Earthquake and the Covid-19 Pandemic

“…The results of this study were significant for the PPL committee as a reference in designing more effective PPL protocols and activities in the future, especially those assigned to schools affected by natural disasters. This is relevant to the finding of Hemphill & Martinek (2020), saying that in a cross-age teaching program, the simple interactions protocol could offer a cutting-edge way to encourage reflective practice and foster healthy connections. PPL committee's ability to give prospective teachers real-world experience, guidance, and a comprehensive learning environment makes PPL teacher program design important.…”