that detract from learning and connectedness. A series of paired sharing, small
group and plenary exchanges provide opportunity for the pre-service teachers to
consult students about what theyfind contributes to their well-being and engage-
ment in learning. A further series of short performative tasks are used as a medium
to investigate the concerns that influence teacher and student behaviours. These
short role-plays are then used as the context within which to explore how teachers
can effectively intervene in response to the issues within the scenario. The students
provide formative feedback and advice to those in role as teacher, as well as
demonstrations to communicate what theyfind to be effective forms of intervention
or support on the part of the teacher. Common issues used as the basis for these
problem-solving exercises include failure to submit assignments on time, experi-
ences of peer bullying or emotional distress, and student manifestations of bore-
dom, misbehaviour or lack of application to set tasks. For a more detailed account
of the workshop methodology see (Cahill 2011 , 2012 , 2015 ; Cahill et al. 2011 ,
2015 ; Cahill and Coffey2013b).
A narrative is provided below which describes some of the interactions in a
typical workshop. It is drawn from thefirst wave of the research. It is followed by
analysis of the qualitative data that was gathered in post-workshop interviews with
the participating students and teachers. This narrative is provided to illustrate the
way in which post-structural theory was translated into pedagogical practice, and to
show how theory was used to critique or analyse practice. The workshop format
was closely replicated in subsequent workshops in the second wave of the study,
with similar responses from participants. A subsequent round of data collected in
this second wave shows that although led by different facilitators, working with
different groups of students and teachers, the workshops were similarly appraised,
indicating that the intervention can be readily replicated.
14.6.1 Workshop Narrative from First Wave of the Study
An initial meet and greet exercise has teachers and students paired, and set the task
offinding some things they have in common. The students are then asked to
comment on what contribution teachers can make by engaging in simple small talk
with their students. This activity builds relationships, and helps students to develop
the sense that their teachers are approachable.
The next task is a paired role-play exercise, in which the student-teacher dyads
are asked to engage in a‘Complaints Game’. First they play in role as teachers
complaining about the tough week they have had. After a few minutes of play, they
are asked to replay a snippet of their scene in a‘channel surfing’exercise whereby
the class gets a quick look at each of the scenarios, lingering just long enough on
each to gain aflavour of the encounter. A ten second glimpse at each of the pairs
allows just enough time for the audience to encounter their complaints. The sweep
214 H. Cahill and J. Coffey