advice. Most (87%) found the workshop to be highly useful in giving them a better
insight into the needs of students, with 86% saying it enhanced their motivation to
initiate helping conversations with students and 83% saying it was highly useful in
increasing their capacity to build positive relationships with students.
The student survey results also showed highly positive responses with 90% of
students rating the workshops as highly useful for gaining a better understanding of
what it is like for teachers; and 86% rating the workshop as highly useful in
increasing their confidence that teachers could be helpful for teenagers’experi-
encing personal problems; and 78% indicating that the workshops increased the
likelihood that they would talk to a teacher if they had a problem. All of the student
respondents identified that it was highly valuable to listen to the contributions of
their peers. This data suggests that not only did the experience provide an oppor-
tunity for them to connect with adults, but it also provided them with a chance to
reimagine each other. Student perspectives andfindings from this research are
discussed in greater detail elsewhere (Cahill and Coffey2013a).
14.8.1 ‘In the Workshop You Feel like You’re Actually
Working with Them’
Whilst the survey data shows the consistency of response and the high value
ascribed by both parties to this learning experience, as with thefirst study, the
qualitative data collected in focus group discussions shines greater light on the
relationship between the method and the learning. Here, just as in thefirst study, the
participants highlighted the participatory, consultative and‘humanising’effect of
the exchange.
I think it was good because we got to be interactive, and we both—the teacher and the
student—got to be able to work together. Cos like, when you think of being at school, you
don’t really think of working with your teacher. You think of them being your‘teacher’.
But in the workshop you feel like you’re actually working with them. (Post-interview,
School student 8, male)These students, just as the others, believed that the process helped both parties to
build a better understanding each other better.
In that workshop the teacher understood how we felt, then we understood how they react,
so we understand what they are going through. (Post-interview, School student 33, female)The teachers too found that the workshop provided a rare‘third space’within which
to explore the relational domain of their professional responsibilities—one which
was harder to focus on when in the practicum domain where their attention was
caught up with issues of pedagogy and content delivery, rather than on develop-
ment of relationship skills.
I think it was the best session we’ve had so far—hands down. Because when you’re
teaching, building rapport isn’t your main focus so it was great getting a chance to focus on
that. (Pre-service teacher 11, female)14 Repositioning, Embodiment and the Experimental Space... 219