The educational issue that Morcom addresses in her article Scaffolding Social and Emotional

Learning Within Shared Affective Spaces to Reduce Bullying: A Sociocultural Perspective

is bullying. Bullying is the repeated behaviours that are intended to do harm to someone else.
Bullying can be verbal, social, emotional and physical behaviour by one person or a group
("Definition - Facts about bullying - Teachers - Bullying. No Way!", 2016). This is a major
issue in schools due to the negative repercussions bullying can have on children and the
effects enduring into adulthood (Rigby, 2007). Despite the fact that schools seek to prevent
bullying and the government has implemented policies such as Bullying: Preventing and
Responding to Student Bullying in Schools Policy it remains a serious problem in many
schools.

Bullying is an important issue in schools as school plays an important role in the social and
emotional development of students and bullying impacts on a childs ability to develop
positive peer relationships. Students who are bullied are not only at risk of not reaching their
full potential but are at greater risk of developing social and emotional problems such as low
self-esteem(Schmidt, Demulder, & Denham, 2002). Bullying can be a direct problem when
teaching history especially controversial topics such as Aboriginal history and the White
Australia policy. While studying these topics some students may be exposed to bullying in
the form of racism and discrimination leading to negative social and emotion outcomes and
an adverse impact on academic outcomes in this KLA. The Morcom (2015) article explores
the issue of bullying through several strategies such as scaffolding students social and
emotional learning, working in peer groups to agree on solutions to problems, and developing
student empathy in order to minimising the incidence of bullying. These strategies are useful
for all teachers aiming to develop prosocial behaviour in their students to maximise learning.

The research is conducted in a sociocultural perspective which is used to frame the study. The
research intends to understand how to create 'shared affective spaces' within classrooms and
schools as a factor to scaffold prosocial behaviour within the zone of proximal development.
The author identifies a lack of research surrounding social and emotional learning as a social
concept and in an attempt to address this makes collective knowledge of the peer group the
focus of the study. The study used qualitative methods and documented individual stories of
students throughout the study to highlight the positive outcomes of teacher scaffolding of
understandings about social interactions and prosocial behaviour aimed at reducing bullying.

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Morcom (2015) identifies, based on previous literature, that past studies have focused on the
individual when it comes to social and emotional learning (Elias, 2006). However Vygotskys
(1978) sociocultural theory states that is appropriate to conceptualise social and emotional
learning as a social concept which reflects the shared cultural knowledge of students within a
classroom. Based on Vygotskys (1978) literature the author identifies that many anti
bullying policies only focus on the individual rather than aiming at the peer group. Morcom
(2015) focuses on bullying as a social issue and the impact that the collective knowledge of
the peer group has on developing prosocial behaviour. While realising the lack of emotional
aspect of classroom research the author uses Bruner (1986) to identify this aspect as an
important factor in successful scaffolding for students. The use of scaffolding in terms of
setting out students educational goals step by step is a result of research conducted by Wood,
Bruner, and Ross (1976). Wood, Bruner, and Ross (1976) identified that that scaffolding
allows students to have clear and obtainable goals that promote positive educational results.
Goldstein & Freedman (2003) furthered this idea, applying it to social and emotional
learning. Goldstein & Freedman (2003) state that scaffolding is important for social and
emotional learning and this is effectively done by creating shared affective spaces. This
current research uses Goldstein & Freedmans (2003) idea of creating shared affective spaces
in conjunction with Vygotskys (1978) idea of the zone of proximal development. These
concepts are used as a framework for the current study to devise a scaffold for students to
create shared affective spaces within the zone of proximal development in an attempt to
encourage students to adopt prosocial behaviours which in turn will support their cognitive
development. Rogoff (1995) also supports the framework of this research. The current
research focuses on Rogoffs (1995) use of the institutional/community plane and
interpersonal plane and the five class agreements. These concepts were used to create the
social and cultural practices that were implemented to address bullying in the classroom
throughout the study.

Morcom (2015) used qualitative data in order for each of the thirty one students to express
their individual point of view. These students were between 9-10 years of age in a composite
Year 4/5 classroom and 17 students from Year 5. The study selected classroom activities that
enabled the teacher to scaffold students metacognitive, social and emotional skills and
encourage full participation. Qualitative research methodology was used because it is less
intrusive and an easier method to understand students different points of view. Students were
asked to keep a log book throughout the study which was made up of their reflections which

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became the main form of data collection. Students were also asked to make observations of
the teacher. Another method of data collection was through interviews. Open ended questions
were asked in order for progress to be identified within significant themes which emerged.
Other means of data collection were sociograms, weekly school behaviour records, classroom
artefacts and parent surveys and interviews. While there were thirty one students the results
in the article focused mainly on one student. This student showed progress in developing
prosocial behaviour and empathy for other students due to his increased understanding of
social knowledge and mutual respect. This was a result of the environment and shared
affective spaces created by the teacher. By the end of the study there was a great increase in
positive behaviours of the students as well as a feeling of happiness and safety within the
classroom and overall school environment. However the author acknowledges that future
research is required to into how better develop teachers' expertise in understanding of this
process and how scaffolding and emotions can be used positively. The author also realises the
limitation of generalising these findings. The study was conducted in one class. However
Morcom (2015) argues that the strategies employed in the study can be used by teachers to
promote prosocial behaviour through a holistic approach that includes social and emotional
learning. Qualitative methodology is another possible limitation. Qualitative is subjective and
open to interpretation (Ullman, 2015). This can lead to misinterpretation and contradictory
interpretations. These varying interpretations can have a dramatic influence on the validity of
results in this study.

This study provides recommendations on how to address bullying such as the use of
scaffolding social and emotional learning by creating shared affective space. The article also
recommends that the working in peer groups is extremely important for students to learn
empathy and mutual respect and the understanding of different students perspectives and
these behaviours being modelled by the teacher. The recommendations made emphasis the
need for a holistic approach and both social and emotional learning for students. The use of
these recommendations and focus on scaffolding through sociocultural theory are more
effective than past, standard anti-bullying policies. These recommendations directly
correspond with standards 1, 4 and 6 of the Australian Professional Standards for Teachers.
Standard 1 is know your students and how they learn; teachers achieve this through the
knowledge that students learn through social and emotional means as well. Standard 4 is
create and maintain a supportive and safe learning environment. The minimization of
bullying in schools leads to students feeling happier and safer and learning better which was

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found in this study. Standard 6 is engage in professional learning and the author of the study
recommends that further research be done into how to best teach the teachers these new
concepts so they can effectively incorporate the teaching of social and emotional skills into
their pedagogy.

The learning activity I have selected to discuss was found on TES Australia, a resource
sharing website for teachers. The lesson is based on Immigration patterns in Australia.

Background: In year 10 History students study migration patterns in Australia. This learning
activity presents information on Vietnamese migration to Australia..

Instruction: Teacher presents slides of information with images to interest and engage the
students and explains the information, and questions the students throughout the slide show to
gauge their understanding and their ability to complete a writing task.

Writing task: What does this secondary source of information reveal about Vietnamese
migration to Australia, the reaction of the Australian community to the migrant group and the
impact of the Vietnamese migrants on Australian society and culture?

I have modified this learning activity in relation to the recommendations made in Morcoms
(2015) article. As the results in the article showed many students taking time to adjust to this
style of learning this lesson has been intended for the early stages of developing the prosocial
behaviour and collective social knowledge of the peer group. The strategy aims to draw on
the social nature of cognitive development to maximise engagement, learning and the
development of historical concepts such as perspective and empathy as recommended by the
article. It aims to combat the problem of self-consciousness and lack of confidence in
expressing ideas and opinions orally and in writing that plagues students in the year 10 age
group. The source material lends itself to the promotion of shared affective spaces because
it deals with historical racism, segregation and discrimination in Australia.

The key strategy is based on Edward De Bonos Thinking Hats

(www.debonogroup.com/six_thinking_hats.php). However, it makes use of 5 of his thinking
hats to interrogate the source and answer the question: What does this secondary source of
information reveal about Vietnamese migration to Australia, the reaction of the Australian
community to the migrant group and the impact of the Vietnamese migrants on Australian
society and culture?

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 1. White hat- students in this group draw out the facts from the text to provide an answer
to the question

2. Red hat- students in this group draw out emotive elements in the source to answer the
question

3. Black Hat-Students in this group judge the actions of the government, Vietnamese
people and community reactions to answer the question. They do this in a friendly
manner which is not derogatory.

4. Yellow Hat- Students explore and draw out the positives in the information to answer
the question

5. Green Hat- Students use first person narration, they create an individual persona/s to
recount a personal story that reflects facts reactions and impact of Vietnamese
migration to Australia.

Like in Morcoms (2015) article the teacher uses Gibbs (2001) and Bernard (1996) to create
Class Agreements to prepare students to feel safe and participate in the activities and develop
positive relationships to reduce the incidence of bullying. this is a focus of the
recommendations to teach empathy, mutual respect to all students. These would be
introduced in an earlier lesson and revisited each lesson.

The teacher would take care at this early stage to group students to avoid a dominant group of
over confident students and a contrasting group of quiet students. Therefore, friendship
groups would not be used. Groups of students with a range of abilities is a good idea at this
early stage. The teacher would monitor carefully the dynamics of the group with a view to
keeping the group stable for a series of lessons to enable cooperative relationships to develop.
At this early stage smaller groups of 3 or 4 should be used with 2 groups wearing each hat.
Not with a view of competing but complementing each others perspectives and product.

Instruction:

1. Teacher groups students and allocates hats.There are two groups wearing each hat.

2. A task card is issued to each group with the writing task. Students preview the task
before the PowerPoint information on Vietnamese migration to Australia is delivered.

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 3. The teacher makes it clear that each group will be presenting their answer to the class
for critique and discussion. This is a good time to revisit the class agreements.

4. The source is presented by the teacher with commentary.

5. Initial group brainstorms may follow to allow them to consider how their assigned
approach might work.

6. At this stage groups have access to the source material via Edmodo and their laptop or
tablet.

7. Groups have 30 minutes to draft their answer- teacher monitors progress and assists
where necessary

8. Students have another 5 minutes to organise a group delivery of their answer.

Students have the right to pass on oral delivery and groups need to accommodate this.

9. Students are told that next lesson is delivery and discussion of answers

Next lesson

Delivery and discussion of answers: Teacher prompts discussion and respectful articulation
of opinions in response to each answer as outlined in the articles recommendation. Peer
evaluation using class agreed criteria which assesses the degree of consistency with the
allocated thinking hat, detail and relevance of information in the answer, all sections of the
question addresses, and clarity of ideas. This is an example of using scaffolding and students
working in the zone of proximal development, receiving help and feedback from their peers.
Students may also be asked to complete a reflection task: students provide feedback to the
teacher on the engagement, enjoyment, and comfort and learning they experienced during the
lesson this allows the teacher to revise their method if need be in order to model prosocial
behaviour that was outlined in the recommendations.

In the article Morcom addressed the issue of bullying. The negative impacts that bullying has
on students social, emotional and academic wellbeing makes it a relevant issue for all
teachers. In this article many effective anti-bullying strategies are implemented that can be
adapted to any classroom. These strategies promote prosocial behaviour with an emphasis on
students social and emotional learning. This study shows that this focus of teaching can lead

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to a reduction in bullying behaviour however further research is required with a larger sample
size in order to eliminate generalisations in the results.

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References

Board of Studies Teaching and Educational Standards NSW. (2003). Year 7-10 History
syllabus. Retrieved from http://www.boardofstudies.nsw.edu.au/syllabus_sc/.html

Bruner, J. (1986). Actual minds possible worlds. Cambridge, MA: Harvard University Press.

Bullying. No Way! lessons and discussion starters. (2016). Bullyingnoway.gov.au. Retrieved

22 March 2016, from http://bullyingnoway.gov.au/national-day/for-schools/bnw-lesson-
plans.html

Definition - Facts about bullying - Teachers - Bullying. No Way!. (2016).

Bullyingnoway.gov.au. Retrieved 21 March 2016, from
http://www.bullyingnoway.gov.au/teachers/facts/definition.html

Denham, S. A., Caverly, S., Schmidt, M., Blair, K., DeMulder, E., Caal, S., ... & Mason, T.
(2002). Preschool understanding of emotions: Contributions to classroom anger and
aggression. Journal of Child Psychology and Psychiatry, 43(7), 901-916.

Department of Education. (2015). Bullying: Preventing and Responding to Student Bullying

in Schools Policy. Reference no: PD20100415. Canberra, Australia.

Goldstein, L. S., & Freedman, D. (2003). Challenges enacting caring teacher education.
Journal of Teacher Education, 54(5), 441454.

Rigby, K. (2007). Bullying in schools and what to do about it. Victoria, Australia: ACER.

Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory

appropriation, guided participation and apprenticeship. In J. V. Wertsch, P. Del Rio, & A.
Alvarez (Eds.), Sociocultural studies of mind. New York, USA: Cambridge University Press.

Schfer, M., Korn, S., Brodbeck, F. C., Wolke, D., & Schulz, H. (2005). Bullying roles in
changing contexts: The stability of victim and bully roles from primary to secondary school.
International Journal of Behavioral Development, 29(4), 323-335.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Cambridge, Massachusetts: Harvard University Press.

Ullman, J. (Comp.). (2015). Applying educational research: How to read, do, and use
research to solve problems of practice (Custom ed.). Sydney, Australia: Pearson.

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Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving.
Journal of Child Psychiatry and Psychology, 17, 89100.

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