How does the classroom and whole-school values environment impact upon the thoughts and actions of (a) students, (b) parents, (c) teachers?
1. What aspects of the classroom and whole-school EHV displays are the most noticed by (a) students, (b) parents, (c) teachers?
2. What are the main values messages received/understood from the displays by (a) students, (b) parents, (c) teachers?
3. What changes have been brought about in the thoughts/words/actions/characters of (a) students, (b) parents, (c) teachers as a direct result of something they have seen in the classroom or school displays?
4. For those (students/teachers) who have been involved in setting up the displays, what has been the impact of their involvement on their thoughts/words/actions/characters?
5. Which aspects of the classroom or school displays have teachers used in their teaching? How have they been used?
1. Set up the classroom/whole-school values displays. In your report, describe the different sections (eg sections prepared by teachers; sections prepared by students; sections intended for parents, etc.)
2. At regular intervals (eg once per month) select a sample of (a) students from each class; (b) parents from each class and interview them to collect their answers from the sub-questions above. At the same time, ask teachers to fill out a simple written questionnaire to answer the questions from their own points of view.
3. Ask teachers to summarise the interview records for the students and parents in their class and report at staff meeting.
4. Based on the results of the interviews and the teachers’ personal reflections, discuss whether you need to make any changes to the displays to increase the impact. Record the changes that have been made and your reasons for making them.
5. Repeat Steps 2-4 every month of the project.
In this section, present a clear summary of all the results you have collected:
