Paul Finger 2561463
Due Date: Friday, 2nd November 2007
Course Convenor: Dr Allan Edwards
Please see attached CD for digital copy including videos.
This case analysis is based on a fictional character known as Jonah Takalua. The character
was seen on a television program known as Summer Heights High which reflects many of
the contemporary issues associated with schooling today. In some respects the show looks
through a humorous lens; however the issues are still real, and the student at hand could
very well be a student similar to ones in the school system to today.
This document will be sectioned into several parts:
Context and Scenario:
The context and scenario will provide links to videos of Jonah Takalua, and interviews with
various members of staff.
Student Profile:
The student profile will look at the history of the student, including schooling and family. It
will identify the interests of Jonah Takalua; and provide a theoretical look at the character in
terms of his reflection of theory associated with the social construction of masculinity,
manhood and boyhood as a platform for understanding the nature of his behaviour.
Incident Analysis:
The incident analysis will deconstruct one behavioural incident that occurred during the time
observing Jonah, through the framework of Antecedent (A), Behaviour (B), Consequence
(C) and Setting Events (S). This is followed by a critical reflection on the observed practice,
and how a modification of the Consequences and Antecedents could promote an improved
support system for the behaviour.
Intervention Strategies:
The intervention strategies section will look at the different attempts the school has made to
support Jonah Takalua, how he has responded to these; and attempt to theorise why the
results were such.
Relationships with teachers:
The relationships with teachers section identifies Jonah's relationship with three different
members of staff at Summer Heights High and looks at how these relationships have
effected his attitudes toward schooling and his behaviour.
Behaviour Intervention Plan:
The behaviour intervention plan is a simulated plan that could be implemented for Jonah
Takalua based on the evidence collected. While hypothetical in nature, the process is
representative of a real world application.
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Name: Jonah Takalua
School: Summer Heights High
Age: 13
Year: 8
Identified Behavioural Issues:




Bullying
Aggression
Defacement of School Property – tagging.
Language
Background Information:
Area:
Details:
Family
Born in Tonga
Single parent family - father is a large fellow who displays similar
qualities as Jonah.
Lost mother at an early age.
Socio-Economic
Low socio-economic area.
Medical
Issues with ADHD. Been on and off the Ritalin for a sustained
period of time.
Engagement with Displays issues with literacy and numeracy.
schooling
Known to go long periods of time without submitting work.
Previous
schooling
Expelled from two previous schools:
One for setting fire to a student's locker. The other for defacing
the Principal's car.
Student Interests:
Area
Details
Social Groups
Belongs to a social group of fellow Polynesian students known as
Poly Force. They are also known as the FOB's for Fresh off the
Boat.
Jonah believes the expectation of this group is to be tough and
places a heavy emphasis on how strong and 'tough' they are.
Break Dancing
Considers break dancing as one of his more enjoyable pass times.
Dedicates most of his outside classroom hours to it. He gets very
competitive about this aspect of his life.
Television
Jonah has an interest in television shows such as MTV's Punked.
On some occasions he has been known to replicate the acts made
on these shows, which he has perceived as being acceptable
behaviour.
Role Models
Role models include 50 cent, who Jonah uses as a status symbol
when suggesting that he has met this person.
A theoretical look at Jonah Takalua:
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Jonah Takalua exhibits many of the attributes that some theoretical perspectives would
typically attribute to being masculine and in the process of developing into a young
man. These include the innate yearning for recognition from maternal figures; the
desire to belong in social groups and familiar crowds; and the use of physical pressure
to assert his authority in these groups.
Unfortunately, the loss of his mother at an early age severed the link with his primary
maternal link. Biddulph (1997) suggests that in the early years of existence, all boys
are mummy's boys. This idea is founded on the premise that boys have an emotional
link to the nurturing figure in their life that brought them into the world. A similar
dimension of this is the way in which a male will use the early years of puberty as a
time to develop skills generally associated with communicating with and seeking
acknowledgement from the opposite sex. In some instances, the feminine figure can
come in the form of a female teacher. For Jonah Takalua, the only female figures he is
exposed to are those he encounters in a schooling environment. This quest for
belonging leads into the desire to belong.
Not unlike all people, Jonah Takalua seeks belonging, which is enhanced by the
absence of his mother. Maslow (1987) describes belonging as one of the fundamental
social and emotional needs of human beings. Jonah finds this belonging in his social
groups and by relating to common interests and practices as those in his social groups.
While some could perceive the Polynesian group as a dysfunctional group of boys in the
school, Gurian and Stevens (2007) would suggest that the school is simply not
equipped to cater for the needs of these boys. In their eyes, many of the practices such
as bullying and inappropriate language are considered normal practice, and the
teachers do not understand this. Such an argument raises the issue of what would be
considered natural boy habits of play, and socially inappropriate actions.
As far as Jonah and his peers are concerned, their actions are appropriate and the
students and teachers simply cannot recognise this. A prime example of this is the use
of his physical presence to represent an idea of being 'tough'. Jonah repeatedly
discusses the way in which the Islander boys are considered tougher than anyone else.
Weinstein, Smith, and Wiesenthal (1995) describe this as the method in which some
boys define their masculinity. Specifically, the use of physical strength allows the young
man to assert his superiority among the group. Social status is closely linked to this,
which leads directly into the social capital associated with break dancing (Ball, 2003).
As one of the more popular pass times within the social circles of students in this
context, Jonah has endeavoured to become superior to others in this aspect also.
Ultimately, due to issues potentially associated with literacy and numeracy or inability
to engage with schooling, Jonah has looked to other methods, ones he is mirroring
from parental figures and peers to gain acknowledgement and belonging. This case
analysis will look to break down the cause of these behaviours and devise a plan of
attack to improve the life chances of Jonah Takalua.
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The following incident analysis deconstructs an incident involving Jonah through the
perspective of the ABC + S of positive behavioural support. Once the incident is pull apart, a
critical lens is used to identify how the consequences and antecedents can be adjusted to
improve the behaviour in future, or to minimise the severity of the behaviours at hand.
ABC + S Analysis of Incident:
Setting Events:
In prior lessons, Jonah has experienced conflict with Miss Wheatley. On more than one
occasion Jonah has found himself in Time Out, or lost property for fiddling. It is
believed by Miss Wheatley that Jonah has no intention to learn. Jonah is also on a
behaviour contract with Mr Peterson that Jonah signed stating that he will respect other
students and teachers.
Prior to this lesson, Jonah and his friends 'Punked' Miss Wheatley in the car park.
Intentions aside, Miss Wheatley took great offence to the incident.
In this lesson, the expectation of students was to sit quietly doing their work.
Antecedent:
Upon arrival: "Look it's the
Islander boys who are late
again"
Teacher asks Jonah to do
work quietly.
Behaviour:
Jonah is fiddling with
equipment. Disrupting the
student next to him.
Consequence:
Teacher uses verbal
reprimand to inform Jonah
that it is not appropriate to
use that langauge in class.
Jonah 'baits' the teacher with
comments about what she is
Teacher refers to
wearing.
behavioural contract.
Jonah refers to section of
Escalated back and forward contract about 'respecting'
word fight
teachers but misconstrues
the issue.
"Jonah, cap off, balls on the
ground, now thank you."
Jonah stands up and sits on
the ground claiming that he
is putting his balls on the
Mr Peterson arrives
requesting two strong boys. ground.
Jonah is not selected.
Jonah swears at Mr
Peterson.
Teacher has no response to
Jonah's calling out.
Teacher attempts to
physically carry him.
Mr Peterson informs Jonah
that he has broken his
contract and will spend the
rest of the lesson at Miss
Murray's (Principal) office.
Learned Behaviour:
Gain: Positive attention from peers when acting out. Jonah has learned that if he baits the
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teacher and receives a response from the teacher, his peers will laugh. For Jonah, this satisfies
his needs for attention.
Get out of: Work. Due to Jonah's issues with literacy and numeracy, it is difficult for him to
engage with an English lesson. Therefore, Jonah understands that if he creates a battle with the
teacher the result with be that he avoids the work.
Critical Analysis:
Behavioural Support Strategies used effectively:
Giving reference to the behaviour contract was used effectively; however this would have been
an opportune time to offer Jonah a choice (Rogers, 2004).
Behavioural Support Strategies not used effectively or omitted:
When the students arrived late, the teacher allowed Jonah and his friends to dominate the
lesson. Other technics that could have been used include giving subtle gestures to get the
message across and stating that they will follow up the issue later. Immediately, this disrupted
the environment Miss Wheatley was attempting to create in the classroom.
What the teacher failed to see in this instance was that in a way Jonah was giving her a
compliment about her outfit. If the teacher recognised this as a compliment or at least 'taken' it
as one, Jonah could have received the attention he desired and the issue may not have escalated
(Colvin, 2004).
Another strategy that could have been used was introducing Mr Peterson as a support for Miss
Wheatley. At first glance it appeared that he arrived in the class to help Miss Wheatley control
the situation. However, Mr Peterson should have allowed Jonah to 'help out' as a method of
removing him from the class without giving Jonah the satisfaction of pressing the teacher's
buttons. Essentially, this entire situation required a great deal of debriefing after the incident that
did not occur.
Decreasing the Influence of Setting Events:
Social skills training: a system should be set up to allow Jonah and his friends to learn the
appropriateness of contextual humour. The car park issue should be resolved prior to the next
class, and ongoing issues should not be carried into the classroom.
Re-design the nature of the lesson to cater for different students that are unable to engage with
the work.
Modifciations to
Antecedents:
Desired Behaviour:
Modifications to
Consequence:
Upon arrival: "Look it's
the Islander boys who
are late again"
Jonah is fiddling with
Teacher uses verbal
equipment. Disrupting the reprimand to inform
student next to him.
Jonah that it is not
appropriate to use that
langauge in class.
Remove the attention away Structure opportunities to
from the students. Never
allow students to 'fiddle with
label them as anything.
equipment'. Set specific times Asking Jonah what the
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Jonah's ambition was to
allow the students in his
class to let them know that
he and his friends had
'Punked' Miss Wheatley. The
teacher could move toward
the students and give soft
toned instructions of what is
expected.
in which this occurs. In this
case, the premise is not on
the behaviour being
inappropriate in general, but
inappropriate at certain
times.
Jonah 'baits' the teacher
with comments about
what she is wearing.
Teacher asks Jonah to do
work quietly.
Jonah respects the teacher as
per his contract.
Structure a way for Jonah
to use communication
Jonah refers to the section
effectively such as
of contract about
designing a task that
'respecting' teachers but
requires critical chat about misconstrues the issue.
an issue so Jonah has his
opportunity to speak.
Jonah does not look at
Escalated back and
forward word fight.
Essentially, this was due to
escalate from the
beginning. The earlier this is
nipped in the bud the
better, but by this point the
focus should be on offering
Jonah a choice with
desirable outcomes for the
teacher rather than verbal
reprimand.
"Jonah, cap off, balls on
the ground, now thank
you."
scoring points against the
teacher.
Jonah stands up and sits
on the ground claiming
that he is putting his balls
on the ground.
expectations of the class
are and referring him to
the nature of his contract
could work much better
than simply telling him
what is appropriate. By
asking him, he states the
expectations himself.
Choices can also be used if
the situation appears to be
escalating.
Teacher refers to
behavioural contract.
Could have asked Jonah
what the consequences of
either abiding by or
breaking the contract and
give a reminder to what
Jonah would prefer.
Teacher has no
response to Jonah's
calling out.
Issue a choice, "continue
calling out or you will be
Ideally, Jonah would have the expected to..." Make the
consequence relavant to
understanding to know that
the situation and the
this behaviour is not
inappropriate behaviour.
appropriate in context, but
Or alternately, "if you stop
much work is required to
calling out..." and state a
reach this point.
positive consequence.
Jonah swears at Mr
Peterson.
Jonah uses appropriate
This was more so an
language to communicate his
opportunity for Jonah than feelings. Again, this would
an instruction, rephrasing
require a great deal of work.
the statement can remove
'you are asking for it' factor
involved with such a
statement.
Mr Peterson arrives
requesting two strong
boys. Jonah is not
selected.
By not selecting Jonah, this
undermined the opinion
Jonah has of himself as
being strong. Utilise this in
future by structuring
statements about being
Paul Finger 2561463 - 4304EPS Boys in Schools: Assessment Item 2
Teacher attempts to
physically carry him.
This is a situation where
the relationship with the
student is important. If the
situation escalates to this
point, the teacher can
acknowledge that the
action is in fact humorous,
but not appropriate and
redirect Jonah to return to
work.
Mr Peterson informs
Jonah that he has
broken his contract and
will spend the rest of
the lesson at Miss
Murray's (Principal)
office.
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'tough' into the work at
hand.
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Ensure that he takes work
with him so that he does
not avoid the work.
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The following intervention strategies were implemented by the school. Of each of
these, only one had any positive effects on the student. This section critically analyses
the intervention strategies and attempt to pin point where the strategies failed.
Strategy 1: Behavioural Contract
Premise:
Jonah works with Doug Peterson to develop a behaviour contract that he signs. It is
supported by Glasser's (1999) belief that the student then owns their own behaviour.
By Jonah creating the rules himself, when he breaks the rules, he is letting himself
down.
Conditions of Contract:
Jonah is to respect teachers and peers.
Result of the Program:
Jonah fails to respect Miss Wheatley which means he has broken his contract.
Critical Analysis:
The primary cause of failure with this strategy was that Jonah did not fully appreciate
the implications of him breaking the contract. As seen from another example (further
down), Jonah is not well equipped with the skills of understanding the responsibilities
associated with owning your own behaviour. The second key downfall was that the
contract was not used to support the student by examining ways of removing the
function of the behaviour, rather it simply attempted to control his behaviour (Ryan,
Halsey & Matthews, 2003). Such a program requires a holistic approach from all
teaching staff to continually reinforce the nature of the contract and the implications of
the contract, but more importantly to acknowledge Jonah when he is making progress
with his contract (Rogers, 2004). In the cases observed, the contract was used as a
threat rather than an encouragement to promote better behaviour.
Strategy 2: Polynesian Pathways
Premise:
Doug Peterson established the Polynesian pathways as an intervention strategy to
divert the Polynesian students at the school from unemployment, crime and drug
abuse. The focus was on giving students opportunities to express themselves in ways
that they prefer or what Dewey (1938) suggests is student-centred learning using the
natural curiosity of the learner as a platform for curriculum (such as popular music and
dance). Similar efforts were made through allowing the Polynesian students to explore
and celebrate their culture. As a basis for this was the inclusion of Polynesian figures
from the community to act as role models and guest speakers to encourage students to
'get back on track'.
Included in this program was the inclusion of Poly day, where the students were
expected to perform a traditional cultural dance in front of the school, and Jonah was
permitted to write a short rap.
Result of the Program:
Students reluctantly participated in the Poly day dances. The year 7 students saw this
as an opportunity to ridicule the Polynesian students.
Critical Analysis:
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In some aspects, this program had many positive effects on the students as it allowed
Jonah to participate in educational activities with his peers. While good for social
development, some of the objectives of the intervention program missed the mark. The
first is that the process of accessing students' interests is dependent on understanding
the interests of the students, rather than predicting the students' interests (Hunter &
Park, 2005). The feedback given to the program was generally negative. The second is
that rather than becoming a celebration day, the cultural dance became an opportunity
for other students to commit racism against the Islander boys. Again, this comes down
to a holistic school approach to create an environment within the school to respect
other students and their culture.
Strategy 3: Year 7 Buddies
Premise:
Doug Peterson assigned each of the Year 8 Polynesian boys to a year 7 student to
improve their understanding of responsibility. Going hand in hand with this intervention
was an incentive scheme that suggested if the Polynesians do this appropriately they
will be permitted to do break dancing on Poly day rather than the traditional dance. The
notion here is that by offering the students something they want, gives them a reason
to act appropriately.
Result of the Program:
The Islander boys abused the power they had by ordering the Year 7 buddies around.
In an attempt to gain the incentive on offer they were reduced to pretending to care
about the Year 7 buddies.
Critical Analysis:
While the premise was well intended, the sincerity on the part of the Year 8 boys was
not there. Essentially, the only motivation for helping the Year 7 buddies was to gain
something, rather than to genuinely help the students. The issue is that Jonah and his
mates were focussed primarily on how the rest of the school would perceive them. In
their eyes, doing something good for the Year 7 buddies would decrease their status as
the 'tough kids' and remove the social capital they have built.
Strategy 4: Gumnut Cottage
Premise:
Gumnut cottage is a remedial class established to help students having difficulty with
literacy and numeracy to have intensive support to improve these skills. The teacher,
Miss Palmer utilises a range of pedagogical methods to cater for the diverse needs of
the students (Department of Education, Training and the Arts, 2004).
Result of the Program:
Students gained a genuine enthusiasm to learn. Jonah found a passion for reading.
Critical Analysis:
The most important influence on the success of this program was the attitude and
genuine interest in the students displayed by Miss Palmer. The focus was on building
the relationship with the students as a platform for accessing their worlds and
introducing to them the importance and joy of learning. Rather than expecting the boys
to engage with the current construction of schooling, the teacher redesigned the
classroom so it could be more accessible to the students at hand (Gurian & Stevens,
2007).
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Jonah had strong relationships, either positive or negative with three particular members of
the Summer Heights High teaching team. In each case a different relationship was formed
based on the opinion each teacher had on the student. A very clear relationship is also
recognised between improved behaviour and attitudes toward schooling; and the rapport a
teacher forms with the student.
Relationship with Miss Wheatley:
After analysis, the relationship with Miss Wheatley would be considered poor. Stemming
from Jonah's inability to engage with the literacy side of year 8 English, he was forced to
devised new strategies for gain recognition from the maternal figure. Unfortunately, after a
series of unfortunate confrontations between the teacher and Jonah Takalua, Miss Wheatley
developed a negative view of the Year 8 student. As a result, Jonah needed to develop other
techniques for gaining positive attention in this particular class. Through learned behaviour,
Jonah discovered that acting like a clown and insulting the teacher would gain positive
praise from peers through the form of laughter (Ryan, Halsey, & Matthews, 2003). From
this point it becomes a race to the bottom as both Jonah and the teacher continually feud
and the primary issue of literacy problems goes completely unrecognised.
Relationship with Mr Peterson:
The relationship with Mr Peterson is mid way between that of the one with Miss Wheatley
and the one with Miss Palmer. Mr Peterson's apparent issues with Jonah sit more firmly with
Ghandi's (1944) belief of 'hate the sin, love the sinner'. He understands that Jonah is an
interesting child, but becomes frustrated because he has difficulty relating to where Jonah is
coming from and the motivation behind Jonah's actions.
Relationship with Miss Palmer:
Miss Palmer represents a superior approach to developing a rapport with the students. She
displays a genuine interest in her students and this mutual respect serves as the foundation
of the work she is doing with the students (Keddie & Churchill, 2005). Another key element
of this relationship is knowing what to expect from Jonah and understanding when the use
of language or an insult is used out of compassion or out of spite. Similarly, she uses the
respect she has developed to reinforce what is not acceptable and making small changes
rather than attempting to correct his behaviour in one quick hit. Evidence of this comes in
the form of slowly correcting Jonah with regards to high intensity low frequency behaviours
such as language and name calling that generally gains him attention.
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Name: Jonah Takalua
Age: 13
Year: 8
School: Summer Heights High
Associated Family: Rocky Takalua
Associated Staff:
Miss Murray (Principal), Mr Peterson (Student Welfare), Miss Wheatley (English), Miss
Palmer (Remedial English), Mr Gregson (Director of Performing Arts).
Core Issues:
Academic:
Behavioural:
Literacy and Numeracy:
Social Skills:
Many of Jonah's issues with behaviour
stem from his inability to engage with
school due to literacy and numeracy
issues. His inability to complete the work
in Year 8 English forces him to look for
other methods of gaining attention in this
context. As a result, he has learned that
being a class fool gives him the attention
from his peers, and allows him to avoid
the work.
Some of the core issues associated with his
behaviour outside of a classroom stem from
issues with social skills. Due to losing his
mother at an early age and not having a
caring figure in his father, Jonah seeks
acceptance from teachers and students at
Summer Heights High.
His physical aggression is used as a method
to gain social status within his social groups
and the perception of being 'tough' is valued.
His extremely high levels of inappropriate Many of the reasons that previous strategies
language use is also attributed to by this have failed is that Jonah has perceived some
issue as he lacks the ability to
of the alternatives to his behaviours as being
communicate his feelings appropriately
'homo', or less tough than what he would
usually do.
and this is mirrored by his father's
communication skills.
Defacement of school property is also used
as social capital within the social groups. It
stems from a motivation to leave his mark in
the school and the lack of effective outlets to
express himself through artistic methods.
Previous Interventions :
Successful:
Unsuccessful:
Gumnut Cottage
Behavioural Contract
Polynesian Pathways
Year 7 Buddies
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Intervention Goals:
Goals
Immediate Term:


Academic:
Behavioural:
- Improve Communication
Skills including
- Redefinition of 'tough'.
Jonah is to work with the
idea of being tough in
different ways.
- Remedial English to
Improve Literacy
continue:
Decrease amounts of
Jonah will continue to attend - Jonah decreases intensity
aggressive
remedial English and will be of disrupting class.
behaviour.
required to take work
associated with other subject
areas with him.
- Jonah to become more
'mentally tough' when
dealing with academic
issues. Encourage him to
attempt the work rather than
looking for ways to avoid
him.
Medium Term:
Create links between
learning and behaviour
Increase social capital in
other fields
-Improve Literacy and
Numeracy - focussing
specifically on the
improvement of reading and
writing to remove the issues
associated with English
class.
The long term goal is that
Jonah becomes 'tough at
school' by consistently
participating in class and
completing all required work,
which removes the need for
work avoidance techniques.
Long Term:
- Jonah looks at appropriate
behaviour in context by
examining role models and
media influences such as
'Punked'.
- Jonah establishes
appropriate methods of
dealing with situations.
These methods are written
into his contract.
The long term goal is that
Jonah does not disrupt in
class and uses other outlets
to gain positive attention
and generate
'entertainment'.
Intervention Programs:
Program
Details and Goals:
Evaluation Methods:
Behavioural
Contract:
Using the reasons for the failure of
the original behaviour contract as a
basis, this contract will be created
with Jonah focussing on two or
three key areas at any one point.
The objective will be to provide
Jonah with positive and negative
consequences.
Monitor frequency
associated with Jonah
complying with and
breaking the terms of his
contract.
Gumnut Cottage:
The Gumnut Cottage program with
Miss Palmer will continue.
Currently, the areas that have
been done well include the slow
progression to improve reading
skills; as well as the opportunities
for Jonah to express himself
through drawing.
Listen to anecdotal
feedback from Miss Palmer
and Jonah Takalua to
identify the progress he is
making and look for links
that can be made between
this program and other
programs.
Polynesian
Reconstruction of "Polynesian
Monitor attendance of the
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Pathways:
Pathways":
Polynesian Pathways will be
reconstructed into 'Poly Force'. The
objective of this program is to use
the foundations of their already
established social group and
reconstruct this into a healthy
social group. It relates to Chris
Sarra's (2003) work with
Indigenous students in northern
Queensland. The objective is to
Polynesian students.
Listen to anecdotal
feedback from teachers and
students about the positive
and negative elements of
the program.
Specific Goals:





Academic
Opportunities:
Offer opportunities for them
to identify what makes
being Polynesian great from
their perspective specifically with respect to
break dancing and being
'tough'.
Deconstruction of being
'tough'. Look at ways of
being 'tough'. 'Tough' at
school, mentally tough,
academically tough, and tap
into their natural
competitiveness to
encourage them to engage
with learning.
Utilise their abilities with
the Arts to create Poly Force
songs, mottos, logos and
dances.
Scaffold a mission
statement that suggests
what it means to be Poly
Force and how Poly Force is
going to change the world.
Build in a number of
celebration days.
Year 8 English:
Working with Miss Wheatley, Jonah
will be encouraged to complete
assessment on topics that he
negotiates with the teacher. By
allowing Jonah to select topics, it
removes his lack of motivation
toward the topic. Teachers will
structure opportunities for him to
complete it on something of
interest to him.
Performing Arts:
Working with Mr Gregson, Jonah
and other students will be moved
into a Dance and Drama stream.
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Monitor attendance of each
of the programs and
compare this to the topics
being addressed. Create
adjustments to the nature
of the program and see
what works well for the
students. Elements that
work well should be
encouraged further.
Listen to anecdotal
feedback from teachers and
students about the positive
and negative elements of
the program.
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This provides these students to
gain the desired attention in a
positive environment. It also
serves as an outlet for the
creativity of the students with
regards to music and dance as well
as permitting the celebration of
Jonah's entertainment skills.
Design of well structured, positive
outlets for aggression including
Sporting Programs: contact sports where Jonah
acknowledges
Social Skills
Training:
This program will look at the
interests and role models of the
students and allow them to
critically examine each of them.
Specifically it can allow the likes of
Jonah to look at role models such
as 50 Cent and examine what
attributes Jonah aspires to in these
and explore what socially
acceptable practices these role
models had to go through to
achieve what they have.
Paul Finger 2561463 - 4304EPS Boys in Schools: Assessment Item 2
Listen to anecdotal
feedback from teachers and
students about the positive
and negative elements of
the program.
Monitor attendance of Jonah
Takalua and ensure that
each issue is made relevant
to him and his peers.
Listen to anecdotal
feedback from teachers and
students about the positive
and negative elements of
the program.
- Page 15 -
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Paul Finger 2561463 - 4304EPS Boys in Schools: Assessment Item 2
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