Chapter 8: Making Classroom Social Practices Explicit: Developing Motivation Through Participation in Collaborative Leadership Opportunities

“I can’t do it” was a phrase Gemma uttered frequently. Like Martin and Lindsay, she initially found it difficult to participate in the collaborative activities in her classroom. We know that learning occurs from our observations, conversations, and our everyday experiences (Renshaw, 2003; Rogoff, 2003). By making explicit the social practices of the classroom to create a safe inclusive environment, teachers can provide opportunities for students to observe, make positive social connections with peers, and participate more fully in their own learning. Motivation develops with changing participation.

The three students described in this chapter, Lindsay, Martin, and Gemma, were initially peripheral participants in their classrooms. In each classroom the teacher negotiated a collaborative process that created a climate of trust and respect that supported fuller participation for all students. Lindsay, Martin, and Gemma attended two different schools but were taught by the same teacher. They had developed ways of participating that were familiar and comfortable to them, but marginalized their participation in classroom activities.