TRIBES - A new way of Learning and Being Together
Contents
Introduction
The Four Agreements
Tribes in the curriculum
Research
Tribes Training
Tribes at MEPS
Training
Establishment of the program
Positive Benefits
Integration of other ideas
Talking sticks
Willy kids are friendly kids
Tribes is a way of working with others to build a positive environment that promotes children's learning and their social and emotional well being.
The Tribes process not only establishes a caring environment for cooperative learning but provides structures for children and teachers to interact positively with each other. Throughout the process children learn to use collaborative skills and to reflect both on the communication and the learning that is taking place.
In Tribes there are four agreements which the group use.
Tribes activities can be adapted to be a part of any lesson whether the emphasis is literacy, numeracy or SOSE and Tribes can also be used within specialist programs.
Using reflection time, appreciation statements, cooperative learning activities or 'energisers' to keep concentration levels high are all part of the Tribes process.
If you visit a Tribes school you would probably observe a number of grades using the 'community circle'.
Inclusion activities are used extensively at the beginning of the school year to ensure that the children know each other well and build bonds of friendship and respect.
The Tribes program integrates into classroom lessons and becomes part of the learning environment. . It is a values program but also has a strong emphasis on cooperative, collaborative learning and is very much in line with both POLT and the thinking curriculum initiatives.
There have been many research projects which have looked at what helps children learn and supports their positive well being. Many of the processes and philosophy of Tribes support the outcomes of this research. For example -
| Research Outcome | Tribes Process |
| It has been proven that asking children to reflect on their learning improves retention of knowledge. | Reflection is an important part of the Tribes process. Children are asked to not only reflect on what they have learnt, but also on how they feel about the activity, how the agreements were kept what they learnt about themselves as learners. |
| Research has shown that children who work in co-perative groups have improved learning outcomes and better retention of information. The business sector also cites the ability to work as part of a team as an extremely important skill. | In Tribes, children learn to use collaborative skills and to interact positively with others. They develop the important skill of listening attentively, showing respect and appreciation for others. |
| One of the most consistent findings of the research into children's learning has been that enhanced relationships lead to improved student learning outcomes. | The Tribes process is designed to build caring and supportive relationships. The 4 Tribes agreements support and strengthen these relationships and the activities provide structures and opportunities for children to interact positively and develop these skills. |
Tribes training involves 8 modules of 3 hours. Each
participant needs to complete the full 24 hours.
The 8 modules are -
| Module 1 - Finding our way to the future | Module 5 - Learning through collaboration |
| Module 2 - Learning about Learning | Module 6 - Reaching all |
| Module 3 - Creating Learning Community | Module 7 - Designing Learning Experiences |
| Module 4 - Building Tribes | Module 8 - Bringing it all together |
Our assistant principal in 2004 Elizabeth Gray heard about the Tribes program and arranged for a Tribes trainer Elizabeth Thomas, the assistant principal at Yarra Glen primary, to come to the school and train the staff. The staff finished the eighth module at the beginning of 2006.
Cynthia McKenna was appointed as the Tribes coordinator at the school and has been responsible for the overall implementation of the program across the school.
Cynthia has visited a number of other Tribes schools - ie Point Lonsdale primary - to share ideas and to see what the experience has been for other schools who have implemented the Tribes program. By reflecting on the experience, ideas and programs of other schools, MEPS has been able to avoid sticking points and adopt strategies that have enhanced and enriched the MEPS Tribes program.
Point Lonsdale was the first Tribes school in Australia. An exchange teacher from the United States who was Tribes trained introduced the school to the program. The school saw that Tribes had a lot to offer and would help to address a number of issues at the school. After successfully applying for a government grant one of the teachers at the school completed the Tribes training course and then trained the rest of the staff.
Although not trained as a Tribes trainer Cynthia will be involved in this training in the near future. If possible it is a good idea to have a Tribes trainer on the staff to train new teachers who arrive at the school so that the program doesn't lose impetus. The trainer can also run refresher sessions for staff who have already completed the training. Tribes leader training is only available in Australia every 2 years.
The school ran a number of parent information evenings to explain all aspects of the Tribes program. At these sessions the parents were presented with a PowerPoint presentation which outlined the major features of Tribes. Everyone participated in a number of fun energizers and Tribes activities so that parents could experience practically what Tribes is all about. The coordinator also prepares a Tribes newsletter which goes home to parents and explains how Tribes is currently being applied and made use of within school programs. There is also a Tribes noticeboard in the school which features key information and promotes the program.
Since the introduction of Tribes, staff have noticed an improvement in the culture of the school. It has been evident that both staff and children have embraced the tribes agreements and this has produced a more caring and cooperative environment that has enhanced learning programs and school life generally.
There are a number of ideas and activities that although not part of the official Tribes program are in line with the Tribes philosophy and help to enrich and augment the Tribes experience.
Talking sticks was developed by Debbie Trujillo at Belen Middle School as a way of encouraging class discussion on books that the class had been reading.
The class was divided into discussion groups and each child within the group was given three different coloured ice cream sticks. Each time that a student made a constructive contribution during the discussion they gave one of their ice cream sticks to the discussion leader, which initially was the teacher but later a student performed this role.
At the end of the discussion each child who had no ice cream sticks was awarded 100 points, 90 points for one stick still held, 80 points for two sticks etc. The team leader takes note of anyone who interrupts, has a conversation with another student while someone is speaking or who speaks out of turn. 5 points is deducted from students marks for such breaches.
Debbie found that this technique improved student participation in class discussion dramatically and that children really enjoyed the discussions. Within a short amount of time the point system became unnecessary as the children had developed the necessary speaking and listening skills and group discussions were both productive and inclusive.
Williamstown primary run a marvellous values based program which has had an enormously positive impact on the school and its learning and social culture. The school uses the Friendly Kids Friendly Classrooms program developed by Helen McGrath. Each week the school focuses on a value ie respect, resilience etc. and this value is introduced at the school assembly, it is featured in the school newsletter and each class runs a number of activities that focus on its meaning and application.
Cynthia has recently visited Williamstown Primary and has invited the principal Tilly to visit the school and speak to both staff and parents at a Tribes information night. MEPS will adopt many of the ideas and strategies that Williamstown Primary have implemented to further enhance and support the Tribes program at the school.