Cycle 3: Student Leadership

One of the problems that we faced in implementing the actions of all three of these phases was student participation and ownership of the process.  We explored the use of student leadership as a possible method of improving student engagment and learning. 
 
Our goal in involving the students as leaders at every stage was to ensure that these leading students would be able to explain and influence the other students to participate.  We wanted them to model and practice the new strategies taken up by the school initially effecting personal hygiene and then working towards keeping their living areas and the classrooms clean, neat and organized.  We also wanted the help of the student leaders to participate in the composting exercise that is part of the GOMI iEARN project. 

The student leaders were rotated and each time and a different set of  students were chosen every month to ensure that more students took ownership for the process as it evolved.

Outcomes: 

The appointment of student leaders was successful in both the personal hygiene and cleanliness drive as they influenced other students also to take ownership and follow the new habits and practices.  In cycle 1, we saw some success as the student leaders were instrumental in influencing their elders  in maintaining the personal hygiene even with limited water resources when the students returned home. 
    
Cycle 3: Research Question:  If we identify a set of student leaders and rotate them, how will this affect student engagement and partcipation in the activiites as we move forward in our project work within the school and with other schools through the iEARN network. 

Reflections: 


Meet the Student Leaders