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Introduction

The dynamic of students within the education system are diverse and ever changing.

Consequently, teachers must aim to be both proficient and adaptive in their pedagogical

practice to cater for and enhance the educational environment of these students. One such

way, is the consideration of empirical findings to support lesson planning. Recent literature

has identified the importance of utilising research recommendations in order to strengthen

relationship in secondary gifted students (GS) and students with emotional behavioural

disorders (EBD; Capern & Hammond, 2014). Through a critical analysis of the available

research, the current paper aims to address how such recommendations may be incorporated

into a composition based lesson plan. In doing so, this paper will highlight the importance of

diversifying teacher behaviours in order to improve pedagogical practice.

Conceptualising Gifted students’ and Emotional Behavioural students’ Engagement.

Though positive student-teacher relationships are empirically supported in enhancing

the engagement of all students, for GS and EBD students, this is of particular importance

(Hattie, 2009; Capern & Hammond, 2014). Firstly, there is a common belief that GS excel in

multiple areas from increased maturity, motivation and high test results (Cline & Schwartz,

1999) however, according to Winner (1996) this assumption is not true. They often have

increased sensitivity and feel like they do not belong due to the exceptional nature of their

abilities (Coleman, 1996). This can lead gifted students feeling disengaged and depressed

however, Resnik et al. (1997), Masten (2001) and McLoyd (1998) implore that gifted

students can usually overcome this feeling through environmental support, usually stemming

from the attainment of a positive relationship with one adult, excluding their parents. The

successful relationship can significantly benefit student’s life aspirations by increasing their

motivation and engagement.

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Secondly, EBD students face similar disadvantages in their schooling, which often

leads to struggles post schooling. EBD students unfortunately get stuck in a ripple effect,

whereby they tend to be absent frequently, resulting in inadequate knowledge that lead to

lower test results and course failings, which in turn leads them drop out and unable to

graduate (Boreson, 2006; Reid, Gonzalez, Nordness, Trout & Epstein, 2004; Shriner &

Wehby, 2004). These students are said to rarely complete post-secondary education, maintain

stable jobs and are more susceptible to being incarcerated (Bullock & Gable, 2006; Carter &

Lundsford, 2005; Gable, 2004; Quinn, Rutherford, Leone, Osher, & Poirier, 2005). These

issues can be linked back to student engagement and the feeling of not belonging. EBD

students commonly do not have their voices heard or feel empowered, and are least liked by

their peers (Baker, 2005; Cooper, 2006; Lewis & Burman, 2008). Despite all of these

challenges, research involving EBD students confirms the belief that positive relationships

between themselves and teachers are extremely critical to their prosperity (Cefai & Cooper,

2010; Garner, 1993; Harris, Vincent, Thomson, & Toalster, 2006; Jahnukainen, 2001; Pear,

1997; Sellman, 2009).

Although gifted students and emotional behavioural disorder students reflect opposing

ends of the diverse spectrum of students that are present within school, there are many

consistencies between them. Namely, both of these groups provide unique challenges to

teachers in regards to enriching and developing engagement in the classroom. Through

further investigation into pedagogical practice, one can see the significant impact that

teachers have on these students’ education (Capern & Hammond, 2014).

GS and EBD Students Cross-Curriculum

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There is extensive research highlighting the notion that achievement of learning

outcomes can be attributed to the positive relationships displayed between teachers and

students (Hattie, 2009; Blum, 2005; Klem & Connell, 2004; Pianta, 1999). All students have

the right to education (UNESCO, n.d.p), and in NSW, the Quality Teaching Model assists

teachers in exhibiting positive behaviours and promoting student engagement (NSW

Department of Education, 2003). In addition to this document, the Australian Institute for

Teaching and School Leadership (AITSL) developed the Australian Professional Standards to

further benefit pedagogical practice (AITSL, 2017). Clearly, there is significant emphasis on

teachers to provide a high standard of teaching that will benefit students learning both in

education, and in their future lives.

There are empirical findings from domestic and international sources that state music

education assists in the emotional, physical, social and cognitive growth of all students

Pascoe et al. (2005, p. v). Despite the evidence provided in this research, there is a lack of

both state and government support in providing lesson plans. Although teachers have

frameworks such as the NSW Quality teaching model to guide them (Department of

Education and Training, 2003), they are under extreme pressures to develop content that

elicits positive social and academic outcomes.

Critical Summary

The impact of a positive teacher-student relationship in fostering engagement of GS

and EBD students is analysed within Capern & Hammond mixed-method research (2014).

Utilising both, surveys and student focus groups, the research aimed identify the core

behaviours teachers portrayed in their classrooms, which enabled positive teacher-student

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relationships. The article draws on previous research relating to the positivity of teacher-

student relationships (Hattie, 2009; Blum, 2005; Klem & Connell, 2004; Pianta, 1999),

however, provides a more focused lens by concentrating on distinct groups of students (GS

and EBD students).

In order to achieve high quality data, a deeper understanding and greater meaning for

this study (Johnson & Onwuegbuzie, 2004), the research methodology comprised of a mixed-

method approach; surveys and student focus groups (Capern & Hammond, 2014). To begin,

and to ensure reliability, the researchers employed Cronbach’s alpha. The results indicated

high reliability for GS and EBD students with a Cronbach’s alpha score of 0.96 (Capern &

Hammond, 2014). Similar results occurred for Wilkins’ (2006), Suldo et al. (2009), and

Malecki and Demeray (2000), who received scores between 0.83 and 0.93.

The actual research process utilised qualitative research (focus groups) and

quantitative research (surveys) to attain greater knowledge. Through the use of a Likert scale,

students were asked to rate positive teacher behaviour characteristics from very strongly

agree (6) to very strongly disagree (1). The survey enclosed 70 characteristics, and the end

were averaged to highlight certain traits most liked by students. Additionally, the survey

featured short, open ended questions to elicit further positive teacher behaviours unmentioned

in the survey. Students were then asked to participate in focus group which centred around

open ended questions, in order to probe students. Although the sample size was smaller, the

focus groups were made to “verify and validate” the results found in the survey (Capern &

Hammond, 2014). It was also used to triangulate data, and reveal potential other data that

could not be accumulated in the surveys. Although utilising both types of research can

beneficial, to do so can be more demanding as it requires more time and more resources.
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The results showed that GS and EBD students had differing ideals when it came to

what behaviours had a greater influence in creating positive teacher student relationships. GS

tended to place more importance on teacher behaviours that assisted in promoting academic

achievement. Meanwhile, EBD students accentuated greater importance of behaviours that

evoked patience, support, understanding and compassion (Capern & Hammond, 2014).

Despite these differing views, both students found commonalities on certain behaviours,

including teachers having a sense of humour, not discriminating and treating students with

respect.

The data acquired form the research is extremely beneficial for improving

pedagogical practice. The results filled the gaps portrayed in previous literature by comparing

and contrasting the responses of secondary gifted students and secondary

emotional/behavioural disorder students. Something that had not been done before. By

honing in on specific student groups, researchers were able to focus on teacher behaviour

patterns that students found most encouraging. This is intrinsically linked to the first point of

the Australian professional standards (AITSL, 2014); know the students and how they learn,

which is one of the core beliefs of being a teacher. Clearly, the research is critical for teachers

as it provides them with idea of differentiating lessons to better suit the learning needs of GS

and EBD students.

Performance Task

Through an analysis of the aforementioned article, the lesson plan (see appendix 1)

will be moulded to reflect the empirical findings emphasising the importance of positive

teacher behaviour (Capern & Hammond, 2014). Unfortunately the learning and lesson plan

resources for music classes were extremely limited, and as a result I endeavoured to make my

own. As a result, the revisions for the lesson are made to better promote the positive
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behavioural characteristics most sought out by GS and students with EBD. The lesson is

designed for students to use foundational knowledge and “develop knowledge, understanding

and skill in the musical concepts through composing” (BOSTES, 2003, p. 24). Students will

use an online music program called “Soundation” to create a 30-45 second composition that

shows changes in dynamics, duration and texture (see appendix 1). The lesson addresses

learning outcomes 4.4 and 4.6 of the syllabus and allows students to experiment with

“musical creation and problem-solving” (BOSTES, 2003, p. 24).

Although both GS and EBD students value similar teacher qualities, such as leading

with a helping attitude and interacting with students in a respectful and kind manner, they

also differ in the behavioural patterns they prefer in an educator (Alder, 2002; Deci et al.,

1991; Johnson, 2008; Phelan, Davidson & Cao, 1992; Poplin & Weeres, 1994; Turley, 1994),

they also suggest different behavioural patterns within teachers that can produce positive

teacher-student relationships (Capern & Hammond, 2014). Understanding the notion that in

order to give diverse learners what they need, teachers must be flexible in their pedagogical

practice.

Gifted students stressed the importance of teachers encouraging academic success and

achievement (Gentry, Peters, & Mann, 2007; Suk-Un Jin & Moon, 2006). On the surface, the

composition task using premade loops may not actively stimulate gifted students however, a

music teacher could test them further by asking the students to develop a melody and lyrics to

support the composition. A potential challenge with this lesson amendment, is “there is no

single homogenous group of gifted students” (ACARA, n.d.p.).

On the flip side, EBD emphasised greater significance on teachers that showed emotional

support, and a need to get to know teachers on a personal (Cefai & Cooper, 2010; McIntyre

& Battle, 1998; Konkol & Owens, 2004; Dods, 2013, Capern & Hammond, 2014). In order
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for teachers to portray this type of behaviour with EBD students, the music teacher could

mention his/her favourite genre of music, explaining certain traits they like. After this, the

teacher could show a pre-made composition that encompasses the musical traits just

mentioned.

The original article, mentioned key behavioural traits that teachers must gain a

positive relationship with their students. Therefore, according to Van Tassel-Baska (2000)

and Tuinamuana (2011) teachers must differentiate curriculum and utilise the key concepts

outlined in APST to improve their pedagogical practice, and ultimately benefit student

learning.

Conclusion

In conclusion, from the critical analysis of Capern and Hammonds research (2014), it

is apparent that teachers have much to gain from utilising current research and empirical

findings to improve pedagogical practice and enhance student engagement. The present paper

aimed to adapt these recommendations into the lesson plan outlining (OUTCOME). Overall,

these revisions are reflective of the education system and highlight the invaluable foundation

educational research provides in constructing meaningful classroom experiences.

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APPENDIX 1

Lesson Plan

Years/Stage: Year 7/8/Stage 4

Learning Outcomes

4.4, 4.6

Lesson Outline

 Students are to create a 30-45 second composition.

 They will use an online music program called “Soundation”

 Compositions must use 2-5 different loops.

 Composition that should show changes in dynamics, duration and texture

 Task should be completed individually