Recently, Dr. Polk and I ran a webinar where we talked about Prosocial and Schools. Prosocial represents the scientific approach to promoting group cooperation based on the work of biologist David Sloan Wilson. Dr. Wilson collaborated with Dr. Elinor Ostrom, a Nobel Prize winning economist .  Dr. Ostrom documented the highly effective  design principles that lead to local communities successfully developing resources for the “common good”. Dr Polk adapted the matrix to include Ostrom’s design principles for groups and Prosocial.  So, what does all of this have to do with schools?

The matrix POV is being  used to promote collaboration and consensus in schools and classrooms. From my point-of-view our students represent the “resources” we wish to develop and it is up to educators to establish the context for learners of all ages to grow and flourish. When students and staff can collaborate, have a shared identity or purpose, set positive expectations and rewards along with graded sanctions, monitor progress, and have a means of resolving conflict they are on their way to successful outcomes and following Dr.Ostrom’s effective group design principles. Educational staff can also use the matrix and Prosocial to enhance the mission of the schools they are in and foster successful faculty groups/learning communities.

The matrix can be used to promote prosocial behavior by inviting students to sort their individual and group experiences into the diagram. We use the “two loop approach” developed by Dr.Polk.  Individually (first loop), students are encouraged to use the matrix to notice their behaviors during the day and whether or not what they are doing is getting them where they want to go.  The matrix is visible in the room or otherwise accessible for use . Some classes even have individual white boards for students to use on their own. Students are encouraged to notice what they are doing (“Right now I am writing at my desk, this is helping me move toward what is important to me which is doing well in school, etc. When I am doing this it feels good and I am proud of myself”). They can also notice if they are engaging in behaviors which may be away moves (“ I am noticing that I don’t feel like working and I am not following directions. This is not getting me where I want to go”) and be more willing to work with staff with what they can do differently. Using this point of view puts students and staff on the same page and reduces the probability of avoidance and conflict.

The same procedure is also done with the class. We create a group matrix (second loop) to promote sharing-in-the-noticing of how the group is doing and everyone is moving toward the group purpose at the time.  If things bog down or get off track we can return to the group matrix to get some perspective and regroup. We learn together how to move toward what’s important to the group, agree on what needs to be done, monitor or notice what’s working and what isn’t and keep things fair and equitable.  We sort our experiences onto the matrix and improve our chances to increase  psychological flexibility.  The teachers have noticed more cooperation showing up and the students feel empowered through the process of learning to monitor themselves and their actions.