SECONDARY STUDENTS VIGNETTE

The major concerns
Approaches and possible solutions
management techniques
motivational issues
group and relationship considerations
non verbal communication
planning rationale
instructional techniques
deep learning
diversity of learning styles


Having an interesting and engaging introduction to a lesson helps bring students out of their past location (ie the play ground) and orients them to the present (the lesson). In this scenario the teacher started before the class was settled. This can indicate to the students that it is okay for them to carry on their own conversations and not pay attention while the teacher is talking. The teacher is not helping create an optimum environment for learning.

An alternative method might be to greet students at the door and wait for order before entering the room. If students have already entered the room in a disorderly manner they may be asked to go outside and enter in a more respectful and quiet manner. If they still can't manage this perhaps a short military training drill could be suggested (humour is always good!).

Group work is much more effective when the teacher chooses the group members. These students were able to choose their own, resulting in the giggling and off task behaviour. They may need to be assigned roles and given clear boundaries about where to work. It may also be effective to include a drama elective student in each group to lend their experience and interest in role play.

The issue needs to be made relevant. This may be included in an introductory discussion about water safety (was there a class discussion?). Engaging students interest by asking
Has anyone had to rescue someone from water?
Does anyone know someone who drowned or almost drowned?
Has anyone got into difficulties in the water and how did that feel?
Telling an appropriate personal story or relating the drowning of someone they have heard of or know (eg famous and well loved singer songwriter Jeff Buckley died with his boots on and his mate was unable to save him)
Acknowledging that one can be a good swimmer and still drown (such as a recent local death on Tallows beach)
This discussion can be used to stimulate thinking and impart the serious nature and relevance of what is to be learnt.

An optimum learning environment, a basic provision, was apparently not afforded these students as some had to find a better place to concentrate. Sending students outside then losing them is a major concern regarding, especially as the teacher left the classroom, and therefore his responsibility, to look for missing students.

Time management also seems to be of concern. It seems extravagant to spend a whole lesson on this topic and also to give students ten minutes to work on their task. Year 9s are likely to get easily and quickly distracted. They need to be given explicit instructions in the beginning, perhaps two minutes to talk about it, then present it. It may also be stipulated that they can't leave without completing the task, or that they may work on something of their own interest at the end.

Students need to be encouraged to do quality, masterful work, so the teacher could remind them that the play needs to be done to the best of their ability. This is especially in a performance situation where people are likely to feel self conscious or inhibited. Also a clear guide as to the essential content of the play could help curb distracting overacting, making the exercise fun, yet productive.

Disorder in the classroom, in the form of pushing, laughing, yelling, standing on a desk as well as the teacher resorting to yelling is not a good look. To raise one's voice indicates loss of control of oneself and the situation. It seems a lot of the disruptive behaviour went unchecked and there were no preventative discipline strategies in place. Disruptive behaviour needs to be addressed immediately, for example, asking
What are you doing now?
How can your behaviour change to best suit the needs of the group?
If rules haven't already been set, a short discussion on appropriate behaviour and the consequences could be facilitated. For example, a first incident is to attract a warning and after two warnings the student/s spend their next lunchtime in the support room.

There seems to be a lack of motivation and engagement (after ten minutes some students hadn't started on their work and no one wanted to present their play). Evaluation also seems to be missing from this scenario. This could be a great opportunity for group evaluation. Letting students know they are to critique each other's work gives them a sense of urgency and makes it matter. A time limit could also be given otherwise the victim could drown. It might also be possible to videotape the performances.

More choice could be offered to the students, once groups are allocated by the teacher, regarding how the information is presented. For example write a script for another group to read/act out, draw a diagram of the process, write a rap or song to be performed, thus appealing to different intelligences. One group could be allocated as a judging panel whose task is to ascertain judging criteria. To make it fun and culturally relevant, it could be turned into a "camp idol" show and see who is the best and fastest at saving lives. Giving feedback after the performances, verbally in the group or individually on a prepared checklist sheet would show how much students have understood about the exercise and whether they processed the relevant information.

Alternatively, the main points could be discussed beforehand, or a script already written for the students to jump up and improvise without preparation, teaching them to think on their feet which is what life saving requires.

The lesson seems to lack structure which is a vital ingredient in an effective lesson and more thought needs to go into the planning. Apparently there was not enough time allocated to complete the activity, especially due to off task behaviour and there was no proper closure.