Year 8 English p
Observed actions in the class
Lines up outside.
Talks to them about what they think happens in English.
Asks for input and students call out their answers.
She tells them all the kinds of things they do in English and they seem surprised at all the different things they get to do.
Shout out examples.
Gets them to work in pairs but also gives them a choice to work by themselves if they would prefer.
Does an example on the board - makes them feel confident by not caring about the quality of her drawing on the board.
Allows them to talk together before they start the task so they can plan together.
The talk is productive and they start to plan who is doing what in the teams.
Some time given to work, then more input, walking round, individual inout, answering questions.
Encouragement for individuals and tables.
Sitting with them discussing their day quietly with individual and pairs.
Time limits given for work to be completed.
Class working in groups, stalking and working. Talk is about the work and what is on the walls of the classroom as this is the first time they have seen it.
Everyone looks at everyone else’s work.
Everyone guesses what the nursery rhyme is from all the other groups.
Getting them to remember what they have learned in other sessions today.
Questions after the class
Do you think that the Maori students in the class behave differently for you being a Maori female teacher?
Yes. It is not something that I can put my finger on and they probably couldn’t either. It is an inbuilt thing in them that they just do and they respond to me in a certain way,
I say their names correctly from the start.
I relate to them in a way that non Maori teachers can’t do.
I have positive relationships with students who are more troublesome for other staff members.
This does not mean I get more work out of them sometimes but I do not have the behavioural issues at all.
What differences do you see in how you teach to how you see other non Maori staff teach.
I give them time in the lesson to settle in, especially after interval and lunch time, instead of launching straight into class work.
I interact with them a lot. We talk and chat while the lesson is going on. I am approachable to them so they feel like they can talk to me.
There are set routines that they settle into and just get on with it without much nagging.
Talks to them about what they think happens in English.
Asks for input and students call out their answers.
She tells them all the kinds of things they do in English and they seem surprised at all the different things they get to do.
Shout out examples.
Gets them to work in pairs but also gives them a choice to work by themselves if they would prefer.
Does an example on the board - makes them feel confident by not caring about the quality of her drawing on the board.
Allows them to talk together before they start the task so they can plan together.
The talk is productive and they start to plan who is doing what in the teams.
Some time given to work, then more input, walking round, individual inout, answering questions.
Encouragement for individuals and tables.
Sitting with them discussing their day quietly with individual and pairs.
Time limits given for work to be completed.
Class working in groups, stalking and working. Talk is about the work and what is on the walls of the classroom as this is the first time they have seen it.
Everyone looks at everyone else’s work.
Everyone guesses what the nursery rhyme is from all the other groups.
Getting them to remember what they have learned in other sessions today.
Questions after the class
Do you think that the Maori students in the class behave differently for you being a Maori female teacher?
Yes. It is not something that I can put my finger on and they probably couldn’t either. It is an inbuilt thing in them that they just do and they respond to me in a certain way,
I say their names correctly from the start.
I relate to them in a way that non Maori teachers can’t do.
I have positive relationships with students who are more troublesome for other staff members.
This does not mean I get more work out of them sometimes but I do not have the behavioural issues at all.
What differences do you see in how you teach to how you see other non Maori staff teach.
I give them time in the lesson to settle in, especially after interval and lunch time, instead of launching straight into class work.
I interact with them a lot. We talk and chat while the lesson is going on. I am approachable to them so they feel like they can talk to me.
There are set routines that they settle into and just get on with it without much nagging.
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