Background

Our topic has been set to inquire about some actions teachers could take to encourage learning and participation in a secondary school context by drawing on actions that could tap into their peculiar intrinsic and extrinsic motivations.

What has been done and what not done

Per the action plan, the first two weeks have been set aside to carry out actions that will set up the environment and relationships for active learning.

As at the time of writing this, a formal teacher introduction (mihi) and student to student and student to teacher introductions have been made. In addition, to learning how to pronounce student’s names properly, we have engaged playing name games and used “I am awesome google slide template” (this is a pictorial introduction), Using this same template a class survey has been made to solicit student’s views on what motivates them to compare with the baseline primary data. I have managed to send introductory emails to all students’ whanau – to open up channels of communication.

What has been missed out is the one on one teacher student interviews

How do I feel about the actions?

Last year when I asked students to grade their peers as they made their presentations, I discovered that a lot of students did not know their mates by name.  I since then resolved to put effort to facilitate student to student introduction.  This was very important for free interaction of students and working in groups.  Dedicating a whole lesson for name games in the class to make this happen was very fulfilling.  Also the students appreciated my efforts to pronounce names properly.  My year 9 students enjoyed filling out the I am awesome template using pictures and this helped me to know my students better than. I had some encouraging responses from parents pledging their support for their wards learning and the initiative.

What works to expectation, what does not and why?

The “I am awesome” slides gave me an incredible picture of my students. The learning of names pronunciation and the name games all achieved their set goals and helped me to know my student’s names with faces better than I have ever done before. It is important to state here that the bond and trust developed between the teacher and students in the classes I have implemented these changes, far outweighs what exists in the other classes I did not implement the I am awesome slides. 

Though I could not do the one to one teacher student interviews, because I felt time constrained looking at what was to be covered based on the weekly planner, I could pick up cues of students interests from Kamar and the “I am awesome” slides.  The first two weeks was packed with activities that prevented me from having full direct contact with my students. Teachers had only 4/9 days of contact with their allocated classes.

What should be done differently and on what basis?

For all the activities lined up for week 1 and 2, I realised that the “I am awesome” introductory template received the best response and also gave me a lot more information about my students. I also noticed that it also raised the moral and confidence of the students when they shared their values and achievements.   Reflecting on this, I think that next time it will be good for students to present this I am awesome slide to the class. Though I see that this might span 3 lessons – from development to presentation for a class of 30, I still feel this will be worth the investment as it will enhance a safe and welcoming environment needed for collaboration and active participation.