Inspiration is Key by Sgambato Victor;

Author:Sgambato, Victor; [Sgambato, Victor]
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers
Published: 2016-02-12T19:46:35+00:00

Figure 6.1

Processing the listening activity can also help to promote a better understanding of time spent. This is the same approach used earlier in this chapter:

• Why do you think I introduced the lesson?

• What did you learn?

• What surprised you?

• What kind of student would really like this activity?

• What would you change in the activity to make the lesson better?

• How are you feeling about what we just did?

Conclude by describing any significant behaviors you observed.

C. The Next Step: What Stops Some Students from Becoming Enthusiastically Engaged in a Class Activity?

The following activity includes all lesson details used in its development. The reader is asked to initially read it in its entirety. If, at a later time, you wish to engage the shorter, formatted “lesson plan” version, it exists within the appendix, lesson 3b.

Where do we go from here? Engage in a lesson where the pupils discuss common difficulties that occur when an individual is simply not working up to his or her potential. On occasions, we’ve all noticed when certain kids are reluctant to participate in class activities. Can these problems be addressed?

Without question! Additionally, the students will see evidence of the teacher’s fairness, patience, understanding, and respect.

Positive communication, Active listening, Working up to potential

All function together in increasing academic success.

Introduce and pursue the following topics. During the student interaction, walk the room, observing examples of students’ use of the listening skills.

1. “What is it about others that stops me from becoming enthusiastically engaged in a class activity?”

• Individual responses on paper. Grammar and spelling do not apply.

• Discussion with a partner. Share, discuss, and make suggestions.

• Time permitting: Discussion in groups of four. Share, discuss, and make suggestions.

• Class discussion in a community meeting.

• Instruct participants to silently write prescriptions (see chapter 4), making suggestions to help deal with the concerns shared earlier by classmates.

• The teacher or a student reads the responses, or the teacher hands them out to appropriate students in need of suggestive help. Further discussions would be at the discretion of the teacher and class.

Rationale

It gives students an opportunity to:

• see evidence of others’ frustration (“I’m not the only one.”);

• relieve some of their frustration;

• discover solutions to some of their problems; and

• see evidence of teacher’s fairness, patience, understanding, and respect.

2. “What is it about me that stops me from becoming enthusiastically engaged in a class activity?”

Follow the same process: individual responses, discussions with partners, groups of four, community meeting, prescriptions.

It is important for students to understand why, on occasion, they may not feel like becoming involved in small- or large-group activities. Their reluctance is sometimes caused by those with whom they work, while at other times it may be caused by their own views and moods. Are they aware of this? Possibly not. In either case, steps can be taken to better understand and counteract the problem.

Processing this activity could be quite helpful. Is the problem always caused by the kids?

Is it sometimes caused by the school environment,

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