Health Reflection - Year 11 Boys
7th June
After several different
health classes with some of my Year 11 boys I am still trying to trial
strategies to see how they best learn. To date I have mainly trialed group work
and class discussion.
I first trialed group work as this is generally my first strategy when teaching
health. I trialed this over 2 lessons while trying to recap the boys knowledge
of Hauora (Lesson #1 LI: to recap students prior knowledge of Hauora
& Lesson #2 LI: students are to reflect on what they believe
health education is and start to learn how to challenge assumptions) - aspects
of the first lesson flowed through to the second. Key finding from group
work; boys of task majority of the time - although they were
talking they were off topic, when they would share their groups answers they
would share ideas just to get laughs out of other students, work took twice as
long to complete - hence work from first lesson flowing through to second (this
was also due to the introduction of reflective logs from PE as a do
now & students being late to class).
After what felt like a couple of failed lessons Alex Smith came in and ran a
health lesson with the boys. The lesson was composed of a continuum regarding
the age of consent, a article in regards to lowering the age of consent and
then revisiting the continuum. They were all based around class discussion.
Overall the lesson ran really well. The boys were engaged with the
lesson. I took some tips from Alex regarding classroom management e.g. reading
of an article and then screens down, bringing up the idea of respect and
listening to each other when sharing ideas.
The next lesson was also based on class discussion about consent. This started
with a scenario and then class discussion was lead through a series
of discussion questions. Although the class was a bit
immature at times they were engaged and majority of the class was
participating within discussions.
After continuing with the topic of consent with key focuses on legalities and
local stories (as asked by the boys in our previous lesson) in the form of
class discussions (which have been the most effective and engaging form
of delivery so far) today's class was disruptive and unsettled. After
leaving the class, especially with the last few lessons going so well, I tried
to reflect on where I had gone wrong.
*After hearing Alex talk to her student teacher, about where his lesson went
wrong he blamed the students for their behaviour. She explained if the
lesson didn't go well and the kids are misbehaving you need to look at why this
is the case. The idea really stuck with me that if the lesson went wrong
it isn't the students fault - instead there is something that you could
have done to change the class dynamics
Reflection on where I may have gone wrong in that lesson:
- even though boys had asked to
learn about this content they were disengaged from the lesson and
activities - maybe topic of consent had gone on for too long
- class discussions may be becoming
boring/irrelevant for some students e.g. they aren't having much input
- boys who are adding to the
discussion are just calling out their answers which makes the
conversation/discussion harder to continue - students to put hands up
- some students are starting their
own personal discussions when a class discussion is in progress - if class
was quiet and hands were going up to add to the discussion this may
minimize this, also if it continues split up groups that are talking
Strategies for the future:
- more visual queues/outlines for
boys to see on the board
- reinforcing respect - only one
person talking at a time, hands up to add input, split students who are
talking
- "Are you aware you are being
rude right now?"
- World Kaf (to possibly help with
group work) - write up on the board person's number and what they need to
talk about e.g. discussion topic or question (for number of people
within the group). Time limit per person (visual timer on board?).
They are only allowed to talk within time limit. If they haven't
finished getting across their point they stop talking. If
they don't have enough to say to fill up their time limit they sit quietly
as a group
7th June
I first trialed group work as this is generally my first strategy when teaching health. I trialed this over 2 lessons while trying to recap the boys knowledge of Hauora (Lesson #1 LI: to recap students prior knowledge of Hauora & Lesson #2 LI: students are to reflect on what they believe health education is and start to learn how to challenge assumptions) - aspects of the first lesson flowed through to the second. Key finding from group work; boys of task majority of the time - although they were talking they were off topic, when they would share their groups answers they would share ideas just to get laughs out of other students, work took twice as long to complete - hence work from first lesson flowing through to second (this was also due to the introduction of reflective logs from PE as a do now & students being late to class).
After what felt like a couple of failed lessons Alex Smith came in and ran a health lesson with the boys. The lesson was composed of a continuum regarding the age of consent, a article in regards to lowering the age of consent and then revisiting the continuum. They were all based around class discussion. Overall the lesson ran really well. The boys were engaged with the lesson. I took some tips from Alex regarding classroom management e.g. reading of an article and then screens down, bringing up the idea of respect and listening to each other when sharing ideas.
The next lesson was also based on class discussion about consent. This started with a scenario and then class discussion was lead through a series of discussion questions. Although the class was a bit immature at times they were engaged and majority of the class was participating within discussions.
After continuing with the topic of consent with key focuses on legalities and local stories (as asked by the boys in our previous lesson) in the form of class discussions (which have been the most effective and engaging form of delivery so far) today's class was disruptive and unsettled. After leaving the class, especially with the last few lessons going so well, I tried to reflect on where I had gone wrong.
*After hearing Alex talk to her student teacher, about where his lesson went wrong he blamed the students for their behaviour. She explained if the lesson didn't go well and the kids are misbehaving you need to look at why this is the case. The idea really stuck with me that if the lesson went wrong it isn't the students fault - instead there is something that you could have done to change the class dynamics
Reflection on where I may have gone wrong in that lesson:
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