As you know,
my Year 7 group have been learning about citizenship. So, with the crows in mind, I am going to set
the group a problem: to create their own set of rules for their own community
when they are stranded on a desert island.
Working in 3’s I will be asking them to think about their emotions before
and after the activity when working in the group, to help them understand what
it feels like to be an active citizen.
As usual, I am influencing their
behaviours as they try to solve the old age problem of how you get people to
work together for the common good instead of ‘what’s in it for me?’. As
we are in the ‘norming’ stage of group development, it’s a
relationship-building exercise which will hopefully have some heated debate
along the way and bring us all closer together.
Will they be little crows finding the hidden pot of food or will they be
vultures feeding off the scraps of each other?
Let’s see.
It’s a beautiful day in Room 304 and I
have an interesting lesson planned around group work which I am going to have
to manage. I shall be using simple
reminders, quick direct commands and lots of non-verbal behaviours to keep the
pace appropriate to the tasks. As I sit
here thinking of my plan of attack, the first students arrive. I have a new face appear as he is new to the
group. His friend is K and they both
decide to sit at the front; it will be interesting to see how K behaves
today. The monitors give the exercise
books out and they are checking the comments I have made as I pop round and
give them a reminder of their levels and targets on little slips of paper.
“Is this a
merit Sir?”
“Yes T,
because it says ‘merit’,” I smile approvingly and open my eyes wide. She deserved it.
“OK. Today we are going to work in groups of 3 and
on the sheet on your desk, you will see a range of words that describe your
emotions. I want you to choose 5 that
describe how you feel right now, just before you begin working as a group. Write them down in the right hand column.”
I stand very
still and scan the room letting them know I am watching. We are 6 months into the year and I still
practise ‘transition time’. Never
fails. We move on.
“Your group
has to come up with at least 10 rules for the 50 people that are stranded on
your island. You are working with them
to devise the rules.”
“Can you do
more than 10 rules?”
“Yes. At
least 10.” (I resist the urge to
say, ‘didn’t you listen?’) First we
shall watch this short video. I show
it. I walk to the back of the room. Raucous laughter from A, as he moves
backwards onto 2 legs of his chair.
Enough. “A … stand outside for me
please.” The rest of us finish watching.
“There are some clues. I will give you more clues every minute to
help you. Away you go.” Transition time. Lovely.
All on task. Now for A. I stand half in and half out the room.
“A … when you laugh out loud in that
way, I feel irritated as it’s very distracting for everyone and
unnecessary. What I’d prefer you to do
is respect everyone else in the room and be less extreme in your
responses. When you do that A, you and I
will get on just fine. Is that fair
enough?
“Yes Sir.” He looks suitably admonished and my deadpan
delivery with slightly pursed lips and widened eyes, give him further clues.
“OK. Back inside and work with your
group.” This is his second time and I
feel a call to his parents coming on.
He’s not being a crow, he’s not assessing the situation and he’s not
learning quickly enough for me. So he
gets no food.
The groups are deep in
conversation. Except one. U is sitting with his legs turned away from
his two compatriots. He’s not
communicating with them and a sneaky look at his emotions sheet tells me he
feels ‘uneasy’ talking to two others he wouldn’t normally associate with. I join them.
“Tell me what you have so far
then.” I listen.
“Well, everyone needs to share,”
“Yes they do. I like that one. What have the 3 of you shared so far?” He doesn’t read between the lines and just
looks at me instead of them. So the 3 of
you need share your ideas for the rules.
I look at all 3 in turn, smile and walk away to give a little ‘take-up’
time. Their discussion ensues, crow-like.
My friend A, who I removed earlier
still hasn’t learned and is talking to his friend in the group next to
his. He sees me looking at him. “That’s your group A.” Wide eyes, cocked head, pointed lips and
directional pointy finger from me. He
senses my irritation and talks to his own group. I look away to give him breathing space.
I give them a further clue on the
powerpoint. Crime. Mutterings of aaaah!
Another clue. Pollution and
recycling. More chat.
Another. Democracy and voting. Chat.
The girl group of 3 is directly in
front of me with some interesting yet dubious rules.
“You can’t say that J!!” I gasp in mock horror with mouth like an
‘O’. “If they steal food you will chop
off their legs!!?” More gasping. The surrounding groups look up. Laughter ensues and opinions fly. “That’s a bit harsh for just stealing
food! Justify that!
“They shouldn’t steal from everyone
should they? If their legs get chopped
off then they won’t be able to get to the food.” She looks at me for approval and her eyes and
mouth are smiling.
“OK!
Your rules!” I acquiesce and walk away.
The rules are being made thick and
fast. Time’s running out.
“OK. Pens down, looking this way and
listening to me. Now take out your
‘emotions’ sheet again. Choose 5 words
that describe how you feel now about working in your group. If you feel differently, choose different
words. Some may be the same. Some may not.”
As the satisfying silence descends, I
remember back to the first lesson back in September when I had to teach them
how to treat me. They are nearly
there. Just a few of them to knock into
shape with some very light taps. They
are becoming better active citizens as each week passes.
Not one vulture amongst them. Just 26 crows assessing me, the room, their
friends and the context in which they find themselves. They need a safe place to learn and I am
providing that. Because they feel safe,
they are growing and feeling confident enough to express themselves.
They are bending the piece of wire,
pulling the pot out of the tube and eating the food.
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