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I am going to do a short ten-minute lesson
on Core Element Two,
which you all remember, of course,
it's personal understanding and exploration.
Now I ask each person to work alone for ninety seconds
and write down
a list of all the emotions
that you have felt recently.
Now work with your partner, share the lists you have written
and if your partner has an emotion that you don't have
add that to your list, so you're working together to share information.
What I want you to do in your groups now
is each person tell the time
you've recently experienced one of these emotions.
And when you've all finished your story
decide as a group which of these stories would make the best play.
What did we just do as a group?
Thank you. We started by listing down our feelings,
recent feelings.
Whatever it was, for individuals.
We worked alone individually to brainstorm.
Yes, there was pair work.
Okay, there was pair work.
Yes, but we've also been sharing our most recent feelings through incidents
and why those feelings have come up.
Okay, but when did we do that?
When we got together in these mini groups that were formed.
So we saw children working alone,
children doing pair work
and very quick group work.
How much of the time was I talking and how much were you talking?
It was a domination by the students themselves rather than the teacher.
The teacher simply created the environment.
At this moment, the children would take the centre stage of the learning process,
right from coming up with writing down the emotions
to sharing in pair works
and then moving into the group works again to discuss.
So I think children were dominating the classroom learning environment.
And one last question.
While you were working or the class was working,
what was the teacher doing? What was I doing?
- Monitoring. - I was monitoring...
Who did the teacher monitor?
Just the work,
to make sure the groups were moving in the right direction.
Anything else?
You're doing a chart or something?
I was setting up the next activity, doing a flip chart.
So when this workshop's over
and we all look like trained teachers,
those are some of the incentives we can give them
for adopting these style of teaching.
Firstly, we want them to see that the whole class is a learning resource
and that the children can learn a lot from each other,
not only in terms of information exchange
but also in terms of debates and team work.
But also that it frees the teacher up,
it frees the teacher from the role
of being this sort of angry authoritarian expert.
The teacher is free to dip in and out, to look at the needs of individual children,
to teach individuals rather than a class and to set up the next activity.
In this next session we're going to ask you to try and demonstrate
those three basic child centred techniques:
allowing children to work on their own, for example to brainstorm,
children working in pairs and children doing some sort of quick group work.
The criteria that we're going to use this time:
"Was the lesson fun and active? Did the teacher avoid lecturing?"
"What was the ratio of 'Teacher Talk- ing Time' to 'Student Talking Time'?"
"Which of the following children centred teaching techniques did you observe?"
"Children working alone, children working in pairs,"
"children working in groups."
"What are some things you liked about the lesson?"
"Were there some things you might change?"
There we go, there should be one each there.
- Good afternoon, class. - Good afternoon, sir.
I think I forgot what I wanted to say.
Well, let me star by acknowledging I'm a little bit scared though...
I was thinking about what I was going to come and say
but I'm kind of forgetting it.
But I hope I'm not the only one who gets scared sometimes.
Do anyone of you get scared sometimes?
Yes.
- Does it happen to you? - Yes.
Can you just mention one of the times?
When I'm supposed to speak to a large crowd.
So I guess I'm not the only one!
In our individual capacity...
Let's just put down, let's just write something
about the times when we get scared.
Write something down.
And what I want you to do is I want you to exchange,
to exchange those points and then I want you to compare.
Compare what you're scared of with what your neighbour is scared of.
Gather into your usual groups,
and then try and come up with ways and means
to overcome this fear.
What did we learn?
When we are afraid of something
we usually think we are the only ones that are scared.
Thank you, round of applause.
Was the lesson fun and active?