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When I stand here I'm also the voice of the members so I needed to ask the members what they think of this.
Cause it's one thing that I work with these people who on a daily basis have difficulties with bad sound.
Let me start at the top with something that I think is really relevant, especially after hearing the drums.
Here are some examples of what happens in noisy class rooms.
Bad acoustics does the following to my children in a learning situation: easily distracted, irritation,
hard to stay focused, quickly tired.
It's difficult to learn in an environment where these things are allowed to happen after a very short while.
Next one: if you ask him what's most problematic in school, he'll say it's noise. Because noise is stressful.
That's what Mai-Britt just showed us and nobody in this room doubts that noise can be really troublesome.
Do they get stressed right away? At least it produces similar symptoms.
Another great mum who also wants to answer these questions of what we need in order to have this included in schools,
She writes: it's great that it's being acknowledged that the idea of inclusion is not just about the space.
We're not only have to be there but also benefit from it.
Short courses for the poor teachers but there are many other factors that play in.
For example; noise and acoustics.
One of the games is to show the children what it means,
to be in a room that doesn't have the ability to solve the concrete task.
The game is simply to divide the class into two.
One half outside, the other half gets a piece of paper and their favorite pens to draw their favorite things.
They really liked to draw. Completely free, completely calm, the optimal environment to do exactly what you like.
They sat down and drew some drawings. Then the teacher told them to turn over the paper and draw one more time.
The conditions were changed when the doors were open. The other half from outside came in and were told not to
physically interfere but they could sing and dance among other things.
I'd like to point out that this is not an evidence-based study but I we asked the class to send the drawings.
And I don't know if this is proof enough. This boy here drew a beautiful tractor on the left. He even wrote his name.
This is the kind of drawing to bring home to mum and she is very happy.
The blue one however is another thing. This to me is clear evidence that regulation is needed.
We just heard noise in the classroom. The noise is because children might not have a say in order to make a change.
What do you say? Red or blue? What would make you proud?
I must say we've gotten so many drawings with amazing explanations from children saying;
this was a great experience. I didn't even know. This was done throughout year 0-2.
Through year 0-2 we made small competitions with continued focus, so the children understand what noise means.
We ask them to define their own rules. Of course we've spoken to the schools afterwards and asked if this helped.
And that's a definite yes.
We recently saw some schools that do this every time they start a new year 0,
in order to make the class talk about what our rules are when we need to move around.
There's noise in the room and if I have ADHD then I might need to go pee, or run around the house.
What are our rules when I'm fired up? I can't be in this room because there's too much noise.
Can I put headphones on? Can I do something else to handle being in this space.
Kids have a special ability. If they know the way out, they handle things better.
If they can't see a solution to the problem, which is the case for my many of kids,
then they become difficult to be with.