Discussion upon (30/8/12) lesson
People present: Miss Angela, Mr Chen (who came in only the last 20 min of the lesson), 7 facilitators and Cheryl
Facilitator of the day: Harvinder
We played 'Grandmother's footsteps' for the game to warm up the kids. The kids were more involved and open to us. We could really feel that they wanted to play games. The game warmed them up and sort of 'wake' them up because it was early in the morning and they just came from a routined national pledge taking. I noticed that these kids did not play this game before because after they tapped the grandmother on her shoulder, they were suppose to run away from her but they did not. I feel that many of them have not played this during their childhood which was saddening because these games help to build bonding, friendship, cognitive senses, muscles and alertness. They must have missed out alot of things during their childhood days. In this game, they build intimate friendship and closeness with one another.
Incident: While Suhaila was catching Khairul, Khairul tripped and fell. We went over to help them up, emphasizing again on safety. Though our hearts just stopped for a moment, the kids just laughed it off. I guess they are really having fun but we have to take note. =)
Initially in the first activity, a few boys thought our activity were lame but we encouraged them to play and their mindset changed because we, as facilitators were participating as well. We were modelling for the students and they too participated. I feel that we must be able to heighten their enthusiasm and change their mindset of being child-like again in these activities. To relive one's childhood days is what makes us authentic and open, which allows us to have fun.
During the main activity of being still images, I could see how the kids were so committed in their movements and work (changing of their images and being creative on their images). They really freeze and stayed 'true' to their still image. They tried their best not to be caught by changing it slowly, or quickly, little by little, etc. Even for the catchers, they really look out for changes intently. But one weakness is that the music room has a mirror, which allows them to cheat because they could see the reflection.
Group discussion was awesome. I worked with Ahmad and Joanne with the script on Nian. Our script was simple, in the standard of English and length of the script. Words were not complicated except one or two to give face to the audience during 'Speak Good English' campaign. What we feel is that we do not need any complicated words to impress the audience, but just simple english speaking and good grammar skills would be good. We could see that our students were excited about this play because they were volunteering for their roles and trying to act it out. Even Tang Ming, who is weak in her english because she is from China, volunteered herself to be the narrator. When two of them wanted the same role, they discussed and sorted it out well. It was good teamwork and everyone was happy with their roles.
Overall
The activities were good as layers were added to make it more competitive. They focus on developing spatial awareness as well as tapping on their creativity in forming still images. They were amazingly creative! Harvinder, on the other hand, was unclear with his instructions which caused confusion among the students. He did not give specific instructions, for example, instead of saying think of an animal, he said think of something. It was rather vague which the students might not have any idea to work with. Perhaps giving them a category might help in providing a framework for students to work on.
Strengths:
- Allowing them to have 10 min at the end of the lesson for group discussion was a good way of building rapport.
- Students were enjoying themselves that they didn't want to leave the class when bell rang.
- Students were creative though it might be their first time playing it.
- Giving them time limit to form a circle or fill up the spaces is a useful tool to get them to be quick and alert.
What we could have done:
- Needed to re-emphasize rules at the beginning of each class, because they still speak in their mother tongue language. Speaking in their mother tongue language may cause bullying and outcasting.
- Recap previous lessons so that we can add more layers to it, and help them to remember better.
- Help them with their English language whenever possible.
- One voice, one facilitator. If two facilitators speaking at a time, the kids will be confused. Side note if one of the facilitators felt to need to remind. If one of the facilitators interrupts the main facilitator, the train of thought is lost.
- Use keywords such as 'Fill up the space EVENLY', etc.
- No favouritism.
What I learnt
This module allows each one of us to go through experiential learning through experimentation on real-life situations. We were given the space, the kids, the resources and time to experiment teaching drama in schools. And through this learning experience, I believe we are sharpened and refined as Educators in reflective practice. It is a difficult process, where head meets head, Iron meets fire and is sharpened, for us but we become stronger and polished. Through hands on work, we experiment and gather information about our work by recording it through video taping, capturing photos, taking down notes, etc. Then through this information that we gather, we analyse it, reflect by asking questions and renew or refine our strategies.
I like the way that we are in groups because I feel that I learn most in group work. Solo work is good but being in a group is different as it helps us to bond, be reliant about one another on information, able to research for more things and to learn about ourselves through others. We adapt to others and others adapt to us. We learn to give and receive. Osterman & Kottkamp (1993) stated that 'analysis occurring in a collaborative and cooperative environment is likely to lead to greater learning' (Pg 6), which I strongly agree because I may not see the downside or other weaknesses of myself.
Alot of planing is needed, Macro and Micro. Kempe & Nicholson (2001) talks about having a micro-teaching plan, which is very focused, that would help for us trainees. Kempe & Nicholson goes on to talk about there will be a 'diversity of approaches of learning' (pg 64), where students learn differently (Auditory, Verbal, Visual and Kinesthetic learners). 'Their different responses are supposed to illustrate their different levels of ability and achievement.' (Kempe & Nicholson, 2001, Pg 66)We have to come up with different approaches, which leads to differentiation by outcome, task and organization. In differentiation by outcome, some activities may find students realising their potentials but to others, they may be failing because the task is too difficult for them to complete. Then as facilitators, we need to ask to what extent and when will we come in to help them gain more learning and understanding?
More to be covered next reflection journal...
Bibliography
Osterman, K. & Kottkamp, R. (1993) Reflective Practice for Educators: Improving Schooling Through Professional Development. California: Corwin Press.
Kempe, A & Nicholson (2001) Learning to Teach Drama. London: Continuum.
Friday 31 August 2012
Sunday 26 August 2012
Reflection Journal 2 (24/8/12)
Today session was just a short discussion and sharing. Our group (Owen, Daniel, Ahmad, Joanne, Carmen, Amanda and Harvey) went to Juying Secondary School on the 23rd August to have our first session with the kids in school.
People Present at first session: 2T2 (Less than 25 people due to absentees), facilitators, Cheryl, Miss Angela, Mr Cheng and Discipline master
Overall
The lesson went well. 2T2 were amazingly compliant. They lined up in twos with their chairs before stepping into the music room. They were quiet when they need to but we could see they were really enjoying themselves with the games and activities. Some kids were enthusiastic (Shake, Eddy, Zan) but some were quiet especially the girls. There were obvious cliques in the class.
First, we set ground rules with them so that everyone is agreeable to those rules, which also applies to us facilitators. Not only we place the rules but the kids get to contribute rules too, which gives them responsibility or rather a stake in Drama class. We dealt with latecoming and calling people names. It is important that we set the rules and standards so that they know what we want. It sets the authority of us over them right from the start. That when things gets ugly, we mean businesss.
Ice Breaker games to introduce and get to know the class better. Played with them Fruit Bowl, clumping. The games were just nice and at a good pace (not rushing). It had just the right amount of intensity and pace. After that, we split into our rehearsal groups (4 groups, but now became 3 due to absentees), where each group will perform three different scripts.
Problems faced:
- Negative environment and mood. It might be a little too suppressed because 7 facilitators were there plus a discipline master and two other teachers. Kids may feel restricted to express themselves because they are 'threatened'. Learning may be limited.
- Eddy was ostracized in class. It is something we need to deal with when it comes to group work. However, we did include Eddy and gave him attention during games.
- Games were good in knowing them but we find that 6 weeks are too short to build rapport with them and get them to be use to us.
- short time to achieve such a big thing.
Aim VS Agenda
We discuss on what is aim and what is agenda. I feel that aim is a bigger achievement, probably at the end of the whole teaching experience in Juying Secondary. While Agenda may be the smaller goal or maybe objective of the day. Agenda has a list of pointers and are based on 'What we want or plan to do's, while Aim is a direction where we are headed to. Agenda helps to give directions to our aim, which is based on our teaching philosophies, beliefs, attitudes, etc.
Dealing with Bullying and the Outcast
Bullying and Outcasting is a big issue for the individual, whether victim or not. The victim may be traumatized by incidences that are hurtful and when the impact gets too heavy, it may become a lifetime scarring. In the bully's point of view, the bully may not feel the afflictions and feel that it is okay to do it. This is where we, as educators and facilitators, step in and stop things from becoming worse. What one needs is empathy and the understanding for one another. There must be a sense of awareness and sensitivity so that understanding, change of attitudes and, most importantly, love can take place. Osterman & Kottkamp (1993) stated that in order 'to achieve this perspective, individuals must come to an understanding of their own behavior; they must develop a conscious awareness of their own actions and effects and the ideas or theories-in-use that shape their action strategies' (pg 2). This comes with reflective practice through experiential learning, where they constantly reflect upon issues that they face.
Osterman & Kottkamp then goes on to explain this experiential learning cycle that is so true and effective in order to learn progressively. The individual must be able to stop, take a few steps back and examine the situation in another person's point of view. After analyzing and identifying the problems, the individual can then take in new ideas or form more effective strategies, thereby reconceptualising ideas and experimenting them again. This attitude of learning is what changes behaviors towards one another.
Another aspect of this learning is to have a positive and open view throughout the process of experiential learning. Being able to give as freely as they receive. Being able to be positive despite things not going the way it is expected to be. Being open to all ideas, beliefs, teachings and concepts. It not only broadens one's perspective, but it also changes our attitude towards things.
This could be achieved in Drama where alot of reflective thinking takes place, new ideas and concepts form, experimentation appears, lives are transform and bonds are build.
Things to Note
1. Sessions with Juying Sec would most likely stretch to 8 weeks or more, up to the performance on 25th Oct, Parents Day. We will NOT have a full day rehearsal on 22nd Oct.
2. After school sessions will begin immediately after class ends at 2.10pm-3.30pm. As there`s the concern that the students may need to have a break for lunch, Thursday group has decided to leave the initiative to the individual small group facilitators to bring their group to the canteen where they can have a quick snack.
3. Wednesday group will start with 2T1 next week with their in-curriculum hours being 10.50-11.55am.
4. Performance at Jurong Regional Library will be on 18th Oct, 7-8pm. Rehearsals will be 3.30-6pm. We need to check about dinner with Angela.
5. Sharing from Thursday group about some issues faced/raised:
a. Language-only English is to be spoken, no MT
b. Students who are singled out & discriminated against
c. Teachers who don`t participate and take pictures
d. To laugh WITH students, not laugh at them
e. Types of games-too high-energy level?
6. Reflective practice and the need for awareness as a facilitator
Bibliography
Osterman, K. & Kottkamp, R. (1993) Reflective Practice for Educators: Improving Schooling Through Professional Development. California: Corwin Press.
People Present at first session: 2T2 (Less than 25 people due to absentees), facilitators, Cheryl, Miss Angela, Mr Cheng and Discipline master
Overall
The lesson went well. 2T2 were amazingly compliant. They lined up in twos with their chairs before stepping into the music room. They were quiet when they need to but we could see they were really enjoying themselves with the games and activities. Some kids were enthusiastic (Shake, Eddy, Zan) but some were quiet especially the girls. There were obvious cliques in the class.
First, we set ground rules with them so that everyone is agreeable to those rules, which also applies to us facilitators. Not only we place the rules but the kids get to contribute rules too, which gives them responsibility or rather a stake in Drama class. We dealt with latecoming and calling people names. It is important that we set the rules and standards so that they know what we want. It sets the authority of us over them right from the start. That when things gets ugly, we mean businesss.
Ice Breaker games to introduce and get to know the class better. Played with them Fruit Bowl, clumping. The games were just nice and at a good pace (not rushing). It had just the right amount of intensity and pace. After that, we split into our rehearsal groups (4 groups, but now became 3 due to absentees), where each group will perform three different scripts.
Setting rules
Problems faced:
- Negative environment and mood. It might be a little too suppressed because 7 facilitators were there plus a discipline master and two other teachers. Kids may feel restricted to express themselves because they are 'threatened'. Learning may be limited.
- Eddy was ostracized in class. It is something we need to deal with when it comes to group work. However, we did include Eddy and gave him attention during games.
- Games were good in knowing them but we find that 6 weeks are too short to build rapport with them and get them to be use to us.
- short time to achieve such a big thing.
Aim VS Agenda
We discuss on what is aim and what is agenda. I feel that aim is a bigger achievement, probably at the end of the whole teaching experience in Juying Secondary. While Agenda may be the smaller goal or maybe objective of the day. Agenda has a list of pointers and are based on 'What we want or plan to do's, while Aim is a direction where we are headed to. Agenda helps to give directions to our aim, which is based on our teaching philosophies, beliefs, attitudes, etc.
Dealing with Bullying and the Outcast
Bullying and Outcasting is a big issue for the individual, whether victim or not. The victim may be traumatized by incidences that are hurtful and when the impact gets too heavy, it may become a lifetime scarring. In the bully's point of view, the bully may not feel the afflictions and feel that it is okay to do it. This is where we, as educators and facilitators, step in and stop things from becoming worse. What one needs is empathy and the understanding for one another. There must be a sense of awareness and sensitivity so that understanding, change of attitudes and, most importantly, love can take place. Osterman & Kottkamp (1993) stated that in order 'to achieve this perspective, individuals must come to an understanding of their own behavior; they must develop a conscious awareness of their own actions and effects and the ideas or theories-in-use that shape their action strategies' (pg 2). This comes with reflective practice through experiential learning, where they constantly reflect upon issues that they face.
Osterman & Kottkamp then goes on to explain this experiential learning cycle that is so true and effective in order to learn progressively. The individual must be able to stop, take a few steps back and examine the situation in another person's point of view. After analyzing and identifying the problems, the individual can then take in new ideas or form more effective strategies, thereby reconceptualising ideas and experimenting them again. This attitude of learning is what changes behaviors towards one another.
Another aspect of this learning is to have a positive and open view throughout the process of experiential learning. Being able to give as freely as they receive. Being able to be positive despite things not going the way it is expected to be. Being open to all ideas, beliefs, teachings and concepts. It not only broadens one's perspective, but it also changes our attitude towards things.
This could be achieved in Drama where alot of reflective thinking takes place, new ideas and concepts form, experimentation appears, lives are transform and bonds are build.
Things to Note
1. Sessions with Juying Sec would most likely stretch to 8 weeks or more, up to the performance on 25th Oct, Parents Day. We will NOT have a full day rehearsal on 22nd Oct.
2. After school sessions will begin immediately after class ends at 2.10pm-3.30pm. As there`s the concern that the students may need to have a break for lunch, Thursday group has decided to leave the initiative to the individual small group facilitators to bring their group to the canteen where they can have a quick snack.
3. Wednesday group will start with 2T1 next week with their in-curriculum hours being 10.50-11.55am.
4. Performance at Jurong Regional Library will be on 18th Oct, 7-8pm. Rehearsals will be 3.30-6pm. We need to check about dinner with Angela.
5. Sharing from Thursday group about some issues faced/raised:
a. Language-only English is to be spoken, no MT
b. Students who are singled out & discriminated against
c. Teachers who don`t participate and take pictures
d. To laugh WITH students, not laugh at them
e. Types of games-too high-energy level?
6. Reflective practice and the need for awareness as a facilitator
Bibliography
Osterman, K. & Kottkamp, R. (1993) Reflective Practice for Educators: Improving Schooling Through Professional Development. California: Corwin Press.
Sunday 19 August 2012
Reflection Journal 1 (17/8/12)
Today we did a lot of discussion on the project that Dr Jane has assigned us to Juying Secondary. Within 6 weeks we had to come up with a performance, which is possible with much effort put into it (provided if the students cooperate). The classes we deal with are from normal students but it does not really matter if they are the last few classes of the whole of sec twos. What matters is the heart to learn and a heart to create a passion in those kids to love drama and theatre. Every little thing we do has an impact on our students.
Theatre for the Young
What does this mean?
- A platform for them explore freely, think creatively and to imagine. Addresses Youth/ Social issues.
- Allows them to be spontaneous.
- Discovering Self.
- Interaction: Ensemble and audience
- Experimentation
- Build personal character (confidence, self-esteem, etc.)
- Self awareness
- A safe space
- Teambuilding skills, able to collaborate with each other and working towards the same goals. Builds trust between one another.
Problems that we will encounter in class
- Arguments, disagreements.
- Too much fun and therefore not taking it seriously.
- Attention Seekers in Class that may disrupt lessons.
- Absentees and lack of commitment.
- Insufficient time.
- Delinquents.
- Students who like to delay time.
Who are we? What are we?
Jane says its important that we think about these two questions so that we know our identity(s) when we walk into the classroom. How we see about ourselves bring out the character and essence of it because we believe and have faith of our identities.
"Now faith is the substance of things hoped for, the evidence of things not seen"(Heb.11:1)
When we hope for our students for the best outcome, we must also have faith in the identities that we decide to take on and then carry them out with confidence and passion.
So then am I a ...
Teacher?
Artist?
Pedagogist?
Therapist?
Actor?
Dramatist?
We could take on multiple roles. Some roles are used at different periods of time, so that students learn the most and is provided the best learning environment.
What is Pedagogy then?
To find a variety of teaching strategies that propels onwards or aids students in their course of their journey towards their goal(s). It could be a small impact, whether is it happening in the natural or supernatural, inside or outside, physical or mentally, visible or invisible realms.
Most importantly, Jane told us that there is one thing that we all need in our teaching and that is having empathy for the kids, not sympathy. Sympathy brings us down and will get us affected by pitied feelings, therefore we won't be able to help the kids. But empathy is make an effort to understand or at least try to understand our kids' situations, and from there help them to bring them out of their circumstances. And this kind of understanding needs love and compassion, accompanied with strength, for the kids. We should always see each and every kid's problems as something to crack or work with. Never see a kid a nuisance.
Theatre for the Young
What does this mean?
- A platform for them explore freely, think creatively and to imagine. Addresses Youth/ Social issues.
- Allows them to be spontaneous.
- Discovering Self.
- Interaction: Ensemble and audience
- Experimentation
- Build personal character (confidence, self-esteem, etc.)
- Self awareness
- A safe space
- Teambuilding skills, able to collaborate with each other and working towards the same goals. Builds trust between one another.
Problems that we will encounter in class
- Arguments, disagreements.
- Too much fun and therefore not taking it seriously.
- Attention Seekers in Class that may disrupt lessons.
- Absentees and lack of commitment.
- Insufficient time.
- Delinquents.
- Students who like to delay time.
Who are we? What are we?
Jane says its important that we think about these two questions so that we know our identity(s) when we walk into the classroom. How we see about ourselves bring out the character and essence of it because we believe and have faith of our identities.
"Now faith is the substance of things hoped for, the evidence of things not seen"(Heb.11:1)
When we hope for our students for the best outcome, we must also have faith in the identities that we decide to take on and then carry them out with confidence and passion.
So then am I a ...
Teacher?
Artist?
Pedagogist?
Therapist?
Actor?
Dramatist?
We could take on multiple roles. Some roles are used at different periods of time, so that students learn the most and is provided the best learning environment.
What is Pedagogy then?
To find a variety of teaching strategies that propels onwards or aids students in their course of their journey towards their goal(s). It could be a small impact, whether is it happening in the natural or supernatural, inside or outside, physical or mentally, visible or invisible realms.
Most importantly, Jane told us that there is one thing that we all need in our teaching and that is having empathy for the kids, not sympathy. Sympathy brings us down and will get us affected by pitied feelings, therefore we won't be able to help the kids. But empathy is make an effort to understand or at least try to understand our kids' situations, and from there help them to bring them out of their circumstances. And this kind of understanding needs love and compassion, accompanied with strength, for the kids. We should always see each and every kid's problems as something to crack or work with. Never see a kid a nuisance.
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