VIGNETTES SERIES TWO – Vignettes 8 – 10

VIGNETTE 8 ORAL QUIZZES

Nothing beats good old fashioned quizzes as engaging time fillers. Quizzes also have relevance to general knowledge and understanding. They can be related to subjects being studied, to skills development and to general knowledge – to name but a few options. One of the best topics has to do ‘the world around’ in terms of constructs within the local environment. Topics that come to mind within this genre include:

1. School Source

* Features in and around the school and its grounds.

* Identification of teachers who are teaching in particular units or rooms; call it ‘location, location’.

* Roles filled by people within the school. “Who is our principal? Who is our Janitor? Who is our canteen manageress?” and similar questions.

* For older students, chronological recall of who has been in the school and their capacities in times past.

* Historical events embracing the school including anniversaries. (It may be that a quiz of this nature is given ‘on notice’ allowing students a day or a few days to visit the historical archive of the school in the library/resource centre to study material from which questions may be drawn.

* Quiz material is embedded within literature and can be part of the study relating to science, SOCE, mathematics, music and other school subjects.

2. Community Context

* ‘ What’s where’ and similar questions relating to the local shopping centre or a nearby major shopping complex.

* Questions about road names, parks, sporting facilities, churches, natural or man-made landmarks, street names, bus routes and so on that apply to the location or suburb.

3. Territory Context

In similar vein, questions about the Territory or State in terms of landmarks, topographical features, tourist destinations, notary public people, parliamentary make-up, mining, agricultural pursuits, industries, parliamentary details and do on can be source material for quizzes. There can be a link to local and extended excursions with students being made aware of the fact that quizzing will be part of the follow-up program.

4. Australian Context

Included might be questions about federal parliament, names of State and Territory capitals, features of major cities (i.e. Sydney’s ‘coat hanger’ and opera house), methods of travel to reach these places, attractions within cities, states and territories, weather and climate, celebrations (i.e. Australia Day, Anzac Day),sporting events (i.e. Sydney-Hobart Yacht Race, football codes, Territory players in Australian sporting teams), topographical features, naturally occurring phenomena (i.e. droughts, floods, bush-fires,weather disturbances), and so on. The list of source material is endless.

5. Process

The important thing is to construct quizzes according to the age, background and comprehension of students. However, quizzes which start within the confidence zone of known and understood issues can extend to enable children to explore, through quizzing, areas of new knowledge and understanding.

It seems that there is a surprising lack of general knowledge these days. Many adults let alone children have no grasp of what might be termed ‘general knowledge. Quizzing is one way of helping to develop this base of understanding.

When conducting quizzes between groups, watch that the exercise does not become a ‘free-for-all’ with children, having no consideration for others, calling out answers in loud, drowning tones. It has to be ‘hands up’ or a variation of that methodology. With arms, avoid the distraction that goes with frantically waving extensions. Still, rather than wildly gesturing arms should be acknowledged. Set the protocol ground rules before commencing the exercise.

6. Quiz examples

I will include a couple of examples of quiz construction in this vignette. However, quiz questions can be pulled straight from one’s head. Groups within the class can play in competition with each other. The context may be a ‘girls versus boys’ approach or any other arrangement that comes to mind. If as sometimes happens, a teacher has to take temporary responsibility for another class, it may be that the quiz is between the two classes, or a number of children selected as representatives from each class.

7. Variations

There are lots of variations to traditional oral quizzes that can be stimulating, engaging and exciting. I may write of these in the future.

Happy quizzing

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VIGNETTE 9 CELEBRATIONS

There is so much required of teachers, school leaders and schools that it can be hard at times to lift our heads above the parapet and smell the roses. There never ever seems to be enough time in the day, week, term or semester to complete all that needs doing. Young or old, new or experienced, teachers tend to be tired and exhausted. Added to that is the frustration of seemingly never ever completing all the tasks that need to be undertaken. The more one does, the more there seems left to do.

This can settle an air of despondency upon schools, taking from the positive atmosphere that should embrace our centres of teaching and learning. It manifests in there being less smiling between people, with lightness of spirit being absent. It can also happen that anxiety and academic focus reduces the quality of empathetic care which should be part of the school.

There are challenges about teaching but the work we do is not only essential; it should also be rewarding. Part of that joy comes from celebrating the accomplishments of students within individual classes and throughout the whole school.

Individual Student and Class Level Celebrations

* Offering recognitions for subject accomplishment by individuals, groups and the whole class. This might include notes on work, project sheets and so on. Stickers from both teacher and Principal reinforce pride children feel in tasks that are well done.

* Recognising efforts of children in extra-curricular activities (i.e. sport).

* Celebrating birthdays.

* Culmination of units of study by having a rounding activity (i.e. presentation) to which parents of children are invited.

* Reflecting positively within class the success of assembly items presented to the whole school.

* Celebrating the success of class ventures, for instance the growing of vegetables, the planting of a special tree, success in earning the school conduct or behaviour or class cleanliness award presented weekly or periodically by the unit leader or school principal.

* Placing stories of individual accomplishment or class success in the school newsletter onto the class link to the school’s website.

* Arranging through the school’s leadership team for media coverage of a quality presentation, practical project outcome, excursion success or similar.

* Arranging visits by parents to class to share the learning of children with them.

* Notes of congratulation about individual student success and accomplishment to parents. This is outside the formal reporting process.

* A personalising touch is to ask the school principal to consider writing notes of congratulation to students or classes who have cause to celebrate successful outcomes

Nothing succeeds like success. To recognise and reward student effort helps cement within children a keen desire to keep doing their very best. Tp appreciate and praise genuine effort and quality outcome is an invaluable intrinsic motivating strategy.

Celebrations at School Level

There is much that can be done to celebrate success at the whole school level. Success is a quality that can help bind the school community with a sense of togetherness which is both precious and scarce. Preoccupation with obligatory tasks and bending in response to system demands can mean that success and celebrations are overlooked. There is just no time to stop and rejoice together in accomplishments; but there should be!

Some suggestions for commemorating special outcomes and events follow.

* Consider having plaques created to mark areas of significance around the school yard that recognise people who have contributed. If the school has a caretaker, a plaque that personalises their abode is an example. Should someone create or donate a lovely garden area, an appreciative plaque naming the garden in their honour might be considered. If someone has been connected with the school for a long time, an honorary plaque or similar might mark their contribution.

* Honour boards to commemorate academic accomplishment, citizenship, musical prowess, house success into perpetuity in competitions and similar, are wonderful markers of school history. Students, growing into adults, will come back years later to revisit their successes marked on honour boards. Organisations and past school associates are often happy to sponsor the cost of boards and their annual engraving.

* Whole of school photographs taken annually and placed on walls for all to see, are wonderfully recall school history and participation of students. Present students like to visit the area where photos are mounted to see themselves as they pass up the grades and through the years. Secondary school students enjoy revisiting their primary school, to ‘remember’ themselves as they were. Years on, adults share a similar joy in viewing their past and remember the times of their childhood. Photos are great mementos.

Similarly, photos of staff and student representative councillors over the years bring with them positive reflections of past remembrances. These mementos live on for years, enabling schools to revisit their history. If schools ‘build on traditions’ this is a way of showing those who have involved with the school over time to the present day.

* Hold regular whole school assemblies which allow classes to share items with other classes, parents and invited persons.

* Over the years, school students as individuals and teams representing the school win trophies which are held by the school. Some schools choose to put trophies in boxes or cabinets to gather dust. Others have display cabinets which let visitors know about success in sport, arts and cultural events and in other activities. To have cups, shields and other artefacts on display sets an example to current students. It also sends a positive message to parents who come to enrol students.

* Celebrate school anniversaries. Holding school community events to celebrate schools turning 10, 15, 21, 30, 40 or 50 years of age makes an indelible imprint on present and past students. Anniversaries bring the school and community ‘together as one’.

* The completion and opening of new facilities is a great reason to celebrate the school. Upgrading the event to event filled gala day status can add to the specialness of the occasion. Media might be invited to attend and a print supplement in the local newspaper is possible. The striking of commemorative plaques to be permanently displayed adds an enduring touch.

* Media plays an important part in displaying schools. Using media to sell good news stories emanating from its students, classes and the organisation as a whole
affords a sense of pride in attainments. To share outcomes through media, print, TV or radio was something that I found stood schools and community in good stead.

Advising media of upcoming events, therefore using it promotionally is a good way of getting the message out. That goes a long way toward ensuring success through attendance.

* An extension of media, is to organise for the inclusion of supplements celebrating school anniversaries in local newspapers. These days supplements do not come cheaply, but can be underwritten by sponsors who carry congratulatory advertisements within the insert.

* Holding special assemblies for the presentation of key awards is a great school celebrating strategy. University of New South Wales certificate earners in Maths, Language, Computer Studies, Science and other subjects can be presented to those earning credits, distinction and high distinction awards in front of the whole school. It is a great idea to invite parents and relations of students to share in this celebration. A media story is possible.

* Holding an end of year awards presentation day or evening is a great way of culminating the school year. This can go down and include all primary school children from Transition upwards. Awards might recognise academic outcomes, effort and citizenship at each class level. Then the idea of primary awards for star students and stand-out seniors might be a part of the priogram. Having presenters of awards include key community members can add to the flavour of the evening.

Some schools ask that people or businesses within the community sponsor awards which they are invited to present during the awards program. The event is a great way of celebrating the year that is drawing to a close. It also builds anticipation toward a return to school after the long holiday break.

* A school yearbook, in print, on DVD format or available in both formats, offers an indelible memory of the year that has been. Yearbooks are great mementos. Again, costs can be defrayed through the offer of sponsorship opportunities to local families, businesses and notary public persons.

* Publicly recognising staff for contributions offered, awards received and so on is a way of offering intrinsic appreciation for enterprise and copmmitment. Quality staff members add great blessing to their schools. To show appreciation is a reciprocal action.

* Inviting key departmental personnel, notary publics and others to visit helps make the school known beyond its boundary fences. Having senior students accompany visitors around the school adds to the occasion for visitors value the chance to appreciate schools through the eyes and interpretation of students. This helps reinforce the fact that ‘schools are for students’.

Conclusion

The suggestions contained in this vignette are suggestions. There are many bother ways of celebrating and I have included only a selection. It is important that celebration is part of the school psyche. That is a way of building spirit and developing positive school atmosphere.
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VIGNETTE 10 APOLOGISE

One of the sticking points about life and relationships both personal and professional, is to insist that ‘your’ viewpoint is the right viewpoint. To offer and incorrect statement or recommend an action that proves to be wrong is reluctantly followed by an apology.

Within school contexts, this can have atmosphere destroying and suspicion arousing outcomes.

For teachers, it can be all too easy to make mistakes. It may be the incorrect spelling of a word, the misunderstanding of roles played by children in some dispute, or getting it wrong when it comes to a particular fact being correct or incorrect. In these instances and others, to apologise to students for a mistake or misunderstanding is important. It models a correct social attitude to children and also earns respect from children. The following examples illustrate my point.

1. Incorrect Instructions

On occasions, incorrect instructions might be given to students who are asked to complete an assignment or other piece of work. When the mistake is realised, or when it is pointed out by students or parents, an apology and correction earns respect. To discount the error is quite the reverse. If students complete work tasks based on instructional error, acceptance of the assignment rather than requiring resubmission is the better course of action.

2. Forgetting an event

The lives of teachers, classes and schools is both crowded and busy. In that context, upcoming events which require preparation, parental permission, the wearing of special clothing (i.e. swimming, costumes for an item being presented) or the need extra food because the class is going on an excursion can be forgotten. Sometimes it is too late to correct the matter so children miss out on the event or the excursion. Apologise for your mistake; don’t try to brush it over.

3. Failing to keep appointments

Appointments are made to be kept. Perchance you are not able to keep an appointment, for instance with a parent or student, make contact and apologise. Set up an alternative date and time.

4. Misjudgement

If misjudging a matter, apologise for the mistake. It can be easy to misjudge a situation involving student discipline, work completion and so on. If this happens and the mistake is yours. say so and apologise.

Teachers are models. This includes in behaviour and attitude. If something you do is wrong, say so, apologise and move on. That will be good modelling and leading by example. Apologising as necessary is part of role modelling.

Henry Gray

4 thoughts on “VIGNETTES SERIES TWO – Vignettes 8 – 10

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