‘QUIZZING’ THE NEIGHBOURHOOD SETTING

this follows on from earlier vignettes on quizzes for children in classes.

Too often, children are insufficiently aware of their immediate, local environment. They can be in the classroom and not know who is next door in the adjacent module, who the teachers are, and so on.

I’ve spoken elsewhere about the importance and the use of quizzes. They can be constructive in a very stimulating manner.

The quizzing model can be extended to create an awareness of the whole school environment, particularly on the part of younger students. This might include sections of the school, functions of particular staff members, aspects of school history, particular school emphases and so on.

Many of our schools are situated not far from nearby shopping centres. For children a little older, incorporating what is connected with shopping centres nearby into the quizzing model can extend awareness and understanding. But too frequently, nobody knows anything about immediate and not-too-distant environments. It’s as if they are wrapped in some personal bubble from which they never emerge. Broadening the base of understanding and extending the comprehension to include these awarenesses is an essential cognitive tool.

Beyond people and places (or places the people), matters about bus routes, names and highlights of suburbs, sporting venues, and associated sporting activities can be included. Then, of course, there are Notary Public, government figures, and the incorporation of local organisations (emergency services, police, medical) that can be included.

The content field for quizzing and paralleling formal studies is wide open! Using the local environment can be an essential part of learning for students. It also helps teachers preparing these activities be more aware than they otherwise might have been.