{"id":84,"date":"2022-01-07T16:09:26","date_gmt":"2022-01-07T16:09:26","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/?page_id=84"},"modified":"2022-01-07T16:09:30","modified_gmt":"2022-01-07T16:09:30","slug":"secondary-transcript","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/module-3\/secondary-transcript\/","title":{"rendered":"Secondary Transcript"},"content":{"rendered":"
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Module 3 Reflection: Secondary\u00a0Transcript<\/h1>\n

Situation: Classroom, 15 x 2-person tables laid out 3\u00d75, with chairs all facing the board. Teacher\u2019s desk is in the corner of the room by the board<\/em><\/p>\n

(<\/em>Teacher<\/em><\/strong>\u00a0is standing by the door. Enter pupils. They go to their desks while taking bags and jackets off and being a bit rowdy)<\/em><\/p>\n

Teacher<\/strong>:\u00a0(pointing to group of boys shouting and shoving at the front of the room)<\/em>\u00a0Boys! Stop mucking around and settle down! This is not a great way to start the lesson.<\/p>\n

Callum<\/strong>:\u00a0(Pointing to group of girls at the back grabbing a phone from each other)<\/em>\u00a0What about them?! Why you shouting at us when they\u2019re doing it too?<\/p>\n

Teacher<\/strong>: You caught my attention first Callum, I\u2019m just about to.\u00a0(Looking at group of girls)<\/em>\u00a0Girls, please?<\/p>\n

(The girls settle into their seats. Everybody is sitting down)<\/em><\/p>\n

Teacher<\/strong>: Right, today we\u2019re just continuing with what we started yesterday. Let\u2019s do a quick recap. We\u2019re looking at right-angled triangles. Who can remember the acronyms for the different functions?<\/p>\n

Stuart<\/strong>: SOH CAH TOA<\/p>\n

Teacher<\/strong>: Good! Do you remember what SOH stands for?<\/p>\n

Stuart<\/strong>: Sine is opposite over hypotenuse<\/p>\n

Teacher<\/strong>: Well remembered! Right let\u2019s look at this first question. Do you know what, we only went over this yesterday, do you fancy just giving it a go?<\/p>\n

Pupils<\/strong>:\u00a0(Some yes, some incoherent mumbling)<\/em><\/p>\n

Teacher<\/strong>: Great! Get your jotters out and work through the six on the board. If you complete them before I bring us back together, turn to page 150 in your text book and try a few more. Let me know if you need some help.<\/p>\n

(Pupils start to get jotter and pens out of bags.\u00a0<\/em>Callum<\/em><\/strong>\u00a0starts asking everyone around him for a pencil and then a sharpener)<\/em><\/p>\n

Teacher<\/strong>: Here Callum\u00a0(gives pencil and sharpener)<\/em><\/p>\n

Callum<\/strong>: Thanks\u00a0(goes to bin)<\/em><\/p>\n

Rachel<\/strong>:\u00a0(In a hushed voice to\u00a0<\/em>Sarah<\/em><\/strong>)<\/em>\u00a0I just don\u2019t get it. What\u2019s with the XY? When am I ever going to use this?<\/p>\n

Sarah<\/strong>:\u00a0(In a hushed voice to\u00a0<\/em>Rachel<\/em><\/strong>)<\/em>\u00a0Just try the first one and then I\u2019ll look at it for you.<\/p>\n

Teacher<\/strong>: Thank you to the girls at the back for getting into the work so quickly! Callum, come on, surely you\u2019ve finished sharpening the pencil by now? Hurry up!<\/p>\n

(Class are working,\u00a0<\/em>Rachel<\/em><\/strong>\u00a0is looking puzzled,\u00a0<\/em>Sarah<\/em><\/strong>\u00a0has a variety of different coloured pens laid out in front of her and is working,\u00a0<\/em>Anna<\/em><\/strong>\u00a0has the left half of her jotter held up and is on her phone which is sitting in the right half of her jotter,\u00a0<\/em>Rory\u00a0<\/em><\/strong>has his air pod in and is hovering his pen over the page without actually doing anything while bobbing to his music,\u00a0<\/em>Stuart<\/em><\/strong>\u00a0is working away,\u00a0<\/em>Callum<\/em><\/strong>\u00a0sits back down and starts annoying the person beside him by peering over his shoulder and talking in his ear)<\/em><\/p>\n

Teacher<\/strong>:\u00a0(Hushed to\u00a0<\/em>Callum<\/em><\/strong>)<\/em>\u00a0Callum, I know you\u2019re capable of doing some really good work, write down the first one and give it a go then I\u2019ll come back to check how you\u2019re doing.<\/p>\n

(<\/em>Teacher<\/em><\/strong>\u00a0is moving up and down the rows looking over people\u2019s shoulders)<\/em><\/p>\n

Teacher<\/strong>:\u00a0(To\u00a0<\/em>Sarah<\/em><\/strong>)<\/em>\u00a0Oh Sarah, I love your pens, makes your page so colourful<\/p>\n

Sarah<\/strong>:\u00a0(Grinning)<\/em>\u00a0Thanks!<\/p>\n

Teacher<\/strong>:\u00a0(To\u00a0<\/em>Rachel<\/em><\/strong>)<\/em>\u00a0Oh come on Rachel! Sarah\u2019s done three and you\u2019ve not done any! Stop staring into space, let\u2019s try get pen to paper!<\/p>\n

Sarah<\/strong>:\u00a0(To\u00a0<\/em>Rachel<\/em><\/strong>)<\/em>\u00a0You can use my pens if you like<\/p>\n

(<\/em>Rachel<\/em><\/strong>\u00a0picks up a pen)<\/em><\/p>\n

Teacher<\/strong>:\u00a0(To\u00a0<\/em>Stuart<\/em><\/strong>)<\/em>\u00a0I like the way you\u2019re showing your working there Stuart, I can see you have understood this \u2013\u00a0 can you work out what on your page is showing me you have understood it?<\/p>\n

Stuart<\/strong>: The way I\u2019ve broken down each stage of my working to work out the length?<\/p>\n

Teacher<\/strong>: Yes, excellent! \u00a0<\/p>\n

Stuart<\/strong>: Thanks!<\/p>\n

Teacher<\/strong>:\u00a0(To\u00a0<\/em>Callum<\/em><\/strong>)<\/em>\u00a0See Callum, I can see you have understood this, what do you think is telling me that?<\/p>\n

Callum<\/strong>: Because I\u2019ve written the equation and substituted in the right values?<\/p>\n

Teacher<\/strong>: Excellent! Try the next one now.<\/p>\n

Teacher<\/strong>:\u00a0(To\u00a0<\/em>Anna<\/em><\/strong>)<\/em>\u00a0Anna, put that phone away and get working on the tasks.<\/p>\n

(<\/em>Anna<\/em><\/strong>\u00a0glares, rolls her eyes and put the phone away)<\/em><\/p>\n

Teacher<\/strong>: Rory get that earphone out and start working!<\/p>\n

Rory<\/strong>: But this is a chune!<\/p>\n

(<\/em>Teacher<\/em><\/strong>\u00a0puts hands on hips and stares at\u00a0<\/em>Rory<\/em><\/strong>\u00a0with eyebrows raised)<\/em><\/p>\n

Rory<\/strong>: Fine\u2026\u00a0(Puts earphones away)<\/em><\/p>\n

Teacher<\/strong>:\u00a0(To\u00a0<\/em>Sarah<\/em><\/strong>)<\/em>\u00a0Ah! You\u2019re on the text book already? I can see you\u2019re working hard, great work Sarah.\u00a0(To\u00a0<\/em>Rachel<\/em><\/strong>)<\/em>\u00a0Right, where are we with the calculations\u2026 Oh, lovely colours in your book as well! Ok, your equations look beautiful, however this one\u2019s wrong as you\u2019ve copied it down wrong, have a look back at it and give it another go.<\/p>\n

(Goes back to\u00a0<\/em>Callum<\/em><\/strong>)<\/em><\/p>\n

Teacher<\/strong>: Callum, really pleased to see that you\u2019re showing your work, keep going!<\/p>\n

(<\/em>Anna<\/em><\/strong>\u00a0has her phone back out,\u00a0<\/em>Rory<\/em><\/strong>\u00a0is working but listening to music)<\/em><\/p>\n

Teacher<\/strong>: Anna, put the phone away. I know you find this difficult and you\u2019re struggling, show me that you can do these three by the end of the period.<\/p>\n

(Turning to\u00a0<\/em>Rory<\/em><\/strong>)<\/em><\/p>\n

Teacher<\/strong>: Rory, I told you to take your earphones out!<\/p>\n

Rory<\/strong>: But I\u2019m doing it.<\/p>\n

Teacher<\/strong>: I\u2019m really pleased to see that you\u2019re doing the work but I asked you not to have your earphones in! I can\u2019t have one rule for you and not for everyone else. So let\u2019s put the earphones away!<\/p>\n

(<\/em>Rory<\/em><\/strong>\u00a0puts the earphones away)<\/em><\/p>\n

Teacher<\/strong>:\u00a0(To\u00a0<\/em>Callum<\/em><\/strong>)<\/em>\u00a0You\u2019re on the sixth one already! See Callum, when you focus on the problems you\u2019re able to work through them in a really methodical way. If you behaved more consistently you might show yourself to be really good at maths!<\/p>\n

Referring back to what you read in the introduction, can you spot any patterns in the way that the teacher is providing feedback by gender?<\/strong><\/em><\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"

Module 3 Reflection: Secondary\u00a0Transcript Situation: Classroom, 15 x 2-person tables laid out 3\u00d75, with chairs all facing the board. Teacher\u2019s desk is in the corner of the room by the board (Teacher\u00a0is standing by the door. Enter pupils. They go to their desks while taking bags and jackets off and being a bit rowdy) Teacher:\u00a0(pointing …<\/p>\n","protected":false},"author":71166,"featured_media":0,"parent":21,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-84","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages\/84","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/users\/71166"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/comments?post=84"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages\/84\/revisions"}],"predecessor-version":[{"id":85,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages\/84\/revisions\/85"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages\/21"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/media?parent=84"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}