Today in Situated Communication we had the chance to perform part of the story for our assessment to a group of our peers. I was so nervous for this as I was scared I would forget my story. After telling my story I now know what I need to work on after receiving feedback from my peers.
Also, we went through a couple of scenarios of situations that may arise on placement or when we are teachers and how to deal with them. It was good to hear other people’s experiences on placement and how it compared to my experience.
A class teacher from North Lanarkshire came in to talk to us about how he uses blogs with the children in his class to display their targets, school work and achievements. He also showed us how to insert audio files and images into our blogs.
In my den building group there was no formal leader chosen. My teammate played a leader type role in which she organised us in what we to do and our strategies in the building process. I feel that it worked quite well as it got us all working together pretty quickly and everyone contributing ideas. As silly as it sounds, my height was the most challenging thing about this task as we chose a high up place to put the base of our ceiling and that meant I couldn’t give much help to that aspect of the building.
The group that explained their den to us were very clear about the process in which they constructed their design. They took us through each step and gave reasons for their decisions.
Being outside and in an open and noisy environment made us communicate louder to make sure everyone could hear. Also we communicated in a short and efficient way as there were many destractions outside. In an outside environment it might be good to gather the group you are with around you in a tighter more closed space.
Our group tried to negotiate a short pole for a piece of material that was bigger than the one we had for our roof. This did not go to plan as no one wanted our pole and were trying to steal a team member instead. The challenging thing about it was that no one was willing to give up what they already had.
This blogpost will review the Finding Out About Others: A Skill of Questioning (Hargie, 2011).
I found the main aim and purpose of the chapter was to discuss the different purposes of questioning and how it can be used in the classroom with children to guide their learning.
The main themes of the chapter would be defining what a question is, the different types of questions (of which there are many) and the different aspects of questioning.
One claim that I found in the text was that Information seeking is a natural human activity that is vital to learning, decision making and problem solving.
An argument that I found quite interesting is Rudyard Kipling’s question classification of What, When, How, Where and When. This approach to questioning can reflect the answer that the questioner is wanting to hear rather than how they present the question itself.
One point that I disagree with in this chapter is the aspect of persistent probing. This way can make a child feel pressured, uncomfortable and unlikey to answer the question that is originally being asked.
Hargie, O. (2011) SkilledInterpersonal Communication: Research, Theory and Practice.5th ed. London: Routledge.