This week was the first school visit at Outdoor School. Around 60 children, from grades 6-8 (ages 12-14), from Julia De Burgos Elementary School in South Philadelphia visited OS for 3 days.
This week allowed me to;
- improve my knowledge of environmental education
- learn how to teach lessons outdoors effectively
- learn new team building activities
- learn new behaviour management strategies and attention grabbers, a
- learn brain break activities
- learn new songs, skits and games (SPR 1.2).
Behaviour Management Strategies (SPR 3.2)
Within the first few minutes of the children arriving, I had already learnt a new behaviour management strategy. To get the children’s attention, one of the TN’s used “if you can hear me clap once (clap), if you can hear me clap 2 times (clap, clap)”. The children responded it straight away and it was extremely effective throughout the 3 days which the children were at Outdoor School. However, if the children would not listen after the 2 claps, the TN would continue this on until the children would listen, for example up to 5 claps. This is one behaviour management strategy which I am definitely going to take back home, and use in the classroom in the future (SPR 2.3).
The TN’s also tried to use the behaviour management strategy of putting their hand up, and waiting for the children to copy them and listen. In contrast to the previous method however, this one was not as successful. The children would not copy the TN and would not remain quiet. I think this was because it was not loud enough when outside to attract the children’s attention, especially when the children were distracted or deep in conversation. Consequently, there would be a lot of waiting about for the children to be quiet, taking away time for activities and fun games. Therefore, I noticed that this would not be an effective method of behaviour management to use when learning outdoors, and I now know not to use this (SPR 3.2).
Medwell and Simpson (2008) highlight the importance and necessity of attention grabbers. They explain that ensuring you have a strategy to attract the attention of the whole class (or all of the children visiting Outdoor School) when need be, is extremely important. Therefore, these attention grabbers which I have used at Outdoor School, are ones which I can take back to the classroom.
Group Challenges – Team Building Activities
A large period of time on the first day of the week was dedicated to group challenges, which allowed the children to improve their team building, communication and leadership skills. Allowing the children to work as part of a team, is also essential in developing social and language skills as the children can support, challenge and extend their learning together (Wegerif and Dawes, 2004).
Each TN led a differ group challenge, including; the wall, acid river, whale watch, one fish two fish and the trolleys. Although these group challenges were all different, they all involved the same skills. Furthermore, although I was observing, it was important for me to help the children but not to influence their ideas. Instead, I took a step back and let them think for themselves and work together as a group.
It was really interesting to see the children develop their skills as we progressed through the challenges. At the start, most children were either shy and did not want to voice their opinion, or the same person would take leadership and not ask the others what they thought. As we moved through the challenges however, I began to see children who were once shy, now confident in taking the lead. Moreover, some of the children who always wanted to take charge at the start, would not wait and listen to their peers first before they started the task. These changes were evident within only 2 hours, therefore, if children were to do these activities often, there would be a significant increase in their confidence, leadership, team building and communication skills. Additionally, these are all group challenges which I would feel comfortable leading in weeks to come, as well as ones which I could take home and use in my future profession (SPR 3.1).
Brain Break Activities
The TN’s would use a lot of brain break activities, and time fillers to get the children’s attention, boost their morale and get them excited and interested in what’s to come.
My favourite, and the children’s favourite, brain break activity was ‘Nibble-T-Bibble’; a variation of ‘Simon Says’. The attached image explains how the game is played.
The game was extremely successful in improving the children’s morale when they were becoming tired and/or disengaged. Furthermore, it also improves concentration skills, listening skills and critical thinking skills. To be successful in the game, the children must not focus on the person in charge of the orders, but instead listen to what they are saying. Moreover, they must also concentrate, as the game is extremely fast paced and if they do not concentrate fully, they will be put out the game.
The game is extremely easy to understand and requires no equipment, and would therefore be easy to use in the classroom (SPR 3.2).
Environmental Education and Option Time Activities
Another key part of the week was the environmental education lessons (SPR 2.1). On Tuesday, I observed each of the lessons; animals*, archaeology, Pennypack farm* and survival*.
It was interesting for me to observe the lessons, as each TN had a different teaching style, but each worked well in their own way. Furthermore, observing the lessons allowed me to understand what information is important to teach to the children, and what the best ways are to do so (SPR 3.1). Each lesson also put the information which I have been trying to learn into context, and also allowed me to learn new information from my fellow TN’s.
Therefore, after watching each lesson, I believe that in time I could teach these lessons confidently. However, for my first lesson, I think it is best if I co-teach with a fellow TN. This would allow me fall back onto my fellow TN if need be and also bounce ideas back and forth from each other. This would also allow me to improve my confidence before I begin teaching individually to ensure that I am competent enough. Then, I will move onto teaching a lesson individually when I feel ready (SPR 2.2).
Furthermore, this week I also learnt the activities which the children do at option time at OS. Some of these activities include; fishing, nature hike, friendship bracelet making and Dr dodgeball. Children can also choose to continue any of the environmental education lessons from the previous day. I observed and helped out at these option time activities so that I know how to carry them out and lead them next time a school visits. Therefore, I should be confident enough to lead the children in a variety of activities at option time (SPR 2.2).
Overall, this week has taught me many important skills and knowledge, which will continue to develop as this placement continues (SPR 1.2). Furthermore, these are skills and knowledge which I can not only put in place throughout this placement, but which I can also use in my future profession (SPR 1.4). For example, I can take the behaviour management strategies, attention grabbers, brain break activities and group challenge activities, and use these in a Scottish primary school.
***To read any of the lesson plans/overviews for these lessons, please visit the attached links;
References
Medwell, J. and Simpson, F. (2008). Successful Teaching Placement in Scotland: Primary and Early Years. 1st ed. Sage Publications, pp.14-15.
Wegerif, R. and Dawes, L. (2004). Thinking and learning with ICT. 1st ed. London: RoutledgeFalmer.
