Observation plays a vital role in developing a safe space for teaching and learning to happen. While on my practice I was made to observe various aspects of children in various contexts, i.e. classrooms, lunch time, transition time, playgrounds etc. Behaviors and attitudes of each child vary at each level, in different spaces and for different children. As facilitators we should be cognizant of what all changes does a child go through in his/ her stages of development. Most often we are engulfed by the pressure of completing the administrative tasks and the aspect of observing a child or a class and its needs takes a backseat. I was able to feel the nerve of the class when I got to participate with the class like a silent yet active observer. Collecting detailed information on each student and their behavior traits was a fascinating task. This eventually led me to select a particular child on whom I created a profile. Observing this particular child, whom I have chosen to name A for our purposes, was a herculean task. Initially A showed no signs of interaction or participation which led me to confusion yet intriguing me further. It also helped me in reviewing my techniques of observation as well. A’s non participation compelled me to participate more and to move closer to his desks. I had to mend my ways of engaging in conversation with A among other things. The information I gathered on A helped me at the time when I had to take up the task of teaching the class. Needless to say, I was surprised when A started participating more in classroom discussions.
I observed what kind of topics captured students more than others. The interactions between boys and girls helped me to form groups where gender neutrality could be catered to. The body language of students in the classroom and keeping a track of the changes in the same throughout the day helped me gauge the extent to which my lesson plans would work or not and I modified my class activities accordingly. A facilitator has to be a Flaneur! One of the tasks for us was to interview adolescents to understand their attitudes and behaviors. I chose to speak to two of the students of my practice class .
(a)Excerpt of student T’s interview I chose to speak to two boys and a girl. After explaining to them what the project entails and that Following is the excerpt from ‘T’’s interview: Me: How do you describe yourself? T: I am a boy who likes sports, reading and am easy-go-lucky. Me: What is friendship according to you? T: Friendship is important. Friends are important. We share secrets. What I can’t tell my parents I tell my friends. Me: Do you and your friends take any kind of risk? What are they? T: (reluctant to answer) uhmmm..well no we don’t. Me: Do you have any conflict with parents? T: No I don’t. (Thinks for a while) Actually, yes sometimes. Me: What is the conflict usually on? T: It is usually on thinks that I want to do and they don’t want me to venture in. But they do have point at times. Problem is they are not ready to listen to me. But then we negotiate. Me: Who resolves the conflict first? T: We negotiate. So both the parties agree on few things. (b)Excerpt of student B’s interview Me: How do you describe yourself? B: I am a fun loving girl who likes to sing and dance. I love to write and read books. Me: What does friendship mean to you? B: Friendship means a lot to me. There are secrets I share with my friends and not my parents. We laugh together and spend a lot of time in school. We also learn a lot from each other. Me: Do you have conflict with parents? B: Ya. Sometimes I do. But I obey them most of the times. Me: So, what are the reasons for your conflicts with parents? B: It is usually on whether to attend a party at a friend’s place or not. Me: So, who resolves the conflict? B: We try and discuss most of the times. Sometimes they are right and sometimes I wish they hear me more. But they always have a point.
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some samples of work done with students during practice
Brainstorming on designing and asking Using Systems Thinking for Domestic Background building for the new
good questions Violence expedition 'Be the Change'
good questions Violence expedition 'Be the Change'