Speaking and Listening 18/11

I found today's session enjoyable and very useful, particularly as my own speaking and listening skills need improving.

1) Firstly, I have made a note of the activities and will add a more detailed description. In A-level drama lessons I remember wondering whether or not to take down the various techniques used by our tutor – I didn't, and have regretted it on countless occasions since. Ideally I'd like a catalogue of drama activities to draw on in the classroom, and today has certainly helped on that front.
The second point I hope to remember is how the atmosphere of our class made the activities successful. Everyone readily took part – increasing the enjoyment and the effectiveness of the session. I think this was possible, for example, due to the open nature of the sessions, or the work-sharing on the forums, and this is the kind of open, enthusiastic atmosphere I would hope to teach in.
Once again, I noted the value of preparation. I didn't take the time to fully absorb the rules of The Auction Game, and I imagined every slight mistake I made in describing the game being ten times more confusing and problematic in a classroom.
The activities themselves also threw up some interesting points. Being asked questions while trying to read Of Mice and Men seemed quite transferable to a classroom situation, as did trying to think of questions to distract Amanda when it was her turn to read. So I will use that to try and not become too absorbed in one event, or in one way of doing something – but to be ready to be flexible.
Finally, it was helpful to reinforce the fact that different people prefer different methods of learning during the Alice in Wonderland activity.

2) I enjoyed all the activities – and found it an exciting change to be out of my seat and learning more actively. It was also very useful to see where I need to improve, particularly during The Auction Game. I also felt slightly lost at one stage during the Street Party activity, it took me a while to interpret the picture and transfer what was there to an improvised drama character.

3) These things always seem to work best when you have blind faith in what you are being told to do and just go for it. For example the “What are you Doing?” role play was potentially quite humiliating, but it's better to be humiliated as a class than individually – and to be prepared to take that risk the class needs to have the right atmosphere.

4) We certainly experienced a variety of speaking and listening activities today, and the Alice in Wonderland activity seemed particularly good for reflection on listening at least. I think a few of us automatically reflected on the 2nd and 3rd activities (“How how are are you you” and the reading whilst being questioned one), perhaps because they were both surprisingly difficult and had an obvious effect on communication. I definitely noted the value of speaking and listening as an end in itself, for example having to listen out for Kay's voice amongst everyone else's during the robot game; or observing what was and what wasn't effective when trying to get to the bottom of Liane's £50 routine. As for S&L as a means of learning, I found Alice in Wonderland the most useful – particularly when sharing my thoughts with others in the class.
The activities 'hit' some of the objectives of the Primary Framework – for example the £50 game sits perfectly with the Speaking directive for Y6 - “Use a range of oral techniques to present persuasive arguments and engaging narratives”. I think this concept of persuasion is important, and could be taken further, taking into consideration another of the bullet points: “Analyse and evaluate how speakers present points effectively through use of language and gesture”. Pupils could be asked to think in pairs of something that they feel really strongly about, it could be anything, and then they could construct an argument or mini-presentation to persuade the rest of the class that they are right to feel that way. Meanwhile, the class would make note of the effective and ineffective parts of the presentation. I think this is important as it is often difficult to realise how you are coming across, and an awareness of this can develop persuasive skills in the presenters, and also listening and observing skills in the audience.

I'm so surprised that the sound of my voice didn't send you to sleep!!
It was hard for me to concentrate on what directions to give you without making you walk into the chairs! Combination of other peoples voices, the need to get it right, remembering my left from right and giving clear instructions. I agree, it is essential that we take time to consider how we sound to others and the presentations are a good way of testing this!

I agree the speaking and listening session gave so many creative lesson ideas!