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Teaching:
I was in awe at how Miss Moffat very rarely had to raise her voice.I am sure she was communicating telepathically with the children. It was a big class, full of all different abilities, plenty of factors that could make a classroom difficult to handle. Before we started teaching I asked Miss Moffat what her secret was. She told me no matter what circumstance the child is in, I need to remember children don’t have a long attention span. After that I did notice she rarely spent more than 15 minutes on an exercise. From my two weeks I learned keeping the children occupied might be difficult, I still wasn’t 100% sure what I expected, but one thing that gave me comfort was that I can be as organised as possible then keep my fingers crossed that nothing goes wrong. So that was my tactic. I was expecting a roller coaster, after all within the space of 5 minutes, one girl called me beautiful and the next called me a “b**ch”.
To make sure everything was organised before we started taking workshops, we made a launch document. We gave this to the school and liaised with Sarah the deputy .By the time it came to our first week taking a class we had provided the launch document and photograph permission slips.
Workshops:
After our two weeks we all concluded that we would all set the same outcomes for each class but how we achieve those outcomes would be different and catered to each class's ability. The 4 outcomes we wanted where
Character Profile.
Invention drawings.
Cardboard building prototypes.
Invention prototypes.
Following Miss Moffats advice about keeping the children occupied I decided I'd split up my hour into 15 minute exercises, I also knew from talking to my mom that children like routine so I wanted to added routine to my workshops. I now had to figure out how to make a workshop routine while also keeping the teaching content dynamic plus attempting to cater to every child ability. This, "children having a short attention span" thing was going to be a challenge.
Ta-Dah, this was my solution! My class plan every week would follow a generic routine. Which included:
Explaining our extensive outcome.
Doing a group exercise.
Showing examples of design/equipment anything invention orientated.
Story-time. A short story about an inventor and the inventing world.
Workshop 1, Character Profiles:
Moral of workshop: Children learn about being an empathetic inventor, and how to inventor for others.
Reflection:
I was over the moon with this class, everything went perfectly by the minute and the children were angels. Their enthusiasm was delightful. I was gladly surprised at how well they understood the concept and challenge we set for them.
We had a great mix of characters from mermaids to mums, there was everything. I was even surprised when one child already knowing the story about how the modern day postal system was invented! I recommended the podcast I heard the story from to him.
Workshop 2, Inventions Drawings:
Moral of workshop: This week we introduced the themes. Mine was Europe and I wanted the children to think outside of the box and attempt to avoid stereotypical European things. Therefore I tried to expose them to all different aspects of European culture.
Reflection:
I was nervous about this class, I think there is a fine line between influencing children ideas compared to exposing the children to ideas. I wanted to aid their imagination not limit it to a typical perception of certain countries and cultures. My main concern is that I’d show them photos of the leaning tower of Pisa and they then invent 20 “Un-leaning tower” robots. With that all in mind I think the class went brilliantly.
The children all had unique ideas, ideas that still fitted into the challenge we set but yet still showed their personality. One child loves machinery and has a flare for precision, he is a wee engineer. He invented a tomato throwing machine and drone for the Las Tomatoes festival that happens every year in Spain. It's his drawing and invention, but I felt very proud because it was the exact outcome I wanted. He put his personality into it, he understood the brief and made a wonderfully wacky design.
Once thing I struggled with is when I asked the class questions, it was always the same children answering, I like to figure out how to engage more children, and give the children that are quieter a chance to speak up.
Workshop 3, Cardboard prototyping:
Moral of workshop: They were Wee architects and got to learn cardboard prototyping, recreating iconic European buildings.
Reflection:
This was the first class where I had a lot of children staring and the cardboard not knowing what to do, but with a bit of guidance they were away with flying colours. I had cut out shapes to help them build each model but I was fascinated at how they used these shapes in completely different ways from what I had planned. It was great seeing them get creative and add things like a hot tub to the V&A in Dundee model.
I did notice how a lot of children weren't satisfied with how the cardboard was brown. Children like colour and I didnt take this into consideration, glitter or some stickers would have made it better for them. However I was very proud of the mini iconic buildings they made, extremely impressed that children were able to make Le Cobruiser, La Ville Sayour stand on its 5 poles, they included a grass lawn, cut out every window, the whole works.
Workshop 4, Prototyping Inventions:
This week I strayed from my generic plan because this exercise each child needed more individual attention, therefore I gave the exercise near a complete hour.
We showed them photos of the 1st years working, they loved this, then gave them materials to make their own mini prototype. I put every child invention drawing in a poly pocket. In that poly pocket I put a feedback and instructions leaflet along with a “Prototyping aid”. They all had their individual instructions and we went around making sure every child knew what they had to do. At the end they were able to present their inventions and prototype.
Reflection:
This class proved more challenging.
I wanted every child to get feedback about their designs and how to prototype. Some read the feedback leaflets and had no problem following instructions, other looked at the Plasticine and cardboard as if it was an alien substance and others were only interested in what their pal across the room was making. Between the four of us, the teacher and teaching assistant we managed and every child came out with a prototype.
Outcomes:
From the 2 weeks shadowing I expected the worst. I saw Miss Moffat had years of experience and knew every child's needs. I was very nervous thinking I am coming in and have to entertain these children for an hour, while also teaching them about inventing and trying to spark an interest in S.T.E.A.M. It was all overwhelming. So therefore I prepared for the worst, expecting crying and roaring. Therefore I made sure the hour I had with them was dynamic, constantly moving and giving them all different things to think about, I followed my generic class plan and I think it worked wonders. I finished every class, tired and worn out and gleaming with pride. I was able to tick every box on my goals list,
Let them know their creativity is important and valued.
Get every child to show their creative spark and invent!
Be called a “B**tch” by an 8 year old, and keep smiling, while pretending like I am not terrified of an 8 year old.
Throughout the whole project my classroom felt like the calm before the storm but the storm never came, and I was delighted with my classes process. The class plans, slideshows, the child sticking Plasticine to his water bottle and “1-2-3 stay calm Kathleens” all paid off in the end.
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