This week our task was about Educational Connections and Relationships.
Here we leave you a little summary of Chapter 4 from: Starkey, L (2012). Teaching and learning in the digital age. London: Routledge.
Our main objective is to understand how schools are organized and how everything is in a relationship.
We hope that this summary helps you understand the 5 types of relationships at schools, and, in order to make it easy to understand we have attached our role plays for every relationship.
We hope that you like our imagination!🙌
TEACHER-STUDENT CONNECTION
It points out the great impact and influence that a teacher could have in a student, depends on his pedagogical approach, treatment, personality...would have a good impact on the child or not. Nowadays, we need teachers who satisfy the student’s needs taking into account his experiences,context,resources...without forgetting the curriculum requirements, we can do a lot with the little of freedom we have.
Role play:
The teacher Pedro before giving lessons to his students in the school of “ Dreams coming true” he decided to check the background and the situations of the students, by collecting information from parents, teachers, reports… well, the first day come, on mondays in 1º year mathematics class at 8:30 am: Explaining subtraction with the next problem:
“If you have 4 chocolates and you give one to your brother how many you will have then?”
As you can see, at this early hour Pepito felt sleepy, so he always sits at the back of the classroom, he felt very tired and bored on the mornings.The teacher noticed that, but he ignored him.After the teacher for the second time he caught him looking out the window, he ignored again thinking about what to do with Pepito...so he asked the rest of the students the problem, all children said “ i will have 3 chocolates for me !“ suddenly mister Pedro called
“ Pepito” but Pepito was in la la land (he was thinking “ is better to be in the clouds, the earth is full of stupids”)again and again Pedro call him with a lower voice, all were in silent waiting for Pepito to wake up from his imagination.
“Ups...What’s up?”said Pepito “ nothing Pepito, just I know how smart you are and I want you to solve and explain us this problem: “If you have 4 chocolates and you give one to your brother how many you will have?”
“2 chocolates Sir “ said Pepito, “How you did it? can you explain us?”Pedro, “very easy teacher, i give one to my brother, one to my sister and the last two chocolates are for me!”
“Greaaat, a biiig applause to Pepito!” “you know what Pepito? apart from being a genius you are kind my sweetheart, we are going to do the strategy you used” Then the whole class was organized in a circle, so they were seeing each other, and each student was telling how many sisters and brothers he has and a experience in which he had to share with them,with the help of the teacher in order he makes sure that students get the idea of subtraction.
Pedro treat his students as principal actors , he learn from them, he does not exclude the students who do not adapt to his system he changes the system in order all needs are satisfied, and everybody without exception feel comfortable and safe.He do not judge students before asking them , he is aware that the rebel students they are the ones who can change the class to the best.The most important he takes into account very seriously the emotions of his students.Because mistreatment would affect a child along his rest of life.
CONNECTIONS WITH PEERS
Connections with peers is a crucial way of learning for students. Students can learn from their peers and cohorts (friends from the same age or grade level). In the classroom students establish relationship with their peers, which a lot continue in a future.
Working with peers is better, it gives more benefits and knowledge. Peers affect learning with tutoring, friendship, feedback and making school a enjoyable place to be.
- Friendship = caring, support and help. They also increase student achievement.
- Social relationships are very important and influential.
- Low classroom peer, marginalized = bad academic achievement.
Being part of groups (nerds, sporty...)affect academically, they want to conserve this "identifications" and this can affect their learning. Some peers tend to avoid participating in class because they think that they can lose their friends.It is more likely that students ask for help to their peers than to the teacher, they discuss, share strategies... However, this can lead to misunderstandings. Asking the teacher is normally the last resource.Teachers show students how to work collaboratively; how to listen to other people's opinion, explain their point of view or understandings, share ideas, accept and give critiques... And of course, this can also be applied outside school. It is better to focus on the group instead of individuals. Cooperative and competitive strategies increase and motivate student learning.
Cooperative learning: students work in small groups to reach the same goals, they all have responsibilities and evaluate themselves. Learning = connections through the groups, learning is explored, developed and discussed.
Connections across social groups with collaborative learning gives a better cohesiveness between students. Teachers facilitate collaborative learning in their classes. Students learn how to learn through connections with peers beyond their friendship groups.
Role play:
It is just another normal day in a Primary School in Murcia.
Mrs. Robinson is giving a normal class as always. Students are placed by pairs.
She just finished explaining an activity the students have to do by their own, and give some time to do it.
María starts working, but Ana has doubts, so she asks her friend. María explains her the task. Finally, when they both finish their task, Ana asks Maria if she can check her exercise. Ana tells María her ideas and they start discussing about it. Finally, with the help and care of both they manage to do the exercise.
Meanwhile, Alberto, who is a new student, seemed a little bit overwhelmed. He has a lot of problems with the exercise, and because he has no friends he decided to ask the teacher. When he does this, the class laughed silently.
Before finishing the class, Mrs. Robinson tells them that they are going to have an exam next week!
When Mrs. Robinson left the classroom, María asked Ana some doubts about the Chapter that they were seeing, so Ana tries to explain everything as she can.
Ana has misunderstood the concepts and she is explaining something wrong to María! But, fortunately, Alberto is near, so he very kindly gets close to them and he offers to explain the chapter because he is very kind. Alberto starts explaining the chapter in an original and easy way, so they both are really happy!
Next day, Mrs. Robinson rearranged the class in groups of five. Randomly, María is now with Alberto, Juan, Belén and Helen.
María starts talking about that chapter with Alberto. Juan, that is listening, decides to ask some questions too, but they need to finish the Powerpoint, so they have no time left!
They worked really good because they helped each other, and when the class finished they all went together to the playground.
They started talking about the exam, and more classmates start to appear, so nearly all of the class was talking with Alberto and integrating him, and between all of them they discussed and solved their doubts for the exam.
Finally the boys told Alberto to join them and they all went to play football and the girls went to jump the rope.
Since that day they all had more trust, and they decided to create a Whatsapp group for solving doubts and gossiping a little bit (Alberto was the Administer).
CONNECTIONS WITHIN THE LEARNING CONTEXT
The article is about the existence of two connections: Teacher - Student and Student - Student (peers connections). We are in a complex system where there are different levels. In addition, influences are highly taken into account as they can influence behavior, in the classroom environment. In addition, respect is greatly taken into account as it improves the relationships in the class. All this improves the school environment. The teacher must control everything: the time, the tasks that are carried out, whether to punish the students, whether to compensate them, etc.
All this so that there is no conflict between children. But sometimes there are conflicts (only between the teacher) due to lack of time, organization, etc.
In connection with the classroom environment there is also an interaction between teacher and class, direct instruction: reinforcement activities for children who find it harder to learn. We are in a continuous learning process
Learning relationships are the connections between two or more people which focus on learning. The process of learning or developing knowledge involves connecting information, data, concepts or ideas. This occurs within the mind of the individual, teacher makes will influence the learning that occurs through the connections at school.
Role play:
We are in a classroom with a small and diverse group. In this class there are 4 students
The first one is a child, he is sitting in the left. He is very respectful, responsible and he does not present misbehavior but neither he stands out with his marks. He is sit down paying attention.
Near the first one, there is a guy who because of influences and cultural issues he misbehaves. He has very low and bad marks, in this case the teacher shows an authoritarian attitude towards him, unlike the first one, in which the teacher rewards the correct behavior and his responsibility shown with the assistance and daily homework. The teacher also give him punishments.
The third is a girl, a very shy girl who for this reason, never raise her hand up to solve her doubts or problems, so she always tries to pass the exams herself, but despite the extra work that the teacher gives her to reinforce the content She always fails and the studies take her a lot of time and effort. Now she is taking notes with a strange face because she does not understand the unit.
The last of our class is the 10 girl who always stands out in works and in the class although she does not pay too much attention in class. She is now drawing in her block-notes because she is bored as she has already practice this unit.
1st stage: The teacher asks a question for all students, with the intention that the student who knows the answer raise his hand politely, and when she gives way, answers the question.
The student 1 raises his hand to answer the question, the teacher points him out so that he can answer the question, and when he does, the student 2 laughs at him.
The student (1) feels offended by his partner (2) , then the teacher gets angry and is authoritarian in the face of her student's misbehavior. That is why she punishes him by taking away the break, and she sends him many homeworks.
The student 3 doesn't understand the question that her teacher have already done, so she puts a weird face. However, student 4 listens to the question, thinks the question, and also raises his hand, but as his partner (1) has raised it before her, she waits in case the teacher points her to her to answer. She draws on her block and is happy smiling because she knows the answer.
2nd stage: The teacher asks another question. Student 2 is talking, so the teacher tells him to close. The teacher asks the student if she knows the answer, but she remains silent because she is afraid of making a mistake. As she does not say the answer, the teacher writes in her notebook a negative mark. The teacher asks the student 1, he knows the answer and says it correctly, then the teacher puts in his notebook a positive mark.
Then, the teacher as she knows that student 4 is the most prominent in the class, she asks her to make a general summary about the previous question and the question of now. She does it very well, and the teacher rewards her with a positive mark.
3rd stage: The teacher is responsible for doing their job very well, therefore it controls everything, time, tasks, etc.
Then she orders in class that students have to do a role-playing in 5 minutes, this role-playing is about a history topic that they are currently being taught.
Then she makes two groups: Student two will work with student 3, and student 1 will work with student 4.
When the teacher makes the groups, the student 2 tells the student 3 that she is a nerd, because his friend has said him, and also the student 2 says: I am going to hit you, and he hits the head of the student 3. The teacher gets angry and punishes him without fun-time all week.
The teacher gives an example of the good relationship in the group of student 1 and student 4, since they behave very well and they are very effective. Then the teacher puts a positive mark on her notebook and she also gives each one a sticker for their good work and behavior.
CONNECTIONS BEYOND THE CLASSROOM
Students can establish learning connections with other people related to the educational context such as other students, teachers or even experts in this field, beyond the physical classroom environment.One of the main channels through which they can get that is Internet, for example by using online video conversations. This connections can be face-to-face, visual or a mixture.
Role play:
Mrs. Sánchez is the Science´s teacher in 3rd course of elementary education. During the last two weeks she has been explaining to her students the digestive system and at the end of the unit there is a section that talks about healthy habits, so she has decided that the best way to explain this to her students is to put them in contact with people that can show them a real experience. In this case Mrs. Sánchez knows one of the participant of the national team of gymnastic, that in the 2016 Olympics got a silver medal, so she called her and asked the whole team to make a video conversation with the purpose of transmitting to her students their healthy habits and sport values such as solidarity, comradeship, respect, motivation, persistence, effort…
The role play is composed by three parts. In the first part the teacher says to her students that she has a surprise for the next lesson, but she does not tell them what they are going to do, she only ask them to think about what healthy habits mean for them. Next, the teacher calls one of the gymnastics and ask her to do the video conversation and she accepts, so Mrs.Sánchez and the gymnast talk about the day and the hour of the “meeting”. Finally, the day arrives, Mrs. Sánchez tell the surprise to her students and they are very excited. They have the video conversation, where students are very curious and participatory.During the video the conversation the group of gymnasts, firstly, present themselves and after they tell students their experience on the Brazil Olympics, moreover they also talk about the importance of different values such as solidarity, respect and comradeship when you play any sport in groups. Once they have talked about that, Mrs.Sánchez says that now is time to make questions and in order to do that, students have to raise their hand and wait to her/his moment. When all of the students have participated, the teacher says that it is time to finish the video conversation, so she thanks the gymnastics team and finishes the conversation. After that, she asks to her students if they like the surprise and the students answer that they have enjoyed a lot and they would like to repeat the experience.
CONNECTIONS WITHIN LEARNING
Those connections are made as a combination of ideas, concepts, knowledge or skills. This kind of connections can occur in three different levels: individual learner, the group and development of knowledge itself.
According to a constructivist view, the learner has a prior knowledge which uses when he/she experimented new experiences and then those experiences are related to existing understanding and then, a personal understanding is formed.
In this way, teachers use their prior knowledge to maximize the understanding and mastery of concepts or skills.
Learning in groups is learn through connections with peers with common background knowledge, sharing knowledge. They create new knowledge lead into innovations.
Role play:
This role play consists of a gymkhana in which the students, with the supervision of an adult, in this case the teacher, must complete different activities which are in different tables of the class.
The students will form groups of 4 or 5 people and in those groups each student is outlined in a different subject.
The activities are set up by exercises of Spanish, English, Mathematics, Natural Science and Social Science. In order to go over to another activity, all the members of the group need to understand the theory which the outlined student has explained, after the explanation, the whole group have to make an exercise each one and once they have all done the exercise and it is well done, they can go over to the next table.
In order to complete the activities they have to remember their prior knowledge. For example, in a mathematical activity, they have to remember the different operations to develop the problem. As they are working in groups, they can share their knowledge and work in a faster way.
The first group which go over through all the tables is the one to finish and this group will have a reward.
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