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3.2 Students -The Chair (see also Part 2) |
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1 Operating
Instructions 1.
2-Background 3.
Diagnostic and prescriptive 4.
Solutions which reachÝ
+Ý teach students 3-Getting Started 1. Classroom 2.
Students 3. Curriculum 5.
Evaluation 4-L=TBC: The
Formula 1. Basis 2. Whole
class 3. Continuum 5-L=TBC: Models 1.
Generic 2. Canada 3.
Belize 6.
The
Middle Ages Ý6-Meeting Student Needs 4. Matching Resources to Student Need 5.
Alt. Assessment: Tools and Pedagogy 7-Problems 8-Solutions 9-
References 1.
End
Notes 10-The Library 1. Print
media 2.
HyperStudio |
OVERVIEW:Ý A bit of role playing and
interpretive analogy with a chair can dispel perceived inequities, instill
self-motivation, establish a positive and productive group work ethic, and
inspire a great degree of understanding and trust among students and teacher
inÝ the classroom. ÝÝÝÝ It is absolutely essential that the
teacher craft and present the educational activity of the chair with
unqualified candor, honesty, and full intent and ability to
"follow-through". |
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WHAT THE
TEACHER SAYS AND DOES 1. "IÝ need two volunteers who must be brave and have a sense of
humor; but I won't tell you what you are volunteering for." 2. Teacher chooses one physically large
and strong student and one physically small, weaker student. Also choose a
classroom chair such as a student would sit on. 3. "Class, this is (name of
larger,stronger student).Ý He/she will
be asked to pick up the chair and lift it high above his/her head." 4. TeacherÝ asks the student to attempt to lift the chair.Ý Teacher acts as a spotter as in
gymnastics, ready to assist the student if the chair slips. 5. Same as # 3 ,with weaker student and
mildly encourage (don't tease) student to raise chair all the way upÖ
"The other student did !" 6. Teacher thanks each student and
requests that each stays up in front of class with teacher. 7. Teacher asks this all-important
question:Ý "Which ofÝ these two students did the job best; which
one was successful?" |
WHAT THE
STUDENTS ARE PROBABLY THINKING This is different;
I wonder what this is all about.Ý I'll
pay attention to this. What is going on
here? Why is he picking
up the chair?Ý I wonder if he/she
can really do it? Oh, myÝ ! He/she is not as strong. I don't think
she can do it. Well, student #1
did it right!! He/she's strong.. and good. Student # 2 did not do it
right.Ý He/she's wrong, maybe I feel
sorry for him/her; or maybe he/she is a loser!! ÝÝÝÝ That's obvious!! Student # 1 was successful; # 2 was a loser.Ý What a dumb question!! |
IMPLICATIONS 1. The teacher has already accomplished
an important task:Ý getting the full
attention of each student in class.Ý 2. Choose students who can handle the
situation and not be hurt or embarrased. Choose a chair which is difficult
for the weaker student to pick up; but not impossible for the stronger
student to pick up and raise above his/her head. 3. Again, you have the attention of the
entire class. Absolutely do not yet identifyÝ
to the class one student as being strong, the other one weaker. 4. For 10-15 seconds the student lifts
and holds the chair above head, or as high as possible.Ý Teacher is spotter for safety reasons. 5. Again, act as spotter 6. Now it's time to explain the
significance of what has really happened. Ö and what you expect of yourself
as a teacher and of the students during the upcoming school year. 7. Again, you haveÝ the attention of the entire class.Ý Make the most of it!! The students are now
conviced that chair-lifter # 1 was obviously the successful one.Ý In fact, the students are so confident in
their appraisal that their defenses are downÖ. The fact that #1 is the
successful one is so obvious that the choice is "no contest". |
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