Feeling in or out? Students' perspectives on learning support at - - PowerPoint PPT Presentation
Feeling in or out? Students' perspectives on learning support at secondary school. Jude MacArthur and Vijaya Dharan Massey University, Palmerston North Gill Rutherford University of Otago, Dunedin Aotearoa, NZ Learning Support in Secondary
Jude MacArthur and Vijaya Dharan Massey University, Palmerston North Gill Rutherford University of Otago, Dunedin Aotearoa, NZ
Learning Support in Secondary Schools: Using students' perspectives to transform teacher practice 2 secondary schools Community of Practice
students)
Student perspectives
learning support Share student perspectives and plan for teaching in the community
Initiate changes to teaching and learning and student support Collect student and teacher data
effects of the changes Evaluate the effects of changes in the community
and start second cycle
What are the things that help you to learn best in the classroom? (teachers, peers, teacher aides)
classmates, when you work together
small groups.
children.
ideas.
I go got a lot lot of
friends nds he here, th there’s a lot lot mo more fun fun th thin ings to to do do ar arou
chool, an and it it’s wa way funne funner co cos yo you ge get to to muck ck ar arou
during ng cl class – so some meti time mes, s, no not all all th the time time. An And it it’s lik like re really go good an and th the teach chers ar aren’t th that se seri rious us all all th the time time.
St Student 1
I I don’t rea eally like e it at times
e peo eople e her ere, e, and some e teach chers aren’t liked, but – I I dunno dunno. . … It’s s OK, , but but so some meti time mes s I do don’t n’t like it. t. It’s not my place ce.
St Student B B
[Teach chers] could explain better, cos half the time they ex explain in a rush cos they want to get the learning done. … … Th Then th they y get t lots lots of
tions s an and th they y get t an annoyed an and say “Ju Just t go
and do
it!”
St Student C C
I I usually ha have to wait qui quite a whi while – so so ma many y othe ther r people [need help from the teach cher].
St Student D
they wouldn’t really do a lot of stuff. They said to ignore it, but I can’t, cos I’m so sensitive, it’s hard.
Student B
Student 1
So Sometimes I I don’t do an anyth thin
Student t 4
Ho How mu much of the content would you pick up in Ma Math ths, , while waiting for te teacher’s help? Ab
Abou
half. . St
Student D D
[Wh When
n ask
asked ho d how m muc uch she h she unde understood o d of f cl class ss conten ent, t, B B re replied:]
A A qua quart rter r of f it.An
And th the o
ther th r thre ree q quart rters rs? ? Ju
Just th thin inkin king. I I dunno dunno, , it’s s like, , I coul uld d do do thi his s if f it was s easi sier r for r me me – de depe pends nds on n the he time
Student B B
Learning going well? I’m not sure. Cos I fail most of my
could you do them? Probably. Student 1
[Teaching needs to be] more interactive. Half the time I tune out because the teacher talks for half an hour and doesn’t clarify things, so then you’re sitting there confused … I like it when she writes on the board or draws on the board. … But lots of the teachers don’t, they just speak it. Some other teachers get grumpy when you ask questions…I get confused because I don’t understand, like, we’re doing something that seems pointless to me. I ask the teacher “why am I doing this?” “Because you have to.” I want some meaning to learning. … I understand I have to do it, but I need to know the point of it, for using in the real world. If the teacher explains why it would be helpful, then I’m fine, but normally teachers say “Just go and do the work.” Student C
If If [teacher] i is h having a a g good d day, s she’ll e explain i it b better t than b bad days, a and y you c can t tell w whether a a t teacher’s h having a a b bad d day, c cos they’re e either g grumpy o
just d don’t h help.
St Student C C
So Some people a are s scared t to a ask q questions, c cos t they g get s shouted a at by t the t teacher – the t teacher’s kind o
grumpy so someti etimes. s.
St Student D D
[Groups a are] g good, c cos – no normally – someone h has l listened, o
understands t the t teacher, a and t then, b because t they u understand a and they k know h how y you l learn, t they c can e explain i it b better t than t the teacher, w who h has a a t thousand… Y Your f friends l learn [ [how y you learn], c cos n normally y you g go t through t the w whole s school w with t them from t the f first y year, w whereas t the t teacher, y you h have a a n new t teacher every y year, p pretty m much.
St Student C
Ba Basically, , I’m a slow learner, , so I get given work and then ex expected to finish it by nex ext period. Ho How w do does th the t teach cher r wo work wi with y h you? Ba Basically, , the teacher goes to everyone else and gets som someon eone i e in f for
me, e, t to h
elp m me w e with th m my w y wor
Peop eople f e from
Le Learning Support.
Student 1
… fo for th the p e peop eople t e to b
e nice t e to ea
er … …Not
bully pe people ple.
Student 4
Significant barriers to learning:
teacher, content, written word
Students value:
bullying (UNCRPD key priority)
approaches/materials/content/ teacher time that are responsive to their learning characteristics and interests
Developing learning and participation in schools. Bristol: The Centre for Studies in Inclusive Education.
12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33 (6), 927–942
Strategy.https://www.odi.govt.nz/nz-disability-strategy/
Rights of the Child. https://treaties.un.org/pages/viewdetails.aspx?src=treaty&mt dsg_no=iv-11&chapter=4&lang=en-title=UNTC-publisher=
Rights of Persons with Disabilityhttp://www.un.org/disabilities/convention/conventio nfull.shtml
MASSEY UNIVERSITY MASSEY RESEARCH ONLINE http://mro.massey.ac.nz/
Massey Documents by Type Oral Presentations
Feeling in or out: Students' perspectives on learning support at secondary school
MacArthur, J
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