Observation date: 24th January 2019 (10:15am – 11:15am)
An observation of the target group under the responsibility of a colleague (permission has been gained).
Total number of learners within the group: 10 (aged 16 – 18).
- 10:15 – 2 learners arrive on time
- 10:25 – 5 learners arrive
- 10:38 – 3 remaining learners arrive
The target group of learners arrived at the specified times above with little or no apology to the lecturer. She shows no interest in the reasons for lateness and does not give the situation any attention, positive or negative.
As per the department rules, the lecturer was outside the salon at 10:15am precisely to greet and help the learners arrange themselves for the lesson. This behaviour management technique forms the basis of the investigation technique chosen. Dix, (2017) states that the best way to start a lesson/day is to stand at the door and shake hands with the learner as they enter the room. 3 – 6 minutes are taken giving instruction on where to place phones, bags and coats and give start/recall activity instruction. This eats into the lesson time
The group appear engaged in an information recall task linked to the last lesson topic. Cowley (2014), suggests a whole group focus task to pull the class together. With this group, a ‘quick start’ is preferable over a slower paced beginning.
Being a theory lesson, the lecturer moves on swiftly to the focus of the lesson with aims and objectives discussed. The lecturer uses a ‘read with mother’ (her words) approach. There is a student workbook on the SmartScreen so the learners can judge where they are in their matching workbooks. Having an activity to fill in throughout seems to draw in their focus. This technique, along with discussion gives the lesson flow and purpose at times but attention spans are a big barrier to learning. The learners are genuinely interested in the subject (make-up).
Observed behavioural issues preventing learning:
- Lateness
- Continuous swearing (unrealised)
- Talking over each other and the lecturer
- Lack of motivation to work on tasks
- Not listening (meaning the lecturer must repeat instructions between 3 – 6 times
- Immature attitude to learning (groaning when workbooks are being used)
- Minimal attention span. On timing this, the learners could complete a task with a length of 7 – 10 minutes before losing focus entirely
- Asking questions without thinking for themselves first
Moving forward, I believe the principles of the chosen behavioural methodology would benefit this group (add to this…theory and reference
Kill Them With Consistency 