Note: Implementation of the following Dix (2017) strategies:
- Visible kindness, visible consistency: continuation of being in the classroom 10 minutes minimum before the lesson and greeting the students at the door. Keeping up the consistency
- Deliberate botheredness: showing a deeper concern for well-being – building stronger relationships with the 4 students I do not know well already
- Clear expectations for how to act and modelling it myself
- Late arrival procedure: enter the salon/classroom by the rear door, complete a late slip, join the rest of the group without disturbance
Arrivals:
- 3 at 9am
- 4 at 9:20am (big apologies)
- 1 at 9:23am (no apology)
- 2 at 9:35am (no apology)
A range of punctuality this morning. 3 on time and ready to go (bless them). 4 at 9:20am with no apology. Muttered something about the trains being delayed; however, there is “no honour among thieves” and the 3 on time say there were no delays today. I suspect a cigarette stop occurred. But that is a guess. One sauntering in 3 minutes later with no apology. Remaining two at 9:35am – excuse is the dropping of one younger brother which makes them late (note to self to investigate this further).
Today I gave an explanation of how I would like to move forward with my expectations. Dix, (2017) and other assorted behaviour strategists suggest placing these step in right from the beginning of a year. This makes sense, however it will be interesting to see if the above works with an established group. Fingers crossed. This was met with much groaning and making of excuses. However, three of the students looked pleased with this intervention. This is a fascinating turn of events actually. Could it be they are as annoyed as others with the lack of respect shown with punctuality?
It takes this group a good 10 minutes to get started on a task. Attention spans are small; about 5 – 7 minutes. The average adult has an attention span of 20 minutes, adolescents less so at 10 – 15 minutes. Bunce et al. (2010) suggest this accurate and in line with their research. They found attention spans wane and return at timed intervals. The timings I made during the observation support this. So, in reflection the attention span may be normal but the ability to get back on track is lacking. I have noticed the group remain on track when enjoying some form of creative task. In that instance you can hear a pin drop for a good 60 minutes. Note to self: continue to make all lessons creatively based!
This is an interesting revelation and makes me feel positive for some semblance of order in the lessons moving forward.
Action plan for 12.3.19:
- Remaining consistent with welcome and approach
- Implementation of creatively based activities
Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). ‘How Long Can Students Pay Attention in Class? A Study of Student Attention Decline using Clickers’. Journal of Chemical Education, 87: 1438-1443.
Dix, P. (2017). ‘When the Adults Change, Everything Changes’. Carmarthen: Independent Thinking Press. U
Kill Them With Consistency 