Reflection 3 – 19th March 2019

Arrivals:

• 1 at 9am
• 6 at 9:25am
• 1 at 9:40am
• 2 at 9:45am

What an unmitigated disaster. The trains were a total nightmare today. I had students emailing me pictures of cancelled and delayed train boards (at least they proved themselves innocent!). The result of this? Zero attention span. Late comers completed late slips and chatted to me about why they were late (I of course knew but sticking to routine).

Today two of the students has a mild falling out in class. Interestingly it was over one student’s inability to be quiet and allow the rest to work. This is unusual and although I did step in, judging by the looks on the group’s faces, it ay be a sentiment shared by all. The group FINALLY immersed in mood book creation today. They must research a topic for a competition on 22nd May 2019 and it involved collating many images into a book, with text on why they prefer the chosen images – how will the images inform their final design? I think for the first time the class was disappointed the lesson started late and finished at 11am. At 11:10am they were still milling about the salon chatting and discussing their mood books. CREATION IS KEY.

Today I had mini 1:1 chats with the students who are persistently late. Some personal issues were discussed. Deliberate botheredness in action!

I felt really disappointed that the delay happened today. Dix, (2017) states there may be a lapse in behaviour around the two week mark as new behaviours settle in. Almost like a final push before arranging new patterns. Fingers crossed.

Action plan for 26th March 2019:

1. I have promised the group a 100% creative lesson next week as we need to make headway with the final designs for the competition (there was much pleasure at this). We shall see
2. I need to speak to one student in particular about disruption and punctuality.

Dix, P. (2017). ‘When the Adults Change, Everything Changes’. Carmarthen: Independent Thinking Press.

Gibbs, G. (1988) ‘Learning by Doing: A Guide to Teaching and Learning Methods’. Oxford: Further Educational Unit, Oxford Polytechnic.

Schon, DA. (1987). ‘Educating the Reflective Practitioner’. London: Temple Smith.

Schon, DA. (1991). ‘The reflective practitioner: how professionals think in action’. Aldershot: Avebury. 0 Smart Link;}