OBSERVATION / FIELD NOTES Record 1 Date and time, year group: 27.09.2022, Year 9 Where and When: Context of the observation – subject/AOLE, general classroom context Drama lesson, Monday morning, I was taken around the school and was introduced to some classes. What happened: a detailed description of the critical incident (the more detail the better to refer to in your later work) On my tour, I was introduced to year 8 students. They were in the middle of a cooking class, making pizza. I was welcomed by the students with a ‘good morning’, to my attention there was one student sitting at a desk alone with their head down staring at the table. I asked the student why he was there, and they immediately replied ‘I forgot my ingredients’. I then asked the teacher why the student was on their own at the table. She replied, ‘He’s there miss because he forgot his ingredients, not only is this the first time but the second time’. The room was quiet, and the class was staring at the student, at the same time there were a couple of students giggling. Areas of possible exploration: what you think could be” under the hood” in these incidents? What avenues of research could you consider? With this particular incident, they might have genuinly forgotten it, they might have left it on the bus or left it their Parents/Guardian’s car. But meaning that this is the second time they had forgotten their ingredients it, there might be something going on in the background at home, getting distracted with other homework, they might not have enough money to buy the ignredients, the parents might have forgotten it themselves to buy it for their child. Avenues of research: Theory of children background – Sociey, religion... Mental health in children – post pandemic Notes: any details you can note (is it a busy environment, is it after lunch, are there lots of distractions, are directions made explicit - the more you can refer to the better here) This incident happened in the morning, which was first lesson. It was a busy class because everyone was on task and making something. Record 2 Date and time, year group: 26.09.2022, Year 8 – 12:15 – 13:15 Where and When: Context of the observation – subject/AOLE, general classroom context Drama lesson – Expressive Arts Lesson 4 What happened: a detailed description of the critical incident (the more detail the better to refer to in your later work) The pupils were assigned a task by the drama teacher ‘To read a poem and act out the poem in pairs using posture and facial expressions’. The pupils had already been split into groups, during the task a pupil started walking around the class, disturbing groups during their work. They started sliding around the floor, shouting. Areas of possible exploration: what you think could be” under the hood” in these incidents? What avenues of research could you consider? I was told after this lesson that this pupil was expperiencing difficulty at home, the father is not arounf and in prison and the mother is an alcaholic so there are no parental influences on the child. As it was the second class for them they were just getting to know the enviromemt, developing relationships with the teacher. Research – Home background, emotial background, mental health, social development, learning obticles. Notes: any details you can note (is it a busy environment, is it after lunch, are there lots of distractions, are directions made explicit - the more you can refer to the better here) This class was a large class Practical class, no desks in the room Record 3 Date and time, year group: 27.09.2022, Blwyddyn 8, 12:15am / 13:15am Where and When: Context of the observation – subject/AOLE, general classroom context Drama Lesson – Expressive arts 4th lesson What happened: a detailed description of the critical incident (the more detail the better to refer to in your later work) Pupils had come into the classroom, rowdy and full of energy. They had taken their bags and shoes off and placed them at the back of the class (following the class rules) they were told to sit in a circle quietly and sit down and wait until the teacher called out their names on the register. Unfortunately, a student dismissed the instructions and so instead decided to do it talk loudly. The teacher started explaining the first task of the lesson and asking questions about the task, the student started to shout out loudly random words/sentences that wasn’t relevant to the task. The teacher gave the student an option to follow ‘to sit quietly or take a time out outside the class’. The student followed the choice of ‘sit down quietly’. After approximately 2 minutes the student started to shout out again. The teacher followed the same method and repeated the choice. The student considered again and followed through with sitting quietly, this time the teacher vocally rewarded the student for following her expectations. Areas of possible exploration: what you think could be” under the hood” in these incidents? What avenues of research could you consider? After a brief conversation with the teacher of whatr i saw in the lesson, the teacher brought up that the student has ADHD – which means the impulsivity is not thought about before acting on it. Considering the fact that they had dismissed the instructions and that they were messing around could be a consideration that some student have additional learning needs, such as ADHD, ASD. Avenues of research: Behaviour managment Behaviour managment in classrooms Theories of behaviour managment – positive or negative Positive reinforcemnt ADHD – background, behaviour Notes: any details you can note (is it a busy environment, is it after lunch, are there lots of distractions, are directions made explicit - the more you can refer to the better here) The Drama class has a wooden floor room, classroom rules are for them to take their shoes off, this results in students messing around and trying to have a laugh with eachother by sliding.