Clip 9: Impact on students' learning
Glenda:
Hey look, it really, it really works. I did exactly what you said, I went back and I talked to him, you know, and focused on the thing that he’d done last time. And look, look at the difference in his writing – he has added phrases that, like, really make a difference. Listen to this bit here: “Mrs Cole has a deep loud voice that you can hear from two classes away”.
Melanie:
Oh, yes.
Glenda:
And he had, like, a really big discussion about how loud it was and how far he should put. And then he’s added – look at this bit here, look: “If I be good she will say ‘Danny, that's good’ in her deep voice. But if I be bad, she will say ‘Danny, that's bad’ in a very, very deep voice.” The glasses are like, and stuff.
Melanie:
That is fantastic, Glenda.
Glenda:
Yeah. But it’s like really frustrating because the whole day you are thinking “Oh, that might be useful” or “I could use that”.
Melanie:
Yeah, yeah.
Glenda:
And it’s like, I'm, I’m so aware of trying to find the strengths of them, through …
Melanie:
It’s a lot, isn’t it?
Glenda:
… everything, as opposed to just like their writing before.
Melanie:
I think this shows that that’s been really successful. So why don't you just try it with a few kids? Why don't you just concentrate on the kids that you know you know the least about?
Glenda:
OK.
Melanie:
You know, the quiet ones, the ones that aren't really interacting, engaging, or whatever. And so that you don't have to think about everybody, but just think about them in the meantime, and develop this with them.
Glenda:
OK. That might be more manageable.
Melanie:
Yeah, yeah.
Glenda:
Because I found myself writing notes everywhere. Every time I hear something or see something I’m writing it down.
Melanie:
I can tell you’re exhausted by it.
Glenda:
But, but the end result is really exciting, like it does work.
Melanie:
That’s fantastic.
Glenda:
It’s cool, very, very cool. And these kids are just so proud of what they wrote.
Melanie:
I bet they are.
