Student engagement
Dyslexia and autism are both examples of cognitive deficits. You can think of these handicaps as 'holes in the mind.' Both may be encountered in mainstreamed or integrated classes these days. Here is help with understanding and helping.
There is bad power and good power, power that you resent and power you respect. The power a teacher can wield is examined and ways to create power that flows from admiration and regard are explained.
Video-taping and interviews revealed a big gap between what is said to be taught and what is actually taught. The children are aware of the ‘hidden curriculum’, and that is no bad thing.
Even TAFE and Polytech classes are dominated by information- giving by ever-talking teachers. This research discovered that higher levels of thinking are encouraged and used in practical classes more than in theory classes.
Some children learn best using verbal instructions and explanations; others prefer visual material. Some children learn well in one way, but prefer the other (at which they are not as skilled.) This research reveals that all is not lost when the teacher knows what to do.
Two classroom research projects used co-operative learning to encourage cognitive progress. This meant, almost paradoxically, using conflict, and its subsequent resolution, to teach knowledge and skills.
One of the key elements in reciprocal teaching is getting the children to 'be the teacher' for a while. This research found great gains in reading for the children who tried the technique. Teachers found it easy too.
Some children find listening and comprehending very difficult - all sorts of things get in the road. Susan Gray got students to tell her what those blocks are. Then she shows how they may be overcome.
The extreme methods (competition and laissez faire) are examined and research results mentioned. Her own research study of what children prefer, points to a middle way, focusing children's attention on 'improvement over time'.
This classic research is reprinted from set No.1, 1983 because it has lost none of its relevance today. In suburbs where classes were increasing and decreasing in size, the effects of crowding on attending, withdrawing, and aggressive behaviour were discovered.
