ROLE+PLAY+STUFF

Hey ladies, just thought I'd put up an outline of the stuff we spoke about earlier. PS- don't type 'naughty student' into google images. //NOT// what we're looking for!!

CAST: Teacher- Laila C Student- Jacqui Student/Discussion Leader- Jenny Student/Narrator- Lisa Props - desks, chairs, markers for board, papers, pencils, newspaper, signs (FREEZE, KOUNIN, LEWIS...)

SCRIPT:

Narrator- Welcome to a typical day at C-Urchin Primary School. Let's take a look at what's going on in Ms Contini's class.
 * PART 1 Example of poor classroom management**

Part one link

Narrator- FREEZE! Let's rewind this scene. Now let's go back and see what happens when Jacob Kounin's ... are put into place. See if you can recognize the teacher's withitness and an example of the ripple effect. (tables and chairs to be rearranged) Tables and chairs should be rearranged so that all the students are visible to the teacher.
 * PART 2 Kounin**
 * Part 2 Link**

Pen pal activity will be introduced. The teacher will not turn her back to the students.

The teacher will make a point of roaming around the classroom.

Jacqui will not be engaged. She will be a little disruptive. While the teacher is addressing Jacqui's behaviour, the other students in the classroom begin to act up but the teacher nips this in the bud as she has eyes in the back of her head. (teacher displays her 'withitness')

Students settle down, but Jacqui will not have any work completed and is unwilling to do the same activity which they must do every week.

The teacher provides the students with a different way to complete her pen pal activity such as cutting out articles from the newspaper about the Hawks last game to send to the pen pal.

The class quietly completes their activity.

Narrator- FREEZE! Let's go back to the beginning of the scene and see what happens when the Ray Lewis' method is implemented. Keep and eye out for......See if you recognize....

**PART 3 Lewis** **Part 3 Link** After part three is finished, I will leave the scene and start the discussion. Firstly asking students what theorist's scenario they felt was more effective? If students are slow to comment I will offer the groups opinions as to which one we prefer and find would be most effective (will need to discuss).