David Barber, teacher at Heath Park School, Wolverhampton, blogs about his initial thoughts:
What a start!
You know you’ve signed up to something good when you start practicing what you preach. The learners’ ‘homework’ this week was to practice good body language, something I am guilty of ignoring at times; I was once told off by my Head for ‘looking too negative’. My first opportunity was a meeting in which I had only a fleeting interest and I passed with flying colours – I was attentive, nodded in the right place and sat on my hands to stop myself doodling. Success!
We have just launched the Words for Work project at Heath Park in Wolverhampton with ten Gifted and Talented Year 9s. Having only recently joined the School the learners are all new to me but they have engaged well with the project, both its purpose and its materials. Their understanding of non verbal communication was particularly strong. I wonder in that case why they don’t practise it. At one point, whilst discussing how learners present themselves in class we were talking about why teachers think some learners aren’t interested. As the discussion progressed, one boy who had been slouched in his chair started looking around at his peers’ body language and straightened up!
In a previous role I had the pleasure of taking a group of inner city Gifted learners to a selective girls school for a study day. My lot held their own all day, with insightful comments delivered in the usual humorous manner. It was only when the groups gave presentations in the Hall that the gap was clear – with all their ability, my learners couldn’t get what they wanted across in the way the host school’s girls could because they just hadn’t had exposure to these experiences. I am delighted to be involved with this project to give the learners’ time to reflect on their communication and how they come across.
I eagerly await praise sandwiches and drama tomorrow!"
Meeting the volunteers…
I have a very capable group for the Words for Work project, the best in their year group, virtually guaranteed to get the best grades, destined to achieve great things. So why was I worried about the first session with the volunteers?
My anxiety came from stepping into the unknown, bringing together young people and professionals in a joint learning experience. It was also because I had no idea how the learners would react to their new colleagues; the very best young person can clam up when presented with someone they consider their elder. I know I used to.
The reaction of the learners was varied and interested. Introverted girls became more so, gregarious young people were happy to work as equals with their new colleagues. What surprised me most maybe was how one learner in particular really came out of himself in front of their professional partners in a way I had never seen with their peers.
We have been very fortunate with our choice of partners – all involved have treated the learners with great respect and shown a real commitment to the project, working as real partners rather than supervisors. I hope that by the end of the project they have gained as much as I know our learners will have.
One observation at this stage which concerns me slightly though is that I see no difference in the level of language being used from that of school. I had hoped that the learners would have been very aware of their new colleagues and responded accordingly. Maybe that’s not really the point but I know from experience that it is that oral element which can often leave learners struggling to create the impression they want.
