So what we’re going to do is I’m going to
ask you to play a game
similar to that inside of a minute,
but what we’re going to do
is to demonstrate it,
I’m actually going to use you guys
and we’re going to do it outside.
I’m Matthew Radcliffe
from Hackham East Primary School
in Southern South Australia.
And this is the first year that I’ve taken on
an all-boys class.
Two other volunteers.
You’re actually going to play the game for us,
but you're going to use
I’ve started off
with a physical activity as a bit of a hook
to try and get their …
create their interest.
So we’re going to look at number patterns.
There’s no one disengaging
with what I’m trying to get across.
And then we’re going to move
into the classroom
and continue on with the same
activity but just in a different way.
Why did you not choose two people just then?
Can I pause?
Why did you not choose just two kids?
I knew it would’ve been the person out.
Connor, you’ve got to tap that last person.
So I figured that this is a good way
to get them involved,
get them to have a bit of a …
to challenge themselves,
also to have a go at challenging me as well.
Connor, why should I pick three?
So
could you …
Joe would've lost
because he would be the last one
to tap a person.
This is going to fit in really well,
the lesson that I’ve got today,
in terms of
number,
based around the new [indecipherable] curriculum.
You obviously need to get
a counter.
I’ve put on each of those spaces
so that when you take them away,
you can actually see
what's left.
There’s a few games that I run within the class
just to get the
so that the fidgets out a little bit
and refocus.
Can I put those down, boys?
All right.
Okay.
Or structure lessons
so there’s some form of
physical movement in their [indecipherable]
so they’re just not
sitting there getting
starting to get jittery
or wanting to move.
I sometimes structure my groups
when they're doing group work
with different ability levels
so that they can help each other,
sort of structure my group work.
I actually do lessons around
and what I want to see within that.
So there’s a lot of
work behind the scenes or
at the start of the year
that helps support that.
Now, that’s not to say
that it doesn't always work that way.
Can anyone
answer Tom’s question there?
He’s taking more blocks than the other person,
then why don't win the game?
No he couldn't take
the same amount as them,
and then take more than them.
Okay. Hang on a second.
Who agrees with Connor?
Pop your hand up.
I like to get the kids to try
and learn off each other
and understand that
I’m learning with them
at times and I’m not the only place
to find the answers.
So that’s sort of been set up
from the start of the year
and sort of more ingrained now.
Jace [sp] isn’t here.
Josh, is there something else
we can do to the game to make it harder?
And that’s building relationships
at the start of the year again.
There’s quite a few
lessons based around
trust, mutual respect.
how many we could take now.
Can anyone help Josh out?
Josh, you can choose anyone
you would like to help you.
So, with the
[indecipherable]–
The school’s running a program
called Play is the Way at the moment,
which talks a lot about
those qualities of being
a good citizen.
Then we can actually look at
the fact that we’re a team
as well as individuals.
The fact that they're able to ask and
explore their own questions
and test their hypotheses
has given me
the chance and the understanding that they
have grasped the concept
because to be able to
teach and ask questions
shows a deeper level of understanding
of a concept.
So, [indecipherable].
If you jump, they can jump you back.
And the fact that these boys
have been able to do it
to a level that I haven’t had before
makes me think that yeah,
we’re definitely making
huge progress,
and I’ll definitely continue it next year.