#module h

Module H: For a more mellow workout day like a sunday <3

"japanese architect shigeru ban has joined forces with french luxury brand Hermès to create 'module H', a modular screen and partition system unveiled at milan design week 2012 for their home furnishing collection. hearkening to a collaboration with french interior designer jean-michel frank in the 1930s, the aluminum panels may sculpt internal spaces or surface existing walls. the iconic and patented 'H' penetrates metal sheets in a stacked and loosely interlocking fashion, slightly offset to create an asymmetrical and grid-like pattern. the lightweight framework is supported with discreet steel supports which may be screwed into a wall and then concealed with a circular aluminum piece that matches the external finish. "

NB: This posting has previously appeared on the 2011 PPLE Ning site. (Tutorial 2 Monday 11:30)

Teaching as an extreme sport

1. We all agree that prevention is better than cure. Can extreme classroom behaviour be prevented?

I feel as a pre-service teacher, it’s unlikely we will hit the “good student lottery” in our classes.  1   We hope for this, but we know it’s going to be a tough slog at first.  There’s good and bad classroom behaviour, which at times, will get under our skin.  Extreme can be a matter of interpretation.  If the students are swinging from the light fixtures, then yes, this may constitute extreme behaviour.  If a student continually taps his pen on his desk throughout the lesson, does this indicate extreme behaviour - most likely not. 

The question addresses prevention, and I believe this is a major component of curing classroom misbehaviour.  It’s called the Prevention, Intervention and Personal Growth (PIP) Pyramid.  2   We should focus on running the class successfully by preventing problems.  The PIP shows us how.

Prevention, therefore, is about 60% of the foundation of the pyramid.  Above this are the intervention region (30%), and then its tip – the personal growth area (10%).  I’ll save the details for a later post, but it sounds like a simple, yet effective regimen to get your class at parade-rest.  I think it’s all in the wrist! I’m joking a little here … a positive, caring classroom climate goes a long way towards the student s buying into your teaching program.

[1] Jensen, E. (2009) Super teaching. Pg. 160

[2] Ibid

2. Would the cartoon above be a justified criticism of our PPLE unit?  

This is a bit of a grey-area in my opinion.  Granted, the PPLE course curriculum is a darn good one – however, it cannot expose us to every possible situation we may, and likely, will face in the classroom.  A few modules ago, Steve talked about survival in our classrooms.  I think this term it aptly put.  Survive and thrive in the classroom. We will surely be sailing outside of our comfort zones in the classroom. We will face a myriad of student responses that will make our hair curl.  At least the PPLE course gave us a taste of what Steve has faced in his teaching career, and what the ‘Ning’ has revealed from the opinions and views of our fellow classmates. 

3. What successful and unsuccessful attempts at controlling extreme classroom behaviour have you observed on your Observation Days?

It has been a very revealing experience rubbing elbows with some very experienced, seasoned teachers and educators.  I observed teachers raising their voice to the point of rousing the ire of their students!  I also saw a teacher transform his personality when teaching, and it was a pleasure to see his stage presence when controlling the class.