To check that we are acting in ways which are regarded as being ‘fair’
Aim
To check that we are acting in ways which are regarded as being ‘fair’.
Evidence and reflection
Again, the only really valid source of information on this is from the students themselves. Whilst it is possible to discuss the issue openly with them or to approach it through story or drama, it is probably less contentious and as satisfactory to watch and note their responses to teacher actions. This should be an automatic process for experienced teachers who are sensitive to the way students feel about school and their classroom. For others it is worthwhile to explicitly focus on the issue from time to time. Both verbal and non-verbal behaviour could be noted and interpreted – the groans and the expressions of pleasure, the grimaces and the smiles. From such information, and from the awareness to be gained from such an activity, it should be possible to interpret classroom actions in terms of the classification which is discussed below.
One obvious point to note here is that not all the students will feel the same about teacher actions. Patterns in such responses may be significant.
Extension
The feedback which this activity should produce could contribute to the smooth running of the classroom and to the maintenance of the working consensus. If rules and understandings which were previously established are being broken by a new teacher, students may become resentful and/or distrustful if change is not explained. If classroom routines are not being maintained and enforced by the teacher, then the students may try out a range of behaviours to test the location and consistency of the boundaries.
