We began today’s session by exploring the contrast between the position of student and the position of teacher. We created individual freeze frames that we typically associated with a student and a teacher. For example, a student freeze frame might be staring vacantly out of a window, or drawing in a book or throwing something across a classroom. The teacher freeze frame might have been writing on the board or looking sternly at a student, and so on. From this we developed the dichotomy between the two by getting into pairs and doing our freeze frames, slowly transitioning between student and teacher. When one person was the student, the other would take on the position of teacher and visa versa. We did this repetitively and very slowly, which, in turn, highlighted our freeze frames and thus drew attention to what we were trying to illustrate and it also, I felt, showed a growth between starting off a student and then becoming a position of authority/an adult.
Today’s session also proved to be very educational – very fitting to the theme of ‘Primary’; we got into groups of three, one observer, one teacher and one student. The teacher had to teach something to the student that they thought they could clearly demonstrate. In my group, I was the student and my teacher was teaching me how to count to ten in Chinese… to begin with I was panicking… how was I going to get my head around this one?
After a lot of patience on the teachers’ behalf’s we all watched each group, from quadratic equations to dance routines, every one had been taught something or other! We found in our group that singing through one to ten was the best way to learn as, typically, lyrics tend to be easier to memorise! From the teacher’s point of view, we deciphered that patience was key!
Next, we split into two larger groups and each group was given a typical school-day structure written down from the perspective of a current school student! As one person from the group read out the timetable, the rest of us had to act out what was being said, having a different place for each activity, for example assembly would be in one area and dance class somewhere completely contrasting. It was a very humorous task that provided us all with lots of laughs; especially, I think, because when it is read by an adult it almost pokes fun at the school day! We all truly enjoyed it.
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