proces

Our Topic: Group dynamics of high school students. (Age: 12-18)
The Ideas: We can apply this in practice. We both do an internship at a secondary school. Both very different high schools. Make a documentary about our findings?
Subquestions:
- How do group dynamics form?
- How can you change a groupdynamic?
- How can we (as teachers) contribute to the group dynamics
- How does inequality arise in a group?

second brainstorm session

Project description + statements
As future teachers, we want to think about the relations between teachers and students. A teacher has a huge impact on a student’s future and life. A student really sees their teacher, even when we don’t notice.

Can it be an act of violence to underestimate our power?

We have to protect our students. They have a right to feel safe at school. When they come to us with questions, opinions or problems no matter how small we have to take them serious.

How do we express our opinions? Without coloring in the opinion of a student.

- We will start by having a conversation together where we share experiences. We will share stories of teachers who've had an impact on us when we where teenagers ourself. On the other hand we will talk about moments we've had when we saw the impact we had on a pupil as being a teacher ourself.
- Use drawings of those experiences as a conversation-tool.
- By starting to collect our own stories, we will see if we will continue to collect more stories.

- Collecing story's in drawing form from people in our live.
What connects them? What do they have in common?
What are the differences?
Are the story's negative or positive?
Can we find a difference in age? Generation gap?

Tools + Method of research

https://www.volkskrant.nl/mensen/docenten-over-de-leerling-die-ze-altijd-bijbleef-stond-ik-daar-een-kolfapparaat-te-bedienen~b56c155c/?fbclid=IwAR0-BE9FGDwZk7KvtDg2y7aJZ5SWwK-Xu5nPUPQ5u0G3n5YIhBEAdpBNhgs&referrer=https%3A%2F%2Fl.facebook.com%2F

News article of a teacher who thinks they to give to much of postive care to a student

Article of how a teacher should respond when they see students struggeling and inflicing self harm

As future teachers, we want to think about the relations between teachers and students. A teacher has a huge impact on a student’s future and life. A student really sees their teacher, even when we don’t notice.
Can it be an act of violence to underestimate our power?
We have to protect our students. They have a right to feel safe at school. When they come to us with questions, opinions or problems no matter how small we have to take them serious.

How do we express our opinions? Without coloring in the opinion of a student.

Telling our own story

We started out by telling eachother story's from our own time as a student when a teacher made an impact on us.
We also shared some moments in our intenships of moments when we realized that we made an impact as a teacher on one of our students.

One of the interesting impacts from this converstation was how Anna-Louise (who was a very outgoing student herself) how how school can be for the more shy and quiet children.
Because Ellen and Maaike shared in their story's what it was like to feel ignored/misunderstood because of their quietness/shyness.

Ellen and Maaike also learned from Anne-Louises experinces what is going trough the head of a very busy, attention seeking and outgoing child.

This was very positive for us!

Brainstorm session before mid-terms

We have so far come to the following conclusion:
The first: The students aged 10-19 all talked negatively about their school experience. We think this is mainly because they are in puberty(pieuwberty). It could also be because they experienced high school as negative. There is a lot of frustration.
The second: Most of the stories are about communication problems.
The third:- The teachers of 40 years ago are also very different from the teachers of today. It appears from our stories that the teachers of the past were allowed to set their own rules, the teachers of today must strictly follow the school rules.
The fourth: We have noticed that everyone can recall a story from when he was in school. We noticed that it was talked about with passion. We attended most of the conversations ourselves. they draw, told the story. And we have summarized it.
After the mid-terms: bundle the stories, make a video?