CONTRIBUTORS
Caring conversations: children should be seen AND heard
This month, in our ongoing collaboration with Edge Hill University curated by ALICIA BLANCO-BAYO, Early Years Lecturer and WTEY Programme Leader at the University’s Faculty of Education, JOHN CLARKE, Early Years Lecturer in the Faculty of Education at Edge Hill University, continues his exploration of the power of conversation in an early years’ setting.
Texting, messaging, skyping (is that still a thing?),emailing, tweeting, Whatsapping, zooming (and teamsing – though that one doesn’t quite sound right) or just plain calling, whatever way we choose it’s safe to say that generally we all love to talk. BT once used a similar phrase in their adverts. Having lived through a global pandemic we all recognise the many benefits of talking and the importance of staying connected to family and friends. A voice after all can be a powerful thing. But what if you feel your voice has lost its power or
perhaps never acquired it to begin with? One of the many difficulties for any child who finds themselves in the care system, is the prospect of being unheard. The possibility of losing their voice or worse still having it erased is a very real danger as decisions are made on their behalf by unfamiliar adults. At best their views may be recorded and reflected on. At worst they are moved along the conveyor belt with little explanation. As each proceeding adult stamps their approval, comment or redirection upon them they can only hope that the destination outweighs the journey. When we consider the decisions made on behalf of some of the youngest
and most vulnerable children in the care system, how do we demonstrate the importance of their voice and show the impact of their contributions? Their stories deserve to be heard and shared in the way they want. To shut down the discussion leaves other children with questions stored up for the next play time whilst the child in question learns to further internalise their shame for being ‘different’. It requires the courage and security of a powerful teacher- pupil relationship to not only enable these discussions to take place but to manage them sensitively so as to empower, enrich and authenticate the lives of all of the children in their class. ‘It’s scary and worrying because you don’t know what’s going to
happen but it’s amazing because it means everybody has a better life and nobody has to feel alone or lonely. That’s what you should tell your friends,’ was how my child responded when I asked what would they tell somebody considering adoption but it feels entirely relevant here too. Difficult classroom conversations take a lot of courage, but courageous leadership can lead to wonderful things.
Using films and songs in the
classroom! In her regular column this month, STEMtastic! founder KIRSTY BERTENSHAW finds teaching inspiration in films and songs.
As teachers, we are always looking for interesting ways of teaching and learning. Enthusing and motivating students using their own interests enables deeper learning and better retention of information. Using animation, films and music can engage students and promote their learning. Finding appropriate resources can take time, so here are some films and songs that can be used in the classroom.
Popular films It’s hard for students to visualise atoms, but a scene in Ant-Man shows the main character shrinking down past the atomic level into the quantum realm. This is also fabulous for showing that most of the atom is empty space. Students often ask why they can’t use a calculator in maths lessons.
“Hidden Figures” is a film about the original calculators – the women who completed calculations for NASA during the space race, without the complex calculators we have now. It can show students how it is possible to perform complex calculations by hand with enough practice. When teaching about body systems, organs, cells and microbes, “Osmosis Jones” is the film that springs to mind. Featuring a white blood cell (police officer) trying to destroy a virus, this can stimulate discussion of how our immune system prevents illness and the different roles of each type of white blood cell. “Finding Nemo” is set in a healthy coral reef ecosystem. Food chains,
food webs, habitats, population density and more biology concepts can be explored using this film. Using stills from the film, students can suggest what could happen if part of the ecosystem is removed. This also links into climate change, with the effects of warmer waters on coral reefs then also impacting on the animals in the same habitat. “Apollo 13” is a classic film encompassing several aspects that can be used in the classroom. It explores what we need to survive - life processes, the process of respiration in detail including how on Earth there is the carbon cycle producing oxygen, but this can’t happen without plants so doesn’t happen on space craft, and of course problem-solving skills, engineering and technology. And all of this was with less technology than in our mobile phones, so perhaps it could even inspire the next generation of STEM careers. For older students who ask why we need science, “The Martian” is a
great film showing how a simple knowledge of photosynthesis can allow someone to grow food crops, and simple chemistry combusting hydrocarbons produces water, as well as the carbon dioxide needed for plants to photosynthesis. It does feature some bad language though, so caution is needed. Again, it includes parts of the carbon cycle. TedEd has produced a “The science of …” series which includes “The Martian”, “Interstellar”, and “Inside Out” exploring the science in the film in a fun way.
Included here are some recommended books to help as a starting point for
these conversations. Hattie Peck wants to have her own family but finds that she can’t. So she
decides to travel the world and save all the eggs that don’t have a family yet but gets a surprise when the eggs start to hatch. A fabulous story by Emma Levey. Moving on, We Belong Together is a firm favourite in our house by the
bestselling author Todd Parr. With bright, colourful and childlike illustrations this book explains how and why a family can belong together. Finally, The Blanket Bears is a beautiful story that explains the adoption
process simply for children who have experienced it and to help their peers to understand it. Written by a parent of adopted children this is a must read. Tell me about your family. I’d love to know. What are your favourite
books? Tweet me @clarkejohnjoe
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www.education-today.co.uk
Songs Songs can also engage students. Daniel Radcliffe (Harry Potter) sang the Periodic Table Song on TV, but it’s not in atomic number order. Could students write their own version to a well-known tune?
Revision songs are available on sites like YouTube, and often written to popular tunes such as one about the EM spectrum using a well-known Abba tune. Students can write their own, make TikToks of them, perform them if they wish to, make videos etc. as part of their own revision. One of my students introduced me to the Circle Song - all the parts of
the circle in a song that becomes an ear worm! There are also books, audiobooks, theatre performances and works of art which can stimulate discussion and learning in the classroom, far more than listed here!
Kirsty is the founder of STEMtastic, an education consultancy with a focus on Science, Technology, Engineering and Maths
www.stemtastic.co.uk
November 2021
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