The following description is of one lesson given by teacher WK. In order to provide a “rich thick description” of findings (Creswell, 2003, p. 196; Patton, 2002, p. 437) supplementary examples from WK’s other observed lessons are used to more fully illustrate and discuss aspects of his typically caring teacher practice. Of the ninety- six lessons observed for this study, this lesson was the one most closely exhibiting ‘mālie’ (Manu’atu, 2000, Section 1.2). This section describes an example of a caring
lesson and links to the study model through illustrating a possible lesson within the caring mathematics whare tapa wha, an example of the best practice possible when appropriate conditions exist. The lesson is described in terms of planning and preparation, reinforcing entry into and exit from the community of practice, teaching strategies and teacher behaviours, and enriching the learning community.
Before the lesson the teacher had attended to marking, lesson planning and readying the classroom. The students had completed a Numeracy assessment task for national qualifications during the previous mathematics lesson. These tests had been marked and annotated with specific feedback to be returned to the students.
Detailed planning was evident for this lesson. Teacher prepared handouts included: information on horsepower and the horsepower ratings of cars; a practical investigation to measure students’ horsepower values for walking and running up steps; and instructions regarding presentation of the investigation results. The lesson included a variety of activity styles: teacher exposition; individual work (student reading and use of formulae); a group activity to collect data (completed outside); use of measurement equipment (measuring tapes and stop watches); and working in pairs to carry out calculations and prepare a poster of their work. Opportunities for enhancing all sides of the tapa wha were present, for example through:
• an engaging context to develop mathematical understanding and display new learning (taha hinengaro);
• an investigation carried out by the whole class working in small groups outside the classroom, teacher participation, and making posters for the classroom (taha
whānau);
• opportunities for one-to-one interactions, humour, and learning about each other as individuals, and developing personal mathematical identities (taha wairua); and
• moving around and out of the classroom, the physical aspects of the outdoor investigation such as collecting and using measuring equipment, walking, and running (taha tinana).
The classroom was ready for the students’ arrival, the whiteboard displaying a message congratulating them on their Numeracy assessment results (Figure 5.7) and the lesson starter activity (daily practice questions). The classroom was clean and tidy and the teacher was waiting at the door to welcome the students.
Congratulations! 9/19 or 47% of the class have gained Numeracy level 1. Malo le taumafai!28
Tino pai!29
This could potentially be 12/19 = 63% if three students can answer one question correctly.
Figure 5.7: Blackboard message for students arriving into class
WK used consistent daily practices to begin and close his lessons that helped to reinforce the community of practice of the classroom. Because the classroom was ready for the lesson, WK was able to greet students by name as they arrived, initiate quick conversations with students who were early, re-establish his relationships with students, and re-orient them to their mathematics learning:
Hats off, [non-regulation] shoes off, thank you for coming!
28
‘Congratulations!’ 29
This lesson began in a positive way through teacher and student-initiated greetings and WK congratulating the class on their learning. Students late to class spontaneously apologised for their lateness as they arrived in the room. Their apologies were expected; verbally accepted by WK and did not appear to interfere with other students’ learning. WK reminded students of his expectations when necessary:
[One late student on arrival:] Volleyball meeting, Mister. WK: That’s not the way to come into my room Thomas. Student: I’m sorry I’m late sir.
WK: Apology accepted Thomas.
As students worked on the review questions, WK congratulated them individually on their Numeracy results, acknowledging publicly several students who achieved excellent results, and checked that the students had the equipment and scrap paper they needed for the lesson. He quickly circulated the room to check each student’s homework had been done. As a result of this style of lesson beginning, WK had interacted one-to-one with every student several times within the first five to ten minutes of the lesson.
At the end of each lesson WK used a routine of students standing behind their desks and listening while he summed up the lesson, praised them for the day’s work, and as he released them, expressed good wishes for the rest of their day or weekend. At the end of this lesson WK again praised students for their Numeracy assessment results, gave a summary of the key ideas in the lesson, and forewarned students of what to expect in the next lesson. He released them from the lesson with:
Have a great weekend and may the force be with you!
WK’s teaching strategies and teaching behaviours helped maximise the students’ on-task time and mathematical learning in this lesson. WK prepared students for the new learning through his choice of the review questions used at the start of the lesson (for example by reactivating prior learning of substitution of values into formulae). Other teaching strategies used included:
• incorporating a group task that required at least two people (a time keeper and a runner);
• including a physical demonstration (WK modelled one horsepower by lifting a chair to simulate lifting 15 000kg over a distance of 30cm over a time of 1 minute);
• providing a choice of activity for those who preferred not to go outside (none took this opportunity);
• checking for understanding of language, content, and the task during teacher exposition; and
• repetition (e.g., repeatedly using the same formula for different calculations).
In all lessons WK kept students on task through using signals (e.g., warning of how much more listening time there would be before getting on with the task), setting an urgent pace, using focused pauses/wait time to pull individuals back on task, varying the use of his voice (pitch, pace, volume, tone), and interacting with every student multiple times (e.g., asking and answering questions, roving).
Typically WK enriched the students’ sense of learning community by incorporating praise, using and managing humour (teacher and student-initiated), and displaying personal engagement and investment in the lesson content, the students, and their progress. This lesson included all of these. WK took many opportunities to praise students’ efforts and progress:
[roving looking at students’ books] I like what I see, people! Karina, I hear you did really well in basketball yesterday, well done! In this lesson WK used humour30 (also see Section 9.1.4) in several ways:
• to help construct the classroom atmosphere:
I‘m not picking on you Barry because I’ve picked on you twice today. I’ll pick on Chris because I haven’t picked on him today. “You have!” “Yes, I know I have!”
You are late Regan! You’ve obviously slept in and you look so much more handsome for all that extra sleep!
• to maintain students’ focus on the lesson content; and Don’t go to sleep Rachael, please. I know this is exciting!
I could just say that those who have done Ex 1.11 and 1.13 get to go to lunch! I’m giving you this one because I know you just love factors of 42.
30
Whilst some of the examples of WK’s humour quoted here could be interpreted by some to be sarcastic in nature, it is the researcher/observer’s opinion that sarcasm was neither the teacher’s intent nor the students’ interpretations of these comments. The comments appeared to be kindly meant and interpreted with good humour.
• to diffuse situations and for classroom management:
Come on guys, can you help Regan find his shoe? You know how much he cries when he hasn’t got his shoe!
WK involved himself personally in the lesson in three substantive ways. He started the discussion about horsepower by explaining his own interest in cars and their horsepower ratings, he participated in the physical task walking and running up steps and encouraging others as they walked and ran, and made the worksheet for the class outside class time. Students’ confidence in WK’s commitment to them and their learning is illustrated by student-initiated interactions and students’ engagement in set tasks. Students spontaneously asked questions when they needed assistance or wanted to know something. WK encouraged this by always responding with complete answers. Further, he facilitated informed student decision- making, for example, by giving matter of fact explanations regarding possible repercussions of students’ decisions, e.g.,
Being late makes it harder to know the work well enough to get school credits.31 You don’t’ show your working, you don’t get the credits. You don’t get the credits; you don’t get into Year 11.
The students enjoyed and respected their teacher and enjoyed their mathematics lessons. These factors facilitate the success of any lesson. While this section discussed one caring lesson, it must be seen in the context of the teaching and relationships developed by WK with this class over time. Thinking, doing mathematical tasks, success in learning, smiles, and laughter, all were evident. Students were able to interact with mathematics, the teacher, and one another, and were fully engaged. They were able to use physical, mental, and creative dimensions of their personality in carrying out the lesson’s learning experiences. A sense of energy and vitality could be felt during the lesson.