MANCHESTER STREET SCHOOL – 31 May 2013
Positives
Negatives
Things we have noticed
– Great activities in TalKit resource
– Children enjoying mouth exercises / games
– Better at sharing orally
– Shy kids coming out of shells
– Listening improved
– Confidence gain
– Confidence when speaking to a larger audience
– Better questions
– Relationships / comfortable
– Feedback – using the language
– Referring back to the criteria
– Thinking faster
– Greater participation
– Taking greater risks
– Having own ideas
– Specific learning intentions / teaching points
– Variety of games / activities intermixed with others
– School-wide timetabling for O.L.
– Integrated across curriculum / day
– Children learning to use the language of speaking / listening
– Assistance for parents who know children do not speak clearly
– Teacher focused on individual children when they are speaking
– Book / programme to follow
– Lots to say – more confident about talking
– Like games in book
– Gives opportunities to have something to say
– Learning that they have to share – scaffolding – structure – gives confidence
– More confident with feedback
– Whole school approach good
– Has a fun element!
– Fast thinking, fluency
– Strong awareness in the school of the importance of O.L., flowing on to the
parents
– Increased knowledge of the mechanics of speech
– O.L. is happening at many different times of the day and it is purposeful!
And contextual!
– Use of LI’s and SC
– Inquiry learning gives opportunity for more O.L. in the classroom
– We have all realised that OL is the key to further learning – it is
fundamental!
– Struggling with the quiet, shy, little
people
o Project voice
o Speak up
o Clear voice
– Confidence – lack of
– Time
– Assessment – getting head around
the idea
– Listening to someone else and giving
them a response back
– Deeper questions
– Clarity – exercises
– First matrix was tricky to use
– Using their tongue
– “Fitting it in”
– Some lack of skill / time to support
children with speaking issues
– Not enough emphasis on active
listening
– Time available / assessments need
time
– Matrix very broad no advanced /
below
– More weakness show up – more to do
to fix it / time
– Trying to get around everyone in time
allocation
– Some games too long as whole class
– Active listening…is it happening?
How do we know?
– Assessment using the matrix
– Change in teaching practices
– Only giving instructions once /
twice
– Not speaking for the children
– Fluency / oral language but
struggles with other literacy areas
– Games in book and having a
resource to use, check back with
feedback model
– Learning intentions – kid friendly /
user friendly, matrix too
– # of children identified who do not
speak clearly
– Lots of children who cannot follow
an instruction
– We are learning the mechanics of
speaking eg tongue, lips, breathing
– So many kids have shown up as
needing support / teaching
– Poor modelling from home
– Conscious of own speaking
– YouTube clip – 3 min exercises
“Two minute mouth exercises”
– Some of what we are doing did
many years ago. Come round full
circle.
– Amount of children with speech
problems
– Preschools are focused on O.L.
but we are still seeing all these
difficulties
– Who is doing the most talking in
the classroom?
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