My Student Centred Classroom

My student Centred- Classroom.

As an electronics facilitator in a rural secondary high school, in a third world country,there are limitations that impacts the learning environment. As  a corollary, the classroom is used for both instruction and laboratory exercises. If you should take a mental walk with me,  you will meet upon a double door, that is used to both enter  exit the electrical room . Upon entering this rectangular room, there are two long working tables that are vertically laid and separated by a walking  aisles to either sides.  There are seven stools that are affixed and evenly spaced  along the lengths of each working table.  This means that a maximum of twenty (28) learners can be accommodated in the electrical room.

To the front of the classroom, there is a white board that facilitates the use of the white board marker and a black board that facilitates the use of the chalk. Adjacent to the chalk/white board, there  is a door that leads to the storeroom. All tools, materials, equipment, measuring devices , work boards and practicals done by learners are stored there.  Approximately five feet about ground level, along the length of each wall there are plastic louvre windows to the right and decorative blocks to the left that takes up a width of three feet (3ft) and aids ventilation.  A fire extinguisher is affixed in the spacing separating the louvre windows and the entrance door. Affixed to the wall at the back of the classroom ( along the width), there is circuit breaker/control panel and  various discharge lamps, switches, and a energy meter connected through a pothead. These are all labeled ,functional and used for class demonstration.   There  are (2 pairs)of four long fluorescent lamps that are affixed to the roof that provides added luminous intensity.

Ninety nine percent of the students that I tutor Electrical/ Electronic Technology are males between the ages of 15 - 17 years. They are of mixed abilities and from low socio- economic family background. They are practically oriented and enjoy exploring and experimenting.  They generally prefer to do practicals in comparison to theory. Sometimes it becomes a challenge for them to work in groups for practicals as members sometimes do not bear their full weight of responsiblities required for success. Students sometimes experience financial constraints and do not  bring the necessary tools/material required for lab activities. Non-theless, this is a wonderful group to work with. They enjoy roleplay simulation, brainstorming and the use of Instructional Technologies. We share mutual respect and I enjoy mentoring them each day

Five of the Instructional Strategies that I embrace the most are

v  Brainstorming. --- This method applies thought provoking questions by means of a discussion so as to stimulate thinking, connect ideas and concepts when introducing a new concept.

v  Co-operative learning---- Learners  are organized in small groups of mixed ability with the aim of fulfilling a task. Each member is accountable to the successful completion of the assigned task.

v  Instructional technology--- various interactive media, computer softwares, visuals , virtual realities and teleconferencing are used to support learning.

v  Guided discovery/practice----Learners are given the tools/equipment to explore or to solve a problem with the directions of the teacher.

 v  Simulation/Roleplay---  learners organize and mimic or act out a process of a real life  situation   that may have been expensive, inaccessible or have safety issues.

Implementing the Non- Linguistic Representation in the classroom.

Learners will be taught a lesson on  the “elements that makes up a circuit” using linguistic methods. The basic concepts they will learn are that a circuit is a set of electrical devices connected together to perform a particular function. The elements that make up the circuit are the

Ø  Source- provides the energy needed to drive electricity around the circuit

Ø  Load- converts electrical energy to other forms of energy

Ø  Conductor – provides the path needed for current to travel

Ø  Control – regulates the circuit by turning it on or off.

These concepts will be discussed and examples highlighted and their symbols drawn.  As an activity, learners will be required to :

1.       Draw a schematic diagram of a series circuit.

2.       Use the apparatus of a battery, leaf switch, copper wires and and an incandescent lamp to connect a series circuit depicting one lamp operating by one switch.

These non- linguistic representations will be evaluated to determine the extent and depth of learners comprehension.