The group worked for two sessions in the Summer Term and throughout the Autumn Term of 2006 and the students were nine/ten year olds.
The mixed gender group at Tetherdown was very enthusiastic and co-operative. The boundaries and rules of behaviour in the group were established by discussion and agreement and were reviewed and occasionally modified throughout their time together. They acknowledged that listening could be difficult at times, but worked at developing this vital life skill. There were many occasions when the sensitivity and depth of perception shown in the interventions of individuals and the group’s response was quite marked.
The mixed gender group at Tetherdown was very enthusiastic and co-operative. The boundaries and rules of behaviour in the group were established by discussion and agreement and were reviewed and occasionally modified throughout their time together. They acknowledged that listening could be difficult at times, but worked at developing this vital life skill. There were many occasions when the sensitivity and depth of perception shown in the interventions of individuals and the group’s response was quite marked.
Each stage of the development of the learning agreements was fully explored and the group could have spent longer on all stages. The goals of the agreement can be short term, long term or a combination of both. It was slightly surprising, because of their age, that they all chose to explore long term goals such as careers. They supported and questioned each other well throughout this work.
The individuals talked about their feelings and beliefs (not religious!) and an awareness of how to recognise how individual characteristics impact on behaviour and other’s reactions to them. Acceptance of individual characteristics allowed people to own their own qualities and to consider their own usefulness or otherwise.
Most of the time was spent working as a group, but there were significant periods of time working alone or in small groups.They were a mature and thoughtful group, but the importance of play was evident by their delight in drawing and construction games, whenever they finished individual or small group work ahead of the main group. The co-operation and focused attention confirmed all the wisdom and research about the centrality of freedom and creativity in the life of learning and the maintenance of motivation.
Student Comments
“SML is wicked! It’s really fun and we learn lots too. I almost always learn something new and I really enjoy it too. Also it helps us on to what we’re dong in the near or far future. The last thing is that we always do fun learning to make us enjoy learning and it makes us know more.”
“I think SML is amazing and it is a fun way of learning. I can also share my ideas with people.”
“SML is fun because it helps us learn. It makes our handwriting get better. It helps us to decide what job we might have and how to get it.”
“You get to share your own ideas. It’s fun!!! It makes me more confident.”
“We are learning but we don’t know it.”
“I love SML because I get to think about my future. It is so much fun and I enjoy it so much. SML is BRILL.”