Within
these weeks, I observed after school sessions at Sydney Story Factory where
students showcased the final products of their work, for example a podcast. I
thought it was great watching the students show off their work and listen to
students work. They were very excited and enthusiastic. This is the kind of
environment I want my classroom to be. To have students excited about present
the work they have done in a safe and supportive environment. As the NSW
Department of Education and Training (2003) explains, a quality learning
environment involves social support, where “there is strong positive support for
learning and mutual respect among teachers and students and others assisting
students’ learning. The classroom is free of negative personal comment or
put-downs” (p.13).
I would
also have the audience of students fill out feedback forms or post-it notes on
what they liked about the work and what could be improved and/or have students
reflect in a journal on what they liked about their work and what they would
change. I think it is important for students to appreciate their own work as
well as other’s work.
During
these weeks, I was also a volunteer tutor. In one session, students were aiming
to write a script on an alien version of Romeo and Juliet. I really liked the
way this task was scaffolded. First, the students wrote up a list of vocabulary
from A to Z which was in the theme of aliens. They then did the Corpse activity
and drew up an alien. Students then chose which alien was going to be Romeo and
which alien was Juliet and gave alien names to these characters. Students then
did a role play of Romeo and Juliet to refresh their memory on the events of
the story. The students were really engaged and focused during this. Students
were able to act out their characters which gave some depth into what they were
thinking and feeling. Students were then allocated a section of the story and
needed to write a script using the vocabulary list and the pictures of Romeo
and Juliet as prompts. They were also given chapter summaries to assist them.
Then it was our job as tutors to help students through the process of writing.
For example, helping students adapt and modify the story. Some prompting
questions I gave where: Where is this scene set? Instead of dancing, what do
the characters as aliens will do? What is some dialogue you could include in
the script? 
As a
classroom teacher, I would write up a list of prompting questions on the
whiteboard for those students struggling to write as there wouldn’t be tutors
sitting at every table, just me! I really like how the students were able to
create a vocabulary list and pictures of characters which would help them
during the writing process. I also really liked how summaries were provided and
students were able to get into role. I would probably spend at least a lesson
helping students develop character and build knowledge on the events of the
story before having them write.
Sydney
Story Factory has given me valuable knowledge of activities and tasks I can use
in the classroom to help students developing their stories. I hope I can
incorporate these activities on my professional experience because I’d like to
try these out.
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