End of Year Evaluation

 At the beginning of the year, I wanted the 7 boys in my class to be able to develop some key intrapersonal and interpersonal skills so they were able to engage more effectively in class and with their mainstream peers. I decided doing this through games would motivate the students to learn and practice the skills they had developed through LEGO club and playing board games, the previous years. 

I started the year convinced that playing the 'Engage' games was going to be the answer to teaching the students these new skills I needed them to know! The games were super easy to play in the classroom and I loved that several games focused on the same skills. The problem was that even though the language was the same and the students found the games very motivating, none of the boys were able to transfer their learning from one game to the next. 

After collaborating with a colleague and reflecting on my teaching, I came up with some steps to help me slow down my teaching and make the learning more effective. This had a huge impact and 4 out of the 7 students were able to apply the skills of the 'Engage' games to play with a mainstream buddy class, in  a positive way. 

Two of my students playing with mainstream buddies!

During lockdown, I had time to research learning through play further. I discovered that children learn to solve problems, solve conflict and work as a team when they have time to play with no interruptions and guidance from adults. So I set up a play area in the classroom with a different theme each week and then sat back and watched! Both of these things were very new to my classroom and my teaching because I always intervene to try and avoid meltdowns and physical conflict!! 

It was fascinating to watch the children engage with imaginative play and even more so because it was a different group of boys who enjoyed these activities. 

The best part of setting up play tables was that finally the students were able to make connections to the skills they had learnt through 'Engage' games and they even started using the language that I used when they were playing together!!

4 out of the 7 students now choose to play their own games together and not only tolerate the other people's rules, but will walk away from the game if they are getting grumpy or don't like the rules. A much nicer approach than the hitting, kicking and throwing of toys that used to occur! These boys are much better at talking through the problems that occur during play and deal with conflict in a more positive manner. (most of the time!) 

The problem I am now faced with is engaging the other 3 members of the class who prefer to play solitary games. How can I motivate them to play with others? Do they have to play with others? How can I teach the same skills without learning through play? 

Inquiry 2021 sorted!!