Last week I got my year 8s to speed date. It wasn't an early introduction to the rituals of mating behaviour, though. As homework, each student was tasked with researching an endangered species to teach the rest of class about. In their next science lesson, they had two minutes to share knowledge with the person opposite. On the ring of a bell, students peer assessed each other and moved along two spaces to repeat the exercise. I was worried they'd be rude to each other, not prepare or ignore my bell, but to my relief, and joy, it worked a dream. They learnt lots, enjoyed the responsibility and practiced presenting skills.
It is, of course, daunting standing in front of 30 sceptical faces and trying out something a bit different, but I think the temptation to play it safe should be resisted. I have found that the gains to be made from experimenting are worth the risk of looking like an idiot if it goes wrong. Things don't always go according to plan, but working out what doesn't work is just as useful as finding out something that does.
Playing with voice control — changing pitch and volume at different points — has been fun. I have found that sternly whispering to individuals freaks them out a bit, although shouting has virtually no effect — the pupils are surprised for a second then just laugh or zone out. One AST (advanced skills teacher) colleague told me he once had a real shout at a student who hit someone; the result was irreparable, any shred of a relationship was destroyed and the pupil was never able to be controlled in his classes again.
I learnt the hard way that when taking students out of the classroom lessons need to be incredibly structured. I took some year 10s to race in the playground in order to explore the speed, distance, time relationship. I thought they'd love it and me for taking them out of the classroom. They scattered. Really fast. I had no hope of gathering them together again for the rest of the period.
However, getting pupils involved in any kind of investigation seems to provide real engagement. I think it's because pupils don't realise that they are actually learning through enquiry. However, I was initially nervous about carrying out class practicals, particularly involving Bunsen burners as a colleague has a story about a student's hair catching fire due to pupils flicking matches. I have found that as long as I maintain a calm exterior (and keep the matches in my pocket), pupils won't go bonkers if a practical doesn't work well — or you accidentally fill the room with smoke.
If something does backfire then I think honesty and talking to students like they are adults helps too. Admit that something hasn't gone according to plan, then turn it back onto the students asking them to consider why that might have been and how it could have been improved upon (even if you know full well its because you forgot something vital).
In your training year you have more time to prepare and more support than at any future time in your teaching life so make the most of it. Have fun with exploring new techniques; the pupils will prefer almost anything to book work. Just stay calm and maintain a sense of humour — its okay to laugh when things don't work.
