TEGT4705 - STUDY NOTES

 One picture is worth more than a thousand words

When a person looks at a drawing or a picture, one immediately obtains a true image of the specific item’s
appearance. It is therefore important to write down all ideas not only in words, but as far as possible in
picture form. A drawing is a language which can be understood by many different groups of people. A
person can thus communicate by means of a drawing with anyone in the world.

 There are no impossible dreams or problems (only a limited number of dreamers and problem-
solvers)

All problems have solutions, the big challenge is however that somebody must spot them. When a person
believes that there is no solution to a problem, he cede the opportunity to find a solution to another person
who is perhaps competitive. In creativity it is very important to always believe that you can do that with
which you are busy more quickly, more easily and more economically. If you do not believe this, someone
else can take this opportunity away from you. The most creative persons believe that there is an answer to
all challenges. However, it is important to see the problem or challenge from another angle and to entrust
oneself 100% with it. The idiom goes: “those who do less, settle for less”.

 The subconscious mind is a full-time partner in the creative process

It is very important to trust the subconscious mind in forming ideas when creative challenges are tackled.
By believing in your subconscious mind, you will find the solution much more easily.

A person’s subconscious mind is like a good office member of staff. It works instinctively on that which is
important to a person and does not need encouragement. It understands simply what you need and works
without stopping until the work is completed (Grossman et al., 1988:13).

For example, you so often forget someone’s name, you can remember everything about the person, except
his name. After trying for a long time to remember the name, you give up and forget about it. However, a
few hours later, you suddenly remember the person’s name. The whole reaction was purely your
subconscious mind which still paid the necessary attention to the problem until it was solved.

When a person is entrenched into the solution of a specific problem and the solution just does not come
to the fore, it is best to leave the problem for a while and to forget about it. Your subconscious mind will
then take charge and when you later start addressing the problem, the solution will come by itself
(Grossman et al., 1988:13).

Believe in your subconscious mind and it will compensate you, time and again.

 Creative thought develops a win/win situation

When you find yourself in one or other situation, it is but an invitation for creativity. However, creativity
does not effect any solutions when one person is the winner and the other person is the loser. On the
contrary, a win/loose situation only indicates that you did not act creatively. It is unfortunately so that
creative solutions take time to be discovered, just be patient.

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8.4.5 CREATING A FAVOURABLE CLIMATE FOR CREATIVE THOUGHT

A climate that promotes creativity can be created in various ways and is based chiefly on the principles of
creative behaviour. Three factors must be considered when creating the climate for creative thought,
namely the physical, mental and emotional factors.

By paying the necessary attention to the physical, mental and emotional factors when creating a climate,
the objective is set for planned and unplanned learning. In other words, there is an opportunity for both
considered and instinctive types of productivity. However, it is important at this stage to eliminate any
misunderstandings concerning the creation of the climate for creativity. Creativity in the classroom does
not mean a disorganised situation where each pupil can do what he wants to do. At the same time, it also
involves the teacher’s interpretation of his role as the person who has control. However, a teacher cannot
totally eliminate responsibility, the safety of the pupil. Creative productivity is based on self-discipline and
is most effective when the pupil feels safe and feels that he works in a safe environment (Shallcross,
1981:13).

 The physical climate

The classroom requires the physical planning and layout that will support the type of activities which the
teacher is planning or allowing. However, it is not necessary to equip the classroom with very expensive
equipment. Any classroom can be so planned that it will be sufficiently functional to make large or small
group discussions possible, as well as provide large enough areas where pupils will be able to work. When
partitions or bookshelves are not available, hardboard or cardboard can be used. However, the point is that
the teacher must provide a place for various opportunities and activities. If pupils cannot work alone in a
space of their own, they must at least be provided with a workplace where they can localise themselves
for at least one period. It can for example be part of a table, a cushion on the floor, a window - any place
which they can claim as their own for a specific time (Shallcross, 1981:14).

As soon as each pupil has a workplace of his own, it is important to give him a storage place of his own. This
can be anything from a shoe box, part of a cabinet, a large envelope, etc. When creating a climate for
creativity, the teacher must emphasise the importance of other persons’ privacy. In many cases, it is a
tradition that whatever the child makes must be exhibited for all to see. When he wishes to promote
creativity, the teacher must often give the pupil the assurance that his/her privacy will be protected. In
other words, certain projects can be tackled without them being evaluated or exhibited.

It is important that the teacher does not intervene too early in the design or production. Showing a pupil
too soon what is wrong, can suppress his creativity. Instead of helping to motivate the pupil, it demotivates
the pupil. The pupil’s physical privacy and work area help to create the emotional support which is very
important for creative productivity (Shallcross, 1981:13).

The physical climate factors in the classroom include the following:
 Exhibition space for the pupil’s work.
 Research material must be within reach.
 The classroom must be equipped with the essential equipment.
 The teacher must be available to the pupil at critical stages.

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 The mental climate
Learning takes place when the pupil makes contact with something stimulating, alive or dead, subjective
or objective, all this gives the learner meaning. Due to the great variety of learning styles and interest
amongst pupils, the teacher must provide for a variety of stimulation to meet the differences. A real mental
climate is one that challenges, but does not control. It is so that the challenge put to the pupils at the start
must have definite success for the pupil.
The achievement of success encourages one to carry on. Challenges must become systematically more
difficult as soon as success is achieved (Shallcross, 1981:13).
To the pupil whose learning style is verbal, word games which are relatively easy are of great value. Word
learning provides a good start.

Change the word “HATE” to
“LOVE” by change only one
letter at a time.

Visually orientated pupils are very attracted by “Droodles”. They like unravelling the pictures. This type of
student also likes pictures that represent a specific writing.

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Mathematics devotees are attracted to mathematical puzzles, for example:
 Use eight 8’s to obtain the total 100.
 Write four 9’s so that it will be equal to 100.
 Find the missing number:

5678 9
52 63 94 18

Linking together these techniques as forms of brain storming gives the pupils a more positive insight into
his/her intellectual abilities. However, flexibility is very important in all the above-mentioned examples.
Flexibility increases one’s options so that risk increasingly diminishes and thus the degree of difficulty
increases with excitement.

 The emotional climate

The physical and mental climates will be completely futile if an emotional, supportive atmosphere is
lacking. An emotional climate provides the pupil with the personal security which is necessary so that he
can react to the physical and intellectual stimuli set by the teacher. This security allows the pupil to feel
safe and that the ground rules will not be taken away from him/her. These ground rules are a personal
guarantee allowing the pupil to progress at his own rate, with the necessary privacy for work until he is
prepared to share it with others, with the knowledge that there are differences between people (Shallcross,
1981:19).
Irrespective of the pupils’ age, it is very important that the teacher creates a feeling of trust in the pupil.
Pupils must at all times be informed of what is expected of him/her at specific times. The pupil has a sense
of security if he is given the daily planning either verbally or in writing.

Honest support is of the utmost importance. Often pupils are much more acute than adults think and are
very quick to spot that the teacher is not honest. Praising the pupils’ work which the teacher knows is a
mess, is dishonest and disloyal. The way a person conveys criticism in this case is very important. Criticism
can be very constructive depending on the way in which it is conveyed (Shallcross, 1981:13). The following
is an example of how criticism can be conveyed positively in an English class.

Teacher: Louise, did you get good rates in penmanship and spelling last marking period?

Louise: Yes.

Teacher: Did I hear correctly that you got a raise in your allowance for taking

Such good care of your little brother?

Louise: Yes.

Teacher: Are you a good skier?

Louise: Yes.

Teacher: Do you have a lot of friends?

Louise: Yes.

Teacher: You do many things well and well liked. One thing that needs shaping

Up is this story you’ve handed in. Did you do a less than acceptable job here?

Louise: Yes.

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The emotional climate in the classroom provides the pupil with a sense of self-esteem, a sense of belonging
and a sense of personal strength. If the support is honourable, the pupil will learn to be supportive, and as
such will support others (Shallcross, 1981:21).

In summary, one can say that a learning environment that encourages discovery, curiosity, imagination,
variety and openness is a laboratory for creative development and design. Associated with order and
discipline which is flexible and imaginative, this type of learning environment is the most suited for constant
creative growth (Du Plessis, 1997:11).
Teachers who apologise because the school system does not allow them to be creative, do not really
understand what creativity means. Enthusiasm, passion, honesty, trust, encouragement and
understanding are qualities whereby a creative spirit can realise itself dynamically. One often hides behind
excuses because the teacher has become entangled in a process of futile, over-structured and often
irrelevant teaching which he experienced as a pupil, which formed part of his teachers’ training and within
which he as teacher then becomes only another instrument whereby the same cycle is repeated.

Because the learning climate created by the teacher can be of significant long-term importance, experts
from various disciplines have started emphasising the role of the teacher, namely to create the
environment. It appears that creative learning can take place when:
 The lesson is an opportunity for solving problems where the focus is on real problems which mean

something to the pupil, in other words the problem must be topical.
 Teachers gradually help pupils to formulate their own objectives.
 The larger class is divided into smaller groups (group work) for more directed self-activities,

development of group skills and more immediate involvement in problems and solutions.
 Opportunities for stimulation are created.
 Self-evaluation also forms part of the evaluation process.
 A variety of sources are available throughout.
 Treat unusual questions and unusual ideas with respect.
 Give credit to pupils’ ideas and learning which take place at their own initiative.
 Allow for periods and tasks that are not evaluated (thus promoting spontaneity and eliminating the

emphasis on evaluation).
 Promote intrinsic motivation.
 How skills are acquired is of great importance.
 Creativity is promoted when a pupil finds facts and ways to solve problems in a creative manner.
(Du Plessis, 1997:11)

The next important technique which will stimulate the pupils’ creativity is the concept of more and better
ideas.

One of the basic characteristics of a creative person is his ability to create many and new ideas when he is
faced with a problem. Throughout the ages man thought spontaneously when he had to search for a
solution or new idea, thus creating many successful solutions and breakthroughs. Training, environmental
factors and specific conditions stimulate or impede that ability to generate ideas. Specific periods in history
produced a profusion of people generating creative ideas, while other periods lacked new and
breakthrough ideas. It is generally not true to allege that creative ideas only flourish in times of abundance
- it is often in times of crisis that remarkable solutions are created. Think for instance of the enormous

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contribution made to the drawing practice provided by Gaspard Mobge when he had to think up solutions
in warn-torn France to get more arms manufactured to satisfy Napoleon Bonaparte’s lust for war (Du
Plessis, 1997:13).

Although spontaneous thoughts lead to new ideas and change and even today still result in breakthroughs,
efficient procedures are very important to enhance the generation of ideas and to increase the rate
dramatically. Creating the correct climate and considering various other factors which have a great
influence, are very important for promoting creativity in the child.

8.4.6 STUMBLING BLOCKS THAT RESTRICT CREATIVITY

What is it that keeps pupils, teenagers and adults from practising their creativity to its full potential?
Basically, each person must find out what it is that keeps him/her away from creativity, but there are certain
aspects, however, that can be highlighted, namely:

 Poor health.
 Insufficient motivation.
 Intellectual slackness.
 Lack of curiosity.
 Interest only in the probable, logical.
 Repressed training and education.
 Degradation in the work situation.
 Emotional bias.
 Poor observation.
 Condemnatory attitude.
 Conceptual blocks.
 The conditions under which the pupil grew up are not stimulating.
 The pupil’s critical attitude towards himself.
 The pupil is too afraid of what others will say of him/her.
(Du Plessis, 197:3).

6.1. Poor health

Poor health undermines all bodily functions, also the brain, thus affecting creative thought. Think of the
thought potential of a person who is suffering from a serious bout of flu.

6.2 Insufficient motivation

This is obvious. A lack of either intrinsic motivation (to do something because it is interesting, full of
challenges, etc.) or extrinsic motivation (to do something because of a reward or evaluation) is
counterproductive for creative thought.

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6.3 Intellectual slackness

It is obvious that someone who is not prepared to use his thought potential under normal circumstances
will be less prepared to do so when it comes to creative thought (Du Plessis, 1997:4).

6.4 Lack of curiosity

History teaches us that designers of motor cars, aeroplanes, the electric bulb, etc. did not become heroes
overnight because at that time there was no need for those discoveries. The Wright brothers had been
flying for two years when the patents office informed them that they did not accept their patent because
it would be practically unfeasible.

6.5. Interest in only the probable, logical

This causes that no in-depth research takes place - a person just moves on the superficial so-called logical
level.

Example 1
2 + 2 = 4; 2 x 2 = 4. Conclusion: When a number is multiplied or doubled by itself, the result is the same.

Example 2

Charlie Kettering’s formula proved that a motor car would need an electric motor larger than the car’s
engine if the engine had to be switched on electrically. If he had accepted this finding, we would probably
today still have to crank our car’s engine. Only when he did an in-depth research, did he realise that it would
only be valid if an electric current is needed for hours on end. However, a motor car needs only sporadic
moments of an electric current to switch it on from time to time, therefore a much smaller source of energy
(Du Plessis, 1997:5).

6.6. Repressed training and education

Children are not allowed to think and act creatively. Rigid action requires less problems and time and
ensures specific results or success. Our school system inhibits creative thought and promotes conformity.

6.7. Degradation in the work situation

The work of too many very competent workers should rather be performed by less qualified persons. This
mutual frustration which is unleashed out of necessity inhibits creative thought.

6.8 Emotional bias

It is alleged that the average person reveals about 8% emotion as against 20% logical reason. The result is
that emotional thought often dominates logical thought. The biggest scapegoat is fear - fear of risks that
must be taken; fear of errors that may be made; fear of unnecessary time and financial expenses, without
guaranteed success; fear of being “different” to social norms (Du Plessis, 1997:16).

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6.8. Poor observation
Identify the following:

How many squares do you see?

6.10 Condemnatory attitude
Taking a critical look at the proposals for solving a problem undermines the participants’ creativity because
they will be careful not to elicit negative criticism.

6.11. Conceptual block
Without lifting your pen, join the dots by means of straight lines. Easy? Now try with only four straight lines.

ooo

ooo

ooo

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Arrange five toothpicks as in the figure below. By changing one toothpick, the amounts symbolised on both
sides of the equal sign must be equal to each other.
Cut a cake into eight pieces by only using three cuts.

Draw the top view of the following casting.

Conclusion regarding conceptual blocks
When we need to solve problems, we tend to fall back onto our foreknowledge, previous experiences or
memory. When this works, that’s fine. Think as an example of how much time you would lose if you had to
find out every morning how to knot a tie. Hence this is a good system. However, the problem is that falling
back onto foreknowledge is often accepted as a matter of course with the result that we then easily and
exclusively use this and thus act mechanically, like a robot, and without
imagination (Du Plessis, 1997: 9).
Compare for instance the two views of the block. It forces you to see the right-hand view as a square. In
other words, we are thinking completely conservatively. We are not prepared to think about strange,
daring solutions.

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Because it is often very difficult to establish whether curiosity, an investigative mind, a strong imagination,
original thought and many other qualities, which typify a creative person, are innate or stimulated by the
environment, it is perhaps significant to focus on the environment over which we have more control. Since
1958 Torrance conducted follow-up research for 32 years and found that the “Beyonders” (a term which
he created to typify people who excel and go far beyond the ordinary) are stimulated more by positive
environmental circumstances than by any other factor.

This knowledge obviously holds tremendous implications for teaching (Du Plessis, 1997:9).

Although it is relatively easy for a teacher to transform the pupil’s learning environment creatively, each
child can play a role in allowing his own immediate environment to influence the learning process in a
creative way. However, most pupils have certain dispositions that take the edge off their thought within
the status quo. These dispositions are often beneficial when daily routine work is performed, but they can
at the same time be a stumbling block when creative thought and action become essential.

If teachers and pupils want to throw themselves open to creative development, it is essential not always
to follow the rules, or to be practical and correct.

The pupil’s experience is possibly the strongest factor which can creatively stimulate or discourage. This
phenomenon is already prominent in pre-school children. In homes where there is strict discipline and the
child is not allowed to question or to express independent thoughts or opinions, a child can often appear
to be deceptively “intelligent”. Upon closer analysis, the “intelligent” is nothing but mere imitation or
repetition of what the parents stated (Du Plessis, 1997: 10).

A child may be caught up for a long time in this kind of environment, even as long as his teaching and
training lasts. However, there is the danger that such a person may somewhat later in his life have to do
with circumstances in which he purely and simply cannot rely on a recipe-like decision or action. Imitation
and reproduction have limited success and ideas that succeeded yesterday no longer succeed in most cases
today.

8.4.7 METHODS TO OVERCOME STUMBLING BLOCKS

The previous section highlighted the effect of various stumbling blocks. However, the opposite is also true.
One needs stumbling blocks in order to make progress.

Failure helps a person to think more clearly, to focus again, to see the problem just once more into
perspective. Should you as a teacher be faced with a stumbling block, it is necessary to calm down, analyse
the stumbling block and see what the problem actually is. A person often focuses so much on the stumbling
block that he completely fails to see the idea of the real problem.
The following factors will also serve as guidelines to bridge stumbling blocks.

 Do not be too critical of yourself.
 Change the environment in which you live or work if it restricts you.

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 The teacher can do quite a few things in the class to help the child to discover himself, all ideas can be
processed as possibilities, opportunities for creating ideas, etc. This promotes creativity.

 Accept pupils who think originally, and
 Create a climate which respects and values originality.

Creativity is often neglected due to the length of the syllabus, busy programmes, inability of the teacher to
deal with this or to maintain discipline, etc. Practical work is sometimes neglected because large projects
are being tackled that take up too much time. Plan thoroughly at the start of the year and be flexible.

8.4.8 THE PARTICULAR CONTRIBUTION OF THE BRAIN-STORMING SESSION
TO PROMOTE CREATIVE THOUGHT

One of the simplest and most used technique for generating ideas is known as brain-storming. Think about
the team of American design engineers who had to find a solution to the Russian radar network which
protected their air space (the “Stealth” design). Brain-storming is the gathering of individuals who “think”
about certain situations or problems and who then spontaneously submit their ideas on the particular
matter (Du Plessis, 1997:13). This technique was developed in the thirties by Alex F Osborn - he wrote
“Applied imagination” which experts considered for many years to be the basic textbook for creative
thought. This technique was refined over the years and can be reduced today to four basic principles on
which the procedures of brain-storming are based, namely:

 No criticism.
 Free-wheeling - free generation of ideas.
 Quantity; hitching on.
 Think in concepts.

No criticism

While ideas are being generated, no criticism is expressed despite the fact that some of the ideas may seem
illogical and unimportant. Judging is postponed but with the knowledge that evaluation will take place
before a final decision is made. Modern man tends to be uncritical and it is therefore difficult to freely
generate original ideas without expressing criticism - self-criticism is especially a much greater stumbling
block than criticism of others (Du Plessis, 197:14).

Free-wheeling - free generation of ideas

Because the initial fear to generate ideas is now averted, a person develops confidence enabling him to
allow ideas to flow freely. Because the other members of the brain-storming session also allow ideas to
flow freely, without hypercriticism, the individual is stimulated further. This technique is not only used to
find new solutions, but often leads to the solution of earlier seemingly unsurpassable problems. The wild
ideas which the new solution brings are later refined before they are effectively put into operation. Quite
a number of consumer goods which we use daily, about which we do not think twice, developed in this
way - the ball-point pen and electronic watch are some of the most common examples which were
discovered as the result of an uninhibited flow of ideas.

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Quantity

The Nobel prize winner, Linus Pauling, once said: “The best way to have a good idea is to have many ideas.”
Research shows that between 10 and 15 percent of ideas being generated are used effectively.

One must therefore purposefully endeavour towards quantity. To save time, these ideas can for instance
be recorded with the help of a tape recorder. Some experts allege that at school writing enjoys too much
priority, especially in young children, where the rate at which they think is considerably slowed down to
adapt to the speed of the hand (Du Plessis, 1997: 15)

Hitching on

One person’s idea will often stimulate another person’s thought so that he adds something or comes with
another idea. The great advantage of generating ideas within group context is that the group is stimulated.
Being surrounded by a stream of ideas offers a variety of stimuli which stimulate thought from various
directions.

Think in concepts

Because man tends to use logic and order (left-brain thought) for solving a problem, the ideas will usually
be set under each other or next to each other (linear thought). This over-emphasis of logic and order
impedes non-linear and unusual thought (which often leads to solutions). One should rather think in
concepts because this generates many more ideas. This also immediately stimulates new ideas, but also
the possibility to hitch on to ideas that are already created. It is a known fact that the more ideas are
generated, the better the chance that a good idea will come to the fore. There are obvious advantages to
thinking in concepts.

8.4.9 CREATIVITY IN EDUCATION

Boshoff (1977:175, 179) states clearly that human activity, known as the shaping of creativity/culture,
belongs nowhere but under the historical subject function of man, an action that concurs with the essence
of the historical aspect, namely “controlling shaping according to free design”. Culture shaping, however,
is a human activity; animals and plants do not have an subject function in the historical - only an object
function - and cannot shape culture.

As this is a super-psychological busy-ness, this means that this function of man is subjected not to nature
laws but to norms (which man can indeed transgress). The latter is the basis for man’s normative work, and
the historical way of existence offers various possibilities to man to “shape creativity/culture with the given
reality on the condition that he maintains the specific norms in respect of this action.

To the question how creativity/culture creations can be used in education, more specifically, technological
school teaching, it is important to establish that creativity/culture creation as an historical way of existence
has a great role to play. The learner must thus be trained and helped to control all aspects of reality, as the
development of all human aspects must be envisaged by education. Not only analytical thought and the

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ability to use it, but also the learner as a whole must be involved in education. Although technological
school teaching cannot allow the learner to develop something which is not given to him by God, it must
be urgently stated that the learner in the education set-up will be able to develop fully, so that he can live
and work as fully developed personality to serve God and his fellow human being.

Boshoff (1997:180) states that the syllabus provides for the development of the learner as a whole and will
also promote the creativity/culture shaping of the pupil. She states the following: The Christian person has
the ability in every field of life under the guidance of the Christian religious basic motive of creation, sin and
redemption, and within the limits of the Christian norms, to shape a Christian civilisation, but man must be
prepared for this, and without teaching and education nothing will come of a creative/culture shaping.
Once the culture-creating activities of the pupil have developed, one can talk of a Christian civilised adult
personality who will be able to control reality in obedience to the laws of God.

Today, however, the school is often seen as the place where one learns and when the pupil is expected to
learn only on authority or to reproduce that which he memorised, he has no share in any shaping of culture.
As such this very important existence of man is totally misjudged.

8.4.10 TECHNOLOGICAL SCHOOL TEACHING AND CREATIVITY

Free processing methods in significant Technological school teaching do not mean that the pupil can
choose his methods of manufacturing or making any object or article. It merely implies that the learner
must participate, partially or fully, in the design and planning of a specific piece of work.

Considering the various objectives of the different subsections and subject components of technological
teaching, the aim is amongst others to give the pupil the opportunity to discover his creative and technical
potential, to develop his creativity and to use it for shaping his personality and dormant talents. The
shaping of creativity implies that the creative and technical potential of man is inherently basic to his
positive potential. The creative potential indicates the intellectual potential and the technical potential
indicates the skill potential. Giving the learner the opportunity to discover these potentials further awakens
and develops dormant talents (secondary basic potentials) which can open up possible interests for further
study or training for his future profession (Van Rensburg, 1980:3).

The pragmatic value of Technology as a school subject is an important aim because it has future potential
for the pupil. The pupil now has the opportunity to realise his skill potential with the help, support and
guidance of the teacher in the technological situation. Because man’s potential also holds his restrictions
and differs from person to person, the Technology teacher must continuously take into account every
individual learner’s abilities, potential and interest. This means that, as far as possible, the teacher must
bring the standard of the subject material and choice of assignments in line with the ability and potential
of the pupils.

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8.4.11 CASE STUDY OF CREATIVE THOUGHT

In 1990 a researcher working at the “Snow Brand Milk Company”, a large Japanese manufacturer of dairy
products, received a national award from the Japanese Institute for Inventions for a process of making
cheese which he developed and which caused a world-wide change in the manufacture of cheese. His
story started in 1980 when he listened to a lecture dealing with the problems experienced when
temperature convections are measured in liquids. After this lecture, the researcher decided to experiment
measuring temperature change in milk. He conducted the experiments for almost three months, without
the support of the management.

During this period, he found out that a large change in temperature developed when the milk started to
curdle. Because the change in temperature was so dramatic, he would initially not accept his instruments’
accuracy, but after repeated thorough tests, he was convinced of his findings.

The researcher had no use for his findings. He knew nothing about the manufacture of cheese. He started
reading and learning intensively so much so that one of his biggest problems was to establish when
precisely lumps start forming. At that time, people largely relied on a skilled technician’s judgement. If the
cheese-making process went too fast, the cheese was of inferior quality, if it went on for too long, the
cheese tasted poorly.

The researcher realised that this inaccurate subjective process could be substituted by making use of
temperature measurement, and with this knowledge he went to his management and tried to convince
them that the factory must investigate this technique further. However, he was not meet with enthusiasm
by the management.

It is only when he published his findings in an internationally accredited journal - “The Journal of Food
Science” - which elicited considerable positive reaction - that his invention was recognised by the
management of “Snow Brand Milk Company”. At present a heated wire technique is used to measure the
temperature change in milk from which cheese is made. “Snow Brand Milk Company” at present uses and
manufactures apparatus to determine this process. This apparatus is used throughout Europe, Japan and
America. In 1990 about 20 000 tons of cheese were made this way.

8.4.12 SUMMARY

Man, and pupil, naturally crave to be busy, to experiment and to invent and make something. In
Technology, as a school subject, the pupil has the opportunity to satisfy this craving with the guidance of
the teacher. When making and completing a self-designed and self-manufactured article, man experiences
the joy of creating which eventually elicits other dormant talents.

As far as the development of creativity is concerned, the aim is to increasingly involve the intellectual
potential of the pupil. Although the pupil experiences considerable thoughts when manufacturing exact
assignments, in free shaping processes the aim is to guide the pupil to higher and abstract forms of thought,
thus enhancing the development of creativity.

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When designing and constructing assignments, the pupil must use logical thought to eliminate serious
construction errors. As soon as the pupil succeeds in this, it leads to logical judgement which enables him
to solve many problem situations through his no-nonsense thought. However, it is very important that
when he wants to achieve a higher and abstract form of thought, the pupil must actively participate in the
Technology situation. This encourages him to involve his thought in the skill activities with which he is busy.
Justice will not be done to the development of creativity if mere imitation, monotonous repetition,
mechanical exercise and over-emphasis of hand movement and insignificant assignments are the norm.
The development of creativity through self-design and free shaping processes also gives meaning to the
pupil’s mental activities in that this realises ideas in tangible form.
These mental activities address thought from the pre-planning to the completion of the piece of work.
The pupil knows that the completed piece of work also provides the test for his correct thought and
planning. This entails that in time the pupil will act and think in the Technology situation.

5.3 Conclusion

This unit has provided you with some opportunities to identify barriers to learning and special needs.
It has given you some opportunities in practising how to manage the identified barriers. You have
explored how to identify some of the barriers based on learners’ behaviour; identify physical and
sensory learning difficulties in practical work; address intellectual difficulties when completing the
practical tasks; assist with emotional learning difficulties in completing the design process.

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Activity 8.2: The Design Process and Strategies to Address
Barriers to Learning

Instructions:
1. Read the scenario and complete the table with possible solution/s to the problem given.
2. Refer to Appendix C page 41 – 48 for assistance.

3. Scenario:
The design process in Technology plays a very important role in assessment of learners in practical work.
According to your current policy (RSA DoE 2011:40), the mini practical task, and known as the Mini
– PAT, is weighted 70% of the school based assessment mark each term. In your class, you have
learners struggling with different barriers. Explain how you will plan to assist these learners with
‘learning difficulties’.

Learning difficulty Problem Possible solution

Clumsiness / difficulties in
expressing ideas and
experiences.

Physical & sensory Preparation and cannot
produce accurate and quality
work.

Unfair dependence on other
learners in the group.
Learners have very limited
ideas / ideas are stereotype and
narrow.

Inability or low interest to link
designing and making. ‘Why
design?’

Intellectual Lack of confidence and pride in
difficulties design work.

Inability to retain instructions
and to listen at length when
planning and making.

Work is rushed and sloppy.
Inability to repeat previous
skills and knowledge.

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Activity 8.2: The Design Process and Strategies to Address
Barriers to Learning (continued)

Learning difficulty Problem Possible solution

Low standards of behaviour

Learner withdraws and does
not take part.

Ideas are unrealistic and do
not match the ability of
making.

Learner doesn’t want to
design and only wants to
make.
Learner destroys or hides poor
work and mistakes.

Emotional and Learner loses interest over
behavioural long period of time.
difficulties.

Learner is moody and stops
working unexpectedly.

Learner has fear of judging
own work against higher
achievers
Learners cannot associate
these processes with the
technology activity

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The Technology Classroom….
Outcomes

By the end of this unit you will be able to:
 plan and develop a proper layout for your classroom that is workable to ensure the subject is
properly managed;
 identify the most suitable tools to use when working with specific materials, and to apply the
necessary safety rules when working with tools in the Technology classroom;
 identify characteristics of an ideal Technology classroom.

9.1 Introduction

What if the key to boosting learner’s engagement was as simple as swapping out desks and chairs and
rearranging the layout of a classroom? Research shows more intentionally designed classrooms are
positively correlated to learner engagement, which can in turn improve learner success. There is a
direct link between learning by the learners and the placement of desks, the lighting that is provided,
and the location of the learners to where information may be presented.

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9.2 What to consider when developing the Learning area Technology in a
school

When it has been decided to introduce Technology Education as a new learning area into the school a
resource audit should be taken to find out where the school is at and what is needed.

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 Human:
Who will co-ordinate Technology Education within the school?
What will the role of the other teachers be?
Will the parents be involved?
Who, with practical skills, can assist in training teachers?

 Costs:

When planning the introduction of Technology Education into a school, there are various aspects to
be considered.

 If additional staff, namely a specialist teacher that salary may have to be included into the
running of the school.

 Tools and equipment to start the learning area need to be purchased. Then additional money
needs to be collected or sort for the equipment that needs to be continually added as the
learning area grows and the learner’s abilities improve.

 Consumable materials, paper, card, wood, dowel sticks, straws, split pins, glue, masking tape,
paint, etc. need to be considered.

 Materials for specific projects need to be included as well.
 The school needs to decide on a policy towards the payment of materials:
 Possible approaches are:
 Learners pay for each product they make. In other words parents are billed whatever the

materials cost to make the product.
 Parents are billed a set amount per year for Technology Education, this money is then the

Technology budget.
 The school supplies a budget to be spent on Technology from school fees or income.
 This should be decided so that everyone knows how much money is available, as this influences

the types of projects that can be set for the learners to do.

 Teaching approach:
What teaching approach will be followed?
Specialist teacher, class teacher or team teaching approach

 Curriculum:
What Grades will the subject be introduced to initially?
What curriculum content will be followed during the first year, and how will it develop over the

next few years?
What disciplines of technology will be covered?
What spiral and breadth of learning will be developed within the curriculum?

 Time tabling:
How much time should be spent on technology lessons per week / cycle?

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 Facilities:
Where will the Technology Education activities take place?
Do extra amenities need to be installed? (water, electricity)
Is there enough storage space? (for tools, equipment, materials, children’s work in progress,

children’s written work, and for displaying of finished products

 Tools:
What tools and equipment do you have?
What tools and equipment will have to be purchased?
Who will supply the tools and equipment?

 Materials:
What materials do you have?
What needs to be collected or bought for each project?
What books will need to be obtained?
Who will supply these materials?
Are there parents who could assist in the providing materials?

 Safety

All teachers are responsible for the learners in their care. Whatever the learners are doing in
Technology, your primary responsibility is to make sure that they are working safely.
Technology teachers cannot place learners in dangerous ore even risky situations. You cannot allow
the learners to get into situations which may lead to injury, of themselves or others. You need to
consider safety as you plan and organise practical work.
No matter how much or how little equipment there is in a technology work area there are many
potential dangers. Therefore teach the learners to use the tools in the Technology classroom correctly.
Be aware of the possible dangers of using the tools and make the learners aware of these dangers.
Supervise the use of tools closely until the learners become competent in using them.

Also keep in mind that once the learner has done the same task many times, it could become
monotonous and this could lead to careless mistakes. Try to change repetitive tasks slightly so that
the learners stay alert.
Make the activities safe by setting up the equipment in such a way that the learners know that for a
specific activity they have to wear safety goggles. Also ensure that all tools are in a working condition
and safe to operate.

Accidents can and do happen in classrooms. All Technology classrooms should contain some basic
first aid equipment. Card 4 of the health and safety set deals with this as a class project. Learners
need to be told what to do and how to act if an accident happens. We suggest that you devote some
time to this at the beginning of each term.

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9.3 TEACHING APPROACHES

There are basically three approaches towards the organisation of teaching
Technology:
Here are some pros and cons to each approach:

Specialist Technology Class Teacher Team Teaching
Teacher Approach Approach Approach

* A specialist room or * The ordinary classroom * A specialist room or
centre is required. is used, but the classroom’s the classroom could
facilities would have to be be used- depending
* All equipment & tools stretched to accommodate the on the grade.
are kept in one place. Tech. Equipment and materials.
* Tools & equipment would * Tools &
move around and could be . equipment may be
misplaced. moved depending
on school’s choice
* Learners’ would benefit * Class teacher would be of system.
* Learners’ would
from a specialist’s extended further to acquire benefit from a
specialist’s
knowledge with regards knowledge of the new subject- knowledge with
regards to
to technological concepts. Its methodology, content and technological
concepts, and have
assessment methods. their class teacher

* Overall general school * Overall general school to bounce and
progression & progression and differentiation discuss ideas with.
differentiation for Tech. for Tech. Would be difficult * Overall general
could take place. to achieve effectively. progression &
differentiation for
* Careful construction of * Time can be adjusted to Tech. could take
fit the project being covered, place, & class
the timetable would learners benefit from regular teachers would be
class routine and uninterrupted exposed to the
ensure that all classes time for learner / teacher technological
have adequate ‘time concepts and
slots’ for Tech. but the methodology, but
the classroom
routine is broken.
* Careful construc-
tion of the timetable
would ensure that
all classes have
adequate ‘time

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classroom routine is relationship. Slots’ for Tech.

broken. * Technology
Education becomes
* Technology Education * Classroom management another subject in
the curriculum.
becomes another subject may necessitate rotational
* Assessment of
curriculum. group work so that all learners learners is based
on the time
can cover the Tech. topics. available for the
project.
Technology Education may not

be recognised as another

subject in the curriculum.

* Assessment of * Class teacher may not

learners is based on the feel ‘comfortable’ or may ‘not

time available for the know enough’ about

project. technological concepts may

not do justice to the work being

done.

9.4 Organisation of the technology classroom

Although the layout of workstations in the technology classroom is pretty uniform, there are different
ways of arranging space that makes the classroom user-friendly and functional. There isn’t a recipe
of how to organize the layout of your classroom. However what is very important is that you need to
plan what your classroom will look like each year and, in some cases, each time you create activities
that warrant a change in furniture placement and areas for the learner to work.

9.4.1 The Technology Centre
If a Technology centre can be built, it should have the following features.

 General characteristics:
 The building should have more than adequate light and visibility between as many rooms or

areas as possible.
 The building should be spacious with enough space for free movement to allow learner

‘traffic’ flow and have easy access.
 The building must be well secured with safety gates and alarm systems.

 Design Room / Area:
 This is the ‘clean’ area where designs are created, and possible solutions to problems are

worked out.
 Large tables and chairs or benches that could easily seat a full class.
 A chalk or white board
 Facilities for an overhead projector and screen
 Drawing equipment and materials should be easily available to all learners.

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 A resource area for books and other sources of information to assist in the investigation.
 Bookshelves for learners’ workbooks or files.
 ‘Clean’ construction work could also be done here.
 Textiles could also take place here if no special or dedicated room is available.

 Multi –purpose work Room:
 Workbenches or work tops to comfortably accommodate a class of learners.
 Storage facilities for the tools and equipment
 Necessary tools and equipment
 There is no set design for this area.
 However the following needs to be considered:
good lighting, good ventilation, water supply with at least a single sink (a double sink is preferable)
and numerous electrical points.

 Machine Room / Area
The room is where the larger and electrical tools and pieces of equipment are housed. Special safety
rules and codes of conduct apply to this area.

 This area must be clearly demarcated or separated from the multi-purpose workshop.
 Possible tools: electric pillar drill, fretsaw, jigsaw, buffer, belt sander, milling machine,

grinder, lathe, etc. This depends greatly on the age group being taught and the fields of
interest to be taught.

 Food Technology Room / Area:
This area should have work surfaces where food can be prepared in a clean and hygienic way.

Consideration should be given to:
 The storage and refrigeration of the food stuff.
 Washing of cooking equipment and food stuffs.
 Cooking of foods, e.g. stoves, microwaves, open fires outside.
 Storage of utensils and equipment.

 Storage Room or Rooms:
This area is of vital importance. It is where materials, some equipment, and all uncompleted projects
will be stored. It should be one very large area, or several smaller areas, attached to various rooms.
If the school has decided not to have a specialist room, workstations could be used in the existing
classroom.

 Display Area:
This area is not a ‘must’ but it is very important to ‘show off’ and display the learners’ completed work.
This can be a yearlong ongoing process, it could take up a lot of space!
If no particular area is available then space in the school entrance or school hall should be made
available.

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9.4.2 Other Areas or Rooms that could be included:

 Computer Room:
This room could be included into the design room, if the school does not have a computer room. There
should ideally be sufficient computers for every child to have their own computer to work at, however
if that is not possible, one for two children will do. The children could either work together, or work
in shifts. One half of the class attends computers while the other half of the class attends another
activity or learning area and visa-versa.

There should be enough space for the computer, a mouse pad and mouse, to be positioned
comfortably and for the learner to be seated comfortably!

 Electronic Room:
Possible facilities / equipment:
Many plug points to accommodate all the soldering irons, work areas for learners to work comfortably
with adequate light, while working on the small components. Examples or models of electronic and
electrical circuit boards, and systems. The room should be able to accommodate both AC and DC
power.’

 Textile Room / Area:
Possible equipment:
Ironing boards, sewing machines, large layout tables, shelves and cupboards for storage of equipment,
adequate lighting, and many plug points to accommodate the sewing machines.

9.4.3 Other specialist areas, involving any of the technological fields
Depending on the angle or framework the school wants to work in or move into, could be added or
included.
This can include for example: vehicle repair, plumbing, jewellery, ceramics.

 Storage Requirements: -
this is the most important, and most often neglected when planning.

Know matter what type facility is used to teach technology, the following items need to
be stored:

 The materials the learners will be using.
 The tools the learners will be using.
 The learners work in progress.
 The completed work by learners.
 The learners written books / files.
 A reference or research area for books.

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 The materials the learners will be using:
The small materials could be stored on empty, clean ice-cream tubs.

The larger materials could be stored in cardboard boxes.
All the containers need to be clearly labeled. Stating what is stored in them.
The everyday items or the items the learners will be using for their product be to be easily
accessible to the learners.
The excess materials or materials not needed at present should be stored in a cupboard or
storeroom.

 The tools the learners will be using
The tools need to be stored in lock-up cupboards.
Depending on the tools the school has, you would probably need narrow tools cupboards where the
tools can be hung up.
Labeled, this is to ensure easy control of when the tools are replaced by the learners. The teacher
needs to check after each lesson that all the tools are present.
The larger cupboards would be for large tools such as planes.
The other alternative is to have a lock-u storage cupboard, at each workbench, instead of large central
tool cupboards.

 The learners work in progress.
Storage for the learner’s work in progress needs to be very secure. The worst thing a teacher has to
do is explain why someone else broke a learner’s piece of work. Storage cupboards in a classroom or
a dedicated storeroom needs to be available for the work learners are still busy with, considering that
most projects take a few weeks to complete.

Another alternative is to have a trolley that is able to fit through a door, with shelves on it, for learners
to place their work on. There should be one trolley per class. If there are more than 35 learners in a
class, you would need two trolleys per class.

 Display areas for the completed work:

The completed work is generally the pride and joy of the learners.

This needs to be shared with other learners and other staff members. An area in the classroom or in

another part of the school, e.g. the reception area, would be good, to display the completed work of

the learners. It is also good in developing positive self-esteem.

At the end of the term or at prize-giving parents could be invited to come and look at the completed
works of the learners.

 The learners written books.
The learners need to keep a record of work. If learners are expected to carry these books or files
home, they are often forgotten at home which means that previous work cannot be referred too. Also
learners do most of the research and other work at school so there is no real need for the books to go
home or to increase the weight of already heavy school bags!

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So a set of shelves or a shelf area needs to be available for the books to be stored on in the classroom.

Tip: Colour codes
Colour code each grade’s cover in a different colour for easy recognition.
Colour code the spines of each classes books. Then you can easily see which books belong to which
class and which grade. This is especially useful in a specialist room or area.

 A reference and research area:
Learners should be able to research the topics they are busy with. A small reference area should be
included in the classroom to “wet the learners; appetites” and if they require further knowledge they
would use the school or public library. Reading, researching and acquiring knowledge is very
important! The learners should be encouraged to do that as much as possible!

9.5 Storage of materials

Materials need to be stored safely, but should be easily accessible.
9.5.1 Storage Trolley:

A moveable trolley to store work in the making, can
be a useful resource.

 Total height should be about 40cm below the
height of the door-frame.

 Total width: trolley should fit through a
standard door.

 Distance between each shelf should be about
40cm.

 Each shelf should be able to be removed from
the trolley, if needs be.

 Each shelf should have a lip of about 5 cm.
 The trolleys should be on wheels or coasters

for easy mobility.

9.5.2 Tool Cupboard – wall mounted (front view)
 Tools to be hung on hooks, nails or in clips, in
this narrow cupboard.
 Tools to be hung on both the back and the doors of the cupboard.
 Each tool should have a shadow drawn onto the cupboard for easy control and management.

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Sample of a tool cupboard

9.6 Tools & Equipment

The equipment is listed in groups for the Foundation, Intermediate and Senior Phases. The cost will
determine, to some extent, the quality of equipment bought. Remember that good quality equipment
is preferred as it will last longer.

The list is for a group of 40 learners.
The quantity columns represent the following:
Column 1: the ideal if cost is not a problem
Column 2: Necessary for implementing most activities
Column 3: Needed
Column 4: Suggested for small group work in a classroom (about 6 learners)

This is a list of suggested equipment for the Foundation Phase.

Measurment: 1 2 3 4 General: 12 34

Metal safety ruler 20 10 4 2 stapler 10 4 41
(30cm) 4 2 2 1 Kitchen:

3m tape

1m rule 4 1 1 1 Measuring 10 8 52
Spoons – cups
(sets)

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Holding tools: scales - weighing 41 1

Bench vice (engineers 20 kitchen knives 10 8 82
–medium) 82
11
bench vice (engineers 10 10 2 cutting board 10 8 82
– small) 82

Bench hooks (make 20 10 10 2 bread knife / large 1 1

own) knife

clamps G4 10 8 8 2 spoons – metal 10 8
(various sizes)

clamps - small 10 8 2 wooden spoon 10 8

Cutting tools: egg beater 10 8 82

saws - hack 11 1 mixing bowls 10 8 1

- junior hack 10 8 2 sieve 10 8 1

- coping 10 8 8 2 grater 10 8 1

scissors 10 10 10 6 cooking pots - set 10 8 1

side cutters 10 8 4 2 2 plate / gas 84 1
wire stripper cooker 81 1

1 1 4 1 electric blender /

craft knife 1 1 1 1 small oven 81 1

Textiles: Other:

scissors 86 1 FIRST AID KIT 11 11

measuring tape 2 1 1 1 safety glasses / 10 8 6
goggles

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needles – cotton (sets) 40 20 20 5 aprons 40 40 40 6

If cost is a problem, then tools could be purchased as they are needed for a project – which would not
mean a large initial outlay, and money could be raised each time before tools are needed.

The equipment is listed for the Intermediate and Senior Phases.
The list is for a group of 24 learners.
The quantity columns represent the following:
Column 1: the ideal if cost is not a problem
Column 2: Necessary for implementing most activities
Column 3: Needed
Column 4: Suggested for small group work in a classroom (about 6 learners)

General: Electrical: 1 2 34

Metal safety rule (30cm) 12 12 8 3 Scroll saw 21

Metal Ruler (60 cm) 4 11 Pillar drill & set of hole 2
3m tape measure 3 21 cutters

Hand drill with stand 2 1

Tri-square 83 Narrow upright belt 1
Vernier callipers 1 sander

Soldering irons 12 8 4 2

Bench vice (engineers - 12 6 6 Polystyrene hot wire 2 1
medium) cutter

Bench vice (engineers – 4 1 Strip heater 1
small)

Bench hooks (can be 12 6 4 2 Vacuum moulder 1
made)

G Clamps (4) 12 8 4 2 Kitchen 1

Pliers – general purpose 8 6 1 1 Measuring (spoons & cups 12 4
(set))

Pliers – long nose 8 6 1 Scales – weighing 11 1

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Combination pliers 6 4 1 1 Kitchen knives (large & 12 6 1
Side cutters vegetable) 1
1
12 6 1 Cutting boards 12 6 1
1
Stapler 4 2 1 1 Spoons – metal 12 6 1
1
Staple gun 1 16 - wooden 12 4 1
1
Saws – hack 8 66 Egg beater 12 6

- junior 12 8 2 Mixing bowls 12 6
hack 12 3
12 8 8 2 Sieve
- coping

- panel (if no 1 12 Grater 12 6
electric saw) 12 6

Scissors 12 12 3 Cooking pots (sets)

Tin snips 8 4 6 1 Two plate – gas cooker 6 4 1

Wire stripper 8 6 6 1 Small oven 4 1
1
Craft knife 12 12 2 Microwave 6 3
1
Rubber mats 12 12 2 Textiles:

Metal files (set of 5) 3 1 4 Pairs of scissors 12 6

Chisels (set of 4) 31 Measuring tape 12 6

Hand drill & set of drill 8 6 6 1 Needles 24 1
bits 2

Brace & bits 1 12 4 Other:

Awis (can be made) 12 6 4 1 FIRST AID KIT 11

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Hammers – claw 6 6 4 11 Safety glasses (one pair 6 6

- ball for each electrical

- panel machine)
pin
Rubber mallet 6 6 2 1 Protective gloves (for 6 6

necessary electric

machines)

6 6 4 1 Aprons – leather 24 2 6

4

4 4 2 1 Extension cable 31

Screw driver set 86 1 Guillotine 1

Hot glue gun 8 6 12 3

Flat spanners (set) 1 Computers are over and
Pop riveter 1 above this !

Paint burshes (thin, 24 24 3
medium, large) 8 6

Sanding blocks

9.7 MATERIALS

If storage space is limited, only buy materials as they are needed for each particular project.

Suggested materials that could be used:
Wood:
Tomato boxes – cheap and easy source of wood – find a reliable greengrocer
Dowel sticks: varying thickness – depending on activity
Square dowel sticks (10 x 10mm² x 1000mm) – get the school’s groundsmen or the local hardware
shop to cut them for you.
Broom handles or wooden curtain rods – good for wheels
Skewer sticks – two sizes – sold in packets of 50
Toothpicks or cocktail sticks – very useful
Matches – very useful, make sure ends are burnt, if the children are also using the match boxes
Tongue depressor sticks for Pharmacists or medical suppliers
Hardboard: 2445 x 1225 x 3mm
Chipboard: 2445 x 1225 x 12mm

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Sheet materials:
Polystyrene, perspex, plastic – useful but expensive, specialist material is needed.
Plastic bags and rolls of plastic, cardboard, assorted paper, aluminium foil, assorted fabric, foam
rubber

Fastenings:
Glue (Bostik clear, Pritt stick, PVA wood glue, epoxy, glue gun – hot glue sticks)
Tape (sellotape, masking tape – various thicknesses, packaging tape, insulation tape, double sided
tape)
Prestik, paper clips, drawing pins, split pins (paper fasteners), clothes pegs
Assorted nails – 16mm, 20mm, 40mm
Assorted screws, assorted nuts and bolts, assorted washes
Valcro, zips, buttons, hooks & eyes, press-studs, straight pins
String – different sizes
Pipe cleaners
Wire – different sizes
Finishings:
Paint – PVA, enamel, poster, spray, glass-stain
Vanish, liquid lead
Paint brushes, sandpaper, steel wool

Cleaning materials:
Turpentine, thinners, acetone
Detergent, hand soap
Mutton cloth, rags, towels (hand, dish)
Dust pan and brush, broom, large plastic basins

Miscellaneous:
Batteries, balloons, marbles, paper plates, plastic tubing, hose pipe, toilet roll tubes, candles, reels of
cotton, drinking straws, mirrors, syringes, wool, corks, modelling clay, plaster of paris, plasticene, play
dough, empty cotton reels, drinking cups, fishing gut

Junk materials:
Ask parents to collect waste items and send them to school:
Egg boxes, wine sleeves, computer paper, corrugated cardboard, newspaper, matchboxes,
polystyrene, plastic bottles, 2L coke bottles, jar / bottles lids, black rubbish bags, plastic spoons,
ballpoint pen tubes, wheels, old toys, coldrink cans, tins, jars, boxes.

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9.8 A Philosophical Approach to Classroom Design - Five Basic Principles

9.8.1 Classrooms should facilitate learner engagement
a. Highly accessible furnishings for all learners including those with disabilities
b. Many electrical outlets
c. Multiple display/work surfaces (white boards, etc.)
d. Comfortable furniture
e. Rolling and swivelling chairs
f. Movable tables
g. Mobile/multiple whiteboards to record learner work
h. Robust lighting control

9.8.2. Classrooms should facilitate learner collaboration
a. Use of modular tables
b. Rolling and swivelling chairs
c. Movable tables
d. Semi-private breakout spaces connected to main learning space
e. Mobile/multiple whiteboards to record learner work
9.8.3. Classrooms should facilitate connections between teachers & learners
a. Wide aisles both horizontally and vertically
b. Movable tables
c. Rolling and swivelling chairs
d. All learners easily visible, seating begins near to instructor area
e. Semi-private breakout spaces connected to main learning space
f. Many electrical outlets
g. Multiple, simultaneously visible display/work surfaces (white boards, etc.)

9.8.4. Classrooms should incorporate appropriate technology
a. Many electrical outlets
b. Instructor station with Tablet PC-like technology
c. Multiple electronic display surfaces (LCD projectors, etc.)
d. Reliable network connectivity
e. Printing/copying availability
f. Robust lighting controls

9.8.5. Classrooms should have flexible physical arrangement
a. Wide aisles both horizontally and vertically
b. Movable tables
c. Rolling and swivelling chairs
d. Highly accessible furnishings for all learners including those with disabilities
e. Reconfigurable space for lecture/lab work via multi-modal pedagogical approaches and multi-
disciplinary teaching teams
f. Multiple, simultaneously visible display/work surfaces (white boards, etc.)

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Activity 9.2:

Instructions:
1. How will you address the issue of buying tools if there are financial constraints?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

_________________________________________________________

2. Study the list of tools for the intermediate and senior phase and select the tools needed when
you need to prepare a salad, pudding and chocolate cake. You have 40 learners in your class.

Tools/equipment No cost
constraints
Necessary
Needed
Small group
No cost
constraints
Necessary
Needed
Small group
Tools/equipment

3. Why is it important to have a first aid kit in a technology class?
_______________________________________________________________________________
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_______________________________________________________________________________

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Activity 9.3:

There are five basic principles needed when designing a technology classroom. Briefly name
the five principles and list what is needed:
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Activity 9.4:

Take the principles listed above and complete the best layout for the given classroom

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9.10 Conclusion

After the completion of this module, you should have mastered the skill how to change your own
classroom into an effective and innovative classroom that will inspire learners to change into active
participant in Technology. When your classroom is better organised, it will enable you to enjoy
your practical work much more because you will be in control of tools and materials.

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9.11 Appendix

Environmental Planning

1 Introduction

Have you ever met someone for the first time and felt that you had known each other forever? All
your thoughts surfaced in their words. You did not want the conversation to end, and you knew there
would be another time you would make contact because it was such a strong connection you found
so many connections to your values and passion. The conversation was rich and intriguing. Instant
rapport was truly evident. Perhaps you can think of a time when you went to a class and were
surprised to find a room that was filled with exciting and interesting materials, realis, pictures, and
posters. “Overwhelming” may have been your first reaction, and yet your curiosity was piqued. Each
of these things helped to make you want to know what was going to happen. You were immediately
engaged and enrolled in the learning process without a word spoken.

Can you create an environment that is so rich and enrol students in such a personal fashion? Yes, you
can. In this unit you will learn about the most important and practical considerations and strategies
for creating a powerful learning environment. It describes our view of for the student-centred
classroom. We offer guidance on the elements you should consider as you set up your room, to create
the most productive, enriching, and supportive learning environment possible. You will also learn how
to ensure that the students entering your classes are ready to learn and that you yourself are ready
to teach.

2 The Learning Environment

The learning environment is both the physical setting and emotional climate in which learning takes
place. The phrase “everything speaks” is used by Quantum Learning Network (QLN), a program for
creating accelerated learning settings. The term is used on a regular basis to help both lecturers and
non-instructional staff understands the influence of even the smallest thing on the learning
environment. “Everything speaks” is a reminder that every interaction, every person, every activity,
every part of the physical environment, and every time interval makes a difference for learning. Just
as Bobbi DePorter, founder of QLN, has said for many years, the phrase, “everything speaks” is the
essence of this section.

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2.1 The Physical Environment

The classroom you are assigned is the space you have to work in. “What you see is what you get,” and
your choices are limited. You probably cannot make it the perfect environment, and will likely need
to leave it as you found it because other instructors share the space. But because you share the space
does not mean that you cannot personalize it each time you are there. All you need are the intention,
the time and the materials.

 The Peripheral Environment

One thing you can probably easily do is place a few things on a bulletin effect board or perhaps a
poster or the like on the walls. One of the tenets of accelerated learning is the use of peripherals,
items placed on walls around a classroom that support the learning and the learning environment.
Being exposed to these peripherals reinforces the expected learning in a subconscious fashion.

You can get your students involved in the process too, which can be very valuable in the entire
enrolment process for a course. Here is one practice. During the first class session ask each student to
write a quote on a 250 x 150mm 7-inch (ledger size) sheet of paper. Provide coloured paper. The
quotes are to be positive and could be made up or from someone else. It is great if they remember
who said it, but it really does not matter. Thoughts may come up about things students heard at home
when growing up. This is fine. The most important part is that the quotes must reflect something
upbeat. The quotes offer insights into each personality in the room. Put them up for several sessions,
along with larger posters of exercises and lists from activities. It is different enough from other classes
that students can better be engaged in future classes.

 Using the Space

The traditional classroom most of us grew up in had rows of desks. The lecturer had a desk at the front
or sometimes to the side. Traditional rows and a lecturer desk at the front is a very authoritative
model. The lecturer was clearly in charge, and all the information in the class came from the lecturer.
That is not to say that the traditional setting is bad or good. This configuration works for the lecture
or direct instruction setting. Too often, though, it is never changed or adjusted to more student-
centred designs. The important thing to remember is that you may have and should use the flexibility
of the space and furniture. You should plan your room arrangement so it matches your teaching goals
and activities. When you have alignment like this one, you bring the expected learning more effectively
and easily.

Regardless of how the room looks when you arrive, it does not dictate how you can use the space to
the benefit of your course. Whether you have a room with desks or tables, unless they are fixed, you

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can rearrange furniture easily. For example, your first class session might be set as a circle. This is a
good setup because everyone can see each other. Sharing the syllabus and expectations in a circle
creates an atmosphere of collaboration right from the start. Students will also feel more secure about
asking questions. You can learn names faster this way too, by doing introductions while everyone can
see each other. A circle arrangement is also good for review sessions. Small clusters of three to seven
desks are another option. This allows students to work in small groups for discussions or to complete
assignments and projects. If there are tables and chairs, you may just need to move the tables aside.
Groups of three to seven (odd numbers) work well.
The best part is you do not have to do all the work, if you want to mix up your instruction and still
leave the classroom a certain way for the next instructor, guide your students in rearranging the room.
The first session you will have to do it all and plan your time so you can finish before students start
arriving. After that, you can enlist their help. One way to do this is to put instructions on the board to
show how the room needs to be set at the beginning of each class session. Often the instructions can
be just a word or phrase (“small groups today” or “lecture”). In a matter of minutes, all the work is
done for you.

At the end of the lesson students return the furniture to the original state. This practice is also a great
one to help them to “own” the space they work in. Because you offer something novel, some of your
students are often willing to show up early to help.

 Lighting

The lighting in the typical classroom is fluorescent. The “buzz” in this type of lighting sometimes is
more invasive than any other distraction. If you cannot control the fixed lighting, you can use a small
incandescent lamp to create a “softer,” more inviting learning space. This is especially effective in a
small classroom, and this minor change can do much to change the mood. Natural lighting, of course,
creates the best mind state for learning. If you have a daytime class, consider turning off some of the
overhead lighting. If you have been assigned a classroom with no windows, request a change if others
are available.

Some classrooms, such as auditoriums and lecture halls, have been designed with stage lighting.
Rooms with a soffit loaded with lighting offer a better atmosphere than direct fluorescent lighting.
This can very useful if you have access to the control panel. You can adjust lighting so it matches your
lecture or activity. Usually the lighting is targeted to the front of the room, but it can be aimed in
different directions. You can probably also dim some of the lights.

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4. A Few Other Important Considerations

 Nutrition and Water

Have you ever been famished, with no time to eat? People come to class at the last minute and
sometimes have not had much to eat or drink before arriving at your doorstep. This is not good for
the potential learning. We do not think or learn very effectively if we are hungry or thirsty. Although
you should not be expected to provide food and drink for each class, if you do so for the first class it
is a sign of your commitment to effective learning. Bottled water is reasonably inexpensive by the
case. You can purchase snacks in bulk, or bring popcorn. One of the discussions during that first period
could be asking whether students want to set up a rotation to bring food and water so everyone will
be in a better place for learning. It usually goes well as long as you keep it simple. You also need to
talk about cleaning up when they leave.

Water is fundamental. Water keeps the body hydrated and provides needed sustenance. If you offer
water only, that is fine. Discourage soda because it is not healthy, and if it is spilt it is messy to clean
up.

Healthy snacks or salty snacks are better than sweet snacks. Sugar will give an immediate burst of
energy, but the effects wear off soon after, and we feel ourselves in a slump. Packaged snacks are
easiest, and fruit is good too. Sometimes students volunteer to bring in vegetable platters and even
pizza. All of these are great and help set your class apart from others, creating positive feelings and
stronger affiliation. Consider that there may be a policy that will not allow you to have food in a
classroom. If you do not know of such a policy, or if there is not one, you still have to make sure that
you leave the room better than when you arrived. (Go by the belief that forgiveness is often easier
than permission.) By doing so, you will not get complaints from other instructors or custodial staff.
Napkins and paper towels are essential, in case there are spills or crumbs. When you recognize that
water and nourishment are essential pieces to the learning puzzle, you will become a more successful
instructor. If you are committed to your subject and your students and have passion about being a
masterful lecturer, you will do whatever it takes to be successful. Taking care of basic needs becomes
part of that.

 Breaks

Breaks in the action are good for two reasons. First, they give students time to process information in
a less formal way. Second, taking care of personal needs leads to better attention. You should include
a break of about 10 minutes every hour or hour and a half. Also, it might be useful to note that students
can take their own breaks without penalty. (If you need to go, you need to go.)

When you do offer a break, be sure to say how long it will be and what time students should be back
and ready to start again. Too often Research Team instructors say, “Let’s take 10 minutes.” More likely
than not, the 10 minutes turns into 20, and time is lost. That is one of the main reasons that breaks

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are not planned, because there is no strategy to get students back. Be specific with your return time
and they will be ready to start again.

 Music

You know that music can affect you. Think of the time you last heard a radio blaring, or perhaps
elevator music. How about that favourite song from high school or college that you still can remember
word for word?

Then there is the special song from your first love. Finally, how many times have you had a tune in
your head for no particular reason and you cannot seem to change the tune or stop it from repeating?
Music allows us to be in touch with emotions and thoughts. The memories flood as we think of the
events and people associated with these songs. We are influenced by music every day. So why not use
it to the best benefit in schools? Too many students find schools an unfriendly place, even when they
choose to be there. Classrooms should be welcoming places. Just think of the lobby of a nice hotel.
Would you rather stay in the Ritz-Carlton or Hotel Six? Classrooms should be as welcoming as hotel
lobbies are, with soft music playing. Music can be an invitation to learning. The bonus is that you will
like the atmosphere as well.

You will find yourself energized and more relaxed. You will plan better and be better prepared to
change plans in the flow of the moment.

Benefits of Music: Music, though rarely appreciated as a learning adjunct, can help create the kind of
environment that engages students and increases learning possibilities. There are good reasons to
include music in your classroom including:

To energize
To align groups
To induce relaxation
To manage classroom activities
To stimulate thoughts of prior experiences
To develop rapport
To set the theme of the tone of the class or course
To teach, creating connections between right and left sides of the brain
To lend a sense of fun to the class
To appreciate musical variety
To inspire students to make their best efforts

Music has so much value to human learning and performance that it has been researched deeply.
Research by Gordon Shaw and others at the University of California at Irvine determined that after
listening to classical music for 10 minutes before taking an IQ test, scores were better for those who

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listened versus those who did not. Though the brain-boosting effect was temporary, it does point to
the simple power of music.

GeorgiLozanov, a psychiatrist and educator interested in how to facilitate learning, discovered the role
of rhythm in enhancing brain activity and learning and used music extensively in his “Suggestopedic”
method. He developed passive and active concert readings of new material — specifically, learning a
second language — using a background of music that increased students’ ability to retain new
vocabulary and other language skills. (Think about the ABC song. You can probably sing the entire
song, even though you may not have thought of it for years. Having students use tunes they know to
make new songs using your content is a great way to encourage thinking and to embed learning into
long-term memory.)

Getting started: It is fairly easy to introduce music into your classroom. When planning your lessons,
include a prompt for music in your plan, so you remember to use it and use it at the right time (see
below). Just bringing a small boom box with you to each class will help you get into the mind set to
start using music. You do not need to invest in a high-end sound system. A portable, inexpensive boom
box will work well. (If you pay a little more for one with a remote control, you may find it useful.) If
you do not already have a good selection, start collecting music CDs that you like (because you are
more likely to play them), preferably instrumentals, such as contemporary light jazz, classical, and new
age compositions. (Music with lyrics can be distracting for students if they are the wrong ones or if
they are played at the wrong time.) Find stores that have used CDs, or look online.

Keep in mind the importance of being sensitive to your students when you use music. You should tell
them that you will use music and explain its purpose in the learning process. It might sound something
like this: “I use music in my classes because I know that it helps with learning. In fact, the research is
quite clear that you’re learning will be even greater if music is part of the process in class and out of
class.

Music offers great value to us.” (Also, by offering students and explanation for your use of music and
other techniques you use, you help them to better understand the way people learn. Learning to learn
is an untapped arena — many students have never been told about how people learn.)

How to Use Music: When and how you use music are the keys to its successful use in your classroom.
Consider the following:

Transitions: This is an easy time to remember to use music. As students enter or leave your room, use
upbeat instrumentals or vocals to create excitement, promote feelings of success, and build interest.
(Use music that energizes you and it will likely energize your students.) You can also use very short
music interludes as you shift from one activity to another, such as when you change a topic during a
lecture or when you stop a presentation to have students move into groups for a discussion or group
assignment. The music will not only keep up the energy during the transition but, as an added bonus,
will give you a few moments to collect your thoughts as you prepare for what comes next. Turn the

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volume up as students move about and stop the music at its highest volume at the end of the transition
so everyone can hear that the music has stopped.

You have their attention now, and can make an announcement or go forward with your plans.

Background: Another logical time to play instrumentals is when you have students in discussion groups
or involved in other activities, such as when processing a lecture or writing. You do not want the music
to be too loud because it can be distracting, and yet you want it to be loud enough to give a sense of
security that no one will hear another group’s discussion. You may find that music will prompt deeper
discussions, as well as adding a stimulating influence. The appropriate volume is a fine balance that
you will learn to make with practice. During this activity you can circulate and listen to the groups and
determine how you will debrief the activity.

Classroom Management: You can also use music to manage individual or group activities. Rather
than using music just as background, you can also use it to time an activity, by telling students to stop
when the music ends. Again, it is useful to use the volume controls. You can gradually raise the volume
of the music to get their attention as you approach the end of an activity, and then lower it slowly and
completely fade it out. This makes it a soft closing for the activity, which allows the completion of
thoughts and reflection.

“Concert” Readings: After you become accustomed to using music during transitions and activities,
you may want to try using it as background to content presentation, such as part of a lecture or
demonstration. This method is considered an active or passive “concert reading.” The students just
listen to your voice with classical music in the back ground as you read your material. You can do this
successfully if you find just the right piece of music and practice timing it to the content and length of
the material. It is not necessary to spend hours, but it will be effective only if you practice until you
are comfortable. (This may seem a bit exotic, but it has been demonstrated to be very effective in
reinforcing learning and recall.

2.2 The Emotional Environment

The physical environment is easy to manage if you set out with the intention to do so. For setting the
right emotional environment, you will likely have to have even greater intention. The truth is that
some people have an easier time building emotional safety and rapport than others. What is important
is for you to know the key ingredients of a setting that offers support, comfort, and the best
inducement to learning. Each of the following sections provides short yet important elements to
consider.

 Create a Sense of Ownership
Ownership means students have a sense of belonging to something they have helped create. In
planning your first class, think about how you can ask students to do things in the room that will give
them a sense of being a part of it. It has already been suggested that you have them hang posters on
the walls or move furniture to help create a space they “own”. Here we suggest that you go further

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and lead a discussion about what the ideal classroom would be like and then ask how you can make it
so together. Take a few minutes by yourself to brainstorm what that classroom would be like for you
to get the discussion going. (Part of the discussion should be how to transform it each class session so
that it may be easily returned to its original state.)

 Provide Relaxed Interaction
Relaxed interaction starts at the door. Whether you are totally prepared or not, you should intend to
and be ready to greet students at the door as they arrive for class. This small gesture can provide
amazing results. Students feel they are important and known by you and, as a result, they will be more
likely to participate in class. They feel after that short personal interaction at the door that they have
rapport with you, and they do. You have personalized their experience by greeting and interacting on
a personal level, even if it was only for seconds. There are numerous other things you can do to create
relaxed interaction, including really listening to students, responding to things you can change to
ensure they understand content, providing time during each class for open questions and discussions,
and spending time after class with the purpose of being available. All of these create a more relaxed
environment.

 Watch Your Language

Use Affirming Language
The words we choose influence others in ways we sometimes do not think about. The use of “and”
versus “but” is a good example. When the word but is used, it often does not just set up a contrast to
what has been said before, but can actually negate it. Consider this example, “I like your paper, but
did you think about giving more examples?” This is a common way lecturers comment on students’
work, a style that weakens the positive or diminishes the strengths and highlights the problem or
weakness. Would it not be more effective to say, “I like your paper and did you think about giving
more examples?” Another emotional effect that changes with the words we use, is evident in the
difference between “challenge” and “problem.” They cannot always be substituted for each other,
and yet often they can, with just a little forethought and consideration. Also, how many times do you
hear or receive notices reminding you “Don’t forget to . . . “? How about substituting that with
“Remember to . . .”? The latter image is clear and strongly positive. Positive talk does influence our
thinking and learning. Make those self-fulfilling prophecies positive and you and your students will be
much happier.

Avoid Put-Downs
Many of us engage in what is sometimes called “playful teasing.” This is a natural thing to do and can
be a healthy way to create more relaxed interactions. The challenge comes when we cross that
invisible line between playful teasing and put-down. You may not do so on purpose, but put-downs
can happen without your intending them to. Most critical is the acknowledgment that we have
mistakenly stepped over the line. Too often our response to hurt feelings is one of denial, “Come on,
I was just kidding!” The truth is, if the recipient of our teasing is hurt by the words or a misperceived
intent, we need to own our mistake. It is awareness of these kinds of incidents that will help build and
nurture emotional safety in a classroom or anywhere else. Instructors have to model taking care of a

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mistake in order for students to know how to apologize and make it right. Therefore the bottom line
is, apologize and move on.

Pay Attention to Your Body Language
There are various studies that describe how we process information, and the overwhelming
conclusion is that actions speak louder than words. We portray with our face and body more than by
speaking alone.

This is one reason why face-to-face meetings and real live classes will never be completely replaced
by virtual learning. When you are conscious of how your physical responses match your verbal
reactions you will be more congruent. You can probably remember times when you have seen
someone say one thing aloud and not portray the matching physical response. You have to model
behaviours that match your words. If not, you lose credibility. There are entire books on this topic,
and what is meant here is to simply pique your interest to discover more.

 Build Self-Confidence

There are five factors that affect self-confidence — security, selfhood, affiliation, competence, and
mission or purpose. These are not completely independent and may be self-evident, but one should
know a little about how they enhance student confidence.

 Security
Security has to do with feeling safe, both physically and emotionally. If you work in an urban area,
providing a setting that is physically safe may be difficult. But security also has to do with individual
feelings of safety or comfort. Providing an environment that is an emotionally safe band has strong
rapport between students and with the instructor. What has already been said about this will suffice.

 Selfhood
This is the feeling that one matters. Your greeting students at the door can help provide this to each
student. You also contribute to a student’s worth by offering specific feedback on his/her contribution
to each class. This is more than just general praise, such as telling a student that he or she has done
“a nice job” or saying “that was a good comment.” (Remember the old saying about “damning
someone with faint praise”?)
Tell students in very specific terms what makes their contributions good. This will show that you really
mean what you say. (See more on acknowledgments in the next section.)

 Affiliation
The third factor is knowing that one belongs to a group, like your class. We affiliate with groups that
provide personal value and align with our beliefs. Some affinity groups are natural, like family, school,
or church for some. When students have affinity, they feel a sense of well-being. (Interestingly,
corporate giant Home Depot encourages employees to become involved in volunteer organizations,
believing that they make better employees by doing so.) You can create this sense of belonging in
many ways. One is way is to bring students’ personal interests into the classroom (which also affirms

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their self-worth). Another way, which should be part of your every class session if possible, is to create
many opportunities for positive student interactions.

 Competence
If you know you are good at a task and others acknowledge it, you have both competence and
confidence in your ability. When you have competence, you have a sense of achievement. You
contribute to this for your students by challenging them to do well and then acknowledging their
competence when they succeed at a specific task. This could be with an examination or assignment,
the subject itself, class relationships and conduct, or something as simple as asking pertinent
questions. (One way we know we are good at something is because people ask us to do it with them
or for them.)

 Mission
Finally, when you have a mission, your life has a purpose. We get that purpose from how we are
driven, our parents, or other mentors or models. The point is that you should have something from
which you seek fulfilment.
When you know the factors affecting self-confidence, you can be purposeful about how you interact
with your students. Who knows, you may be the model who gives students the purpose they may be
seeking in their life.

 A Note on Acknowledgments
The influence of lecturer acknowledgments is often underappreciated in postsecondary learning.
Many instructors think this is a topic suited for elementary education, and not the teaching of adults.
However, adults are not much different when it comes to their need for recognition. (Do you not value
praise and approval?) So, give the importance of acknowledging student participation and work its
due. This means honouring what students do in your course as often as you can. This begins with, of
course, recognizing what students have added in a current class session. Yet it also involves more. For
example, note how much you are anticipating the contributions they will make next session. Or while
students are departing, take a few minutes to tell several of them specifically how they contributed
to and made the class more meaningful for themselves and others. You can select students who need
the feedback to get them more involved. You could also tell students about how someone else
contributed to the class and made a difference. Again, do this in a very specific fashion.

Some specifics you may address could include, “You asked an essential question that led to a very
important discussion today. Thanks.” Or “The point you made about [insert topic] was might on. That
kind of contribution is welcome anytime.” Or “Your presentation today was both well prepared and
helped me better understand your commitment to the class.” These and other very specific feedback
statements will encourage more involvement.

Be Aware of Your Presentation Styles

Students relate to lecturers based on many factors. One of those is the way lecturers match student
learning style. It is a challenge to match every style of every student. You do not have to conduct a
formal learning styles survey to get a sense of your students’ preferences. Just by paying attention to

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wording of responses and observing behaviours in class, you can get a good idea of the styles you
should address. You can also discover the styles that seem to work best with a specific topic or activity.
All you must do is asking your students. Seems simple, and it is, except that many students do not
think about the way they receive input, and therefore this will most likely make for a very interesting
and informative class session. We suggest you ask students during your first class session how they
learn best. It is most helpful to have them fill out a card with pertinent information for your records.
Include “How do you learn best?” (seeing, listening and talking about it, or doing).

By matching your teaching style to student learning style you build rapport, and students learn better.
This contributes to their feeling more comfortable in your class and being more motivated to proceed
to perform. Remember relaxed interaction? This is another piece of it. As you think about how you
can make your teaching style and classes student-friendly, consider what you are really good at. Do
you tell great stories, can you create metaphors and analogies easily, and are others impressed with
your enthusiasm? As you reflect, remember that the more you offer of yourself on a personal level
the better students will relate to you as a real person. It is a matter of being comfortable enough with
yourself that you can be real with your students.

Encouraging Better Participation and Retention: Some Quick Tips

How can you influence students to be prepared and ready to participate in your classes for every
session? Almost everything we have already discussed in this chapter will contribute to greater
student engagement and persistence. Here are some additional ways to be sure that students are
motivated to show up ready to learn at their highest level.

Set high Expectations
Closely related to the issue of the emotional climate is the setting of your expectations, High
expectations result in higher achievement. When you plan your course and each lesson, be specific
about your expectations, and set them a bit higher than you think can be accomplished. You will be
surprised at how students perform based on a high standard. Students accomplish more when
lecturers challenge them to reach beyond their own sights. Students will do just as much as you expect.
Set your sights higher, plan for less time rather than more because they will take the exact amount of
time you give them.

Create Curiosity
Curiosity may have “killed the cat”, but an absence of curiosity will also kill a lot of learning. There are
many ways to generate interest. For example, provide an intriguing question that will be answered in
the next class. You have to determine what will be novel or intriguing for your students. This may be
based on the discussion in the class session you are just finishing, or you may anticipate and plan for
this ahead of the class. You should offer some sort of incentive for discovering the answer before the
next class. You decide. Have students e-mail their answers to you and reinforce the responses with
acknowledgments for each person who responded. You should do this by e-mail and in class. But be
careful; you do not want to make this activity seem more important than the content. Your goal is to
motivate students to think about the content out of class and to solve a problem that will help them
cement the learning that they already have.

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Offer Choices
You can further the sense of “ownership” of learning in many ways. One is to offer several options for
activities in the next class session and have students vote on the one that they want to experience.
The activities should be part of your plan, designed when you planned your course. Describe each
activity and the expected outcomes for each. If you offer the options with enthusiasm and excitement,
the students will also be enthusiastic. Of course, any one of the activities should fulfil the need to
reinforce concepts and learning. In addition you may find that you will use the others in the future.

Announce Coming “Attractions”
Create a sense of anticipation by letting students know what is coming up. Be sure to offer some
excitement and not just information. For instance, announce a guest speaker who will provide an
interesting presentation and answer questions about the real world of your topic. Their expertise
should be acknowledged. Students may have some recognition of the person because of their being
well known in the field of study. Build up a guest over a couple of classes to recognize their value. By
building up the occasion you will motivate the students to be present. To make it more enticing, ask
the students to prepare questions that they may want answered by the expert. You can take time in
the current class to record the questions and add some of your own to the mix.

Offer Student- Generated Tests
Some lecturers may be reluctant to have students create their own tests. However, with proper
guidance, they can be a very powerful way of motivating and focusing student learning. Moreover,
the process of creating assessments actually reinforces their learning and facilitates their thinking
about the content at a deeper level. Suggest, for example, that during the next class they will be
working on a rubric for their final class project or exam. By suggesting that students will be involved
in determining the criteria for grading a successful project, you give them greater motivation to
participate. They have a degree of self-determination, and we all like choices. In your announcement
about the rubric, you should describe how a rubric works and why you have decided to use their input
to create one. The main reason you would want to do that is to tap their expertise and interest. You
could also note that because it is their project they should be able to distinguish from the beginning
the difference between a good and a great project result.

Share Your Passion
Let students know how you feel about the topics you teach. You are teaching the subject because of
your real-world experience and passion about it. This will naturally come out in your classes, and you
can take it a step further by noting how strongly you feel about your students learning the subject.
Share your desire that they also come away with a greater degree of interest and passion about the
subject.

Make Learning Fun
Students return to certain classes because of humour, relevance, and the fun factor. You cannot force
fun; it has to be real and spontaneous, just like humour. Telling jokes is different from playing on the
natural humour that occurs in everyday experiences. As you gain more experience in teaching, you
will develop this important talent. A good place to start is to carefully craft each class session and then

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