Teach-Secondary-14.1

59 teachwire.net/secondary T H E A R T S Stage FRIGHT S ome students thrive in practical lessons. Others will shy away, while a few will refuse to get involved in any way at all. Reaching students who don’t want to engage isn’t easy for a drama teacher – nor indeed for any teacher asking students to partake in practical lessons that may require moving out of comfort zones. In drama, the open space can be daunting for some. As teachers leading these spaces, it’s our responsibility to make them less intimidating and ensure they’re welcoming places for all students, regardless of ability. Common reactions A refusal to engage in practical work can emerge from feelings of anxiety, but also from a lack of interest in, or understanding of the subject – “ What’s the point of drama, Sir? ” It can be frustrating for a teacher if students don’t want to engage, but then consider the reactions of teachers during INSET days when asked to undertake group work. The responses aren’t always positive. My point is that as teachers, we sometimes know how the children in our classes feel. We may have even been there ourselves, when asked to do something we don’t feel comfortable with. Reaching students that don’t wish to engage with lessons is difficult, and there’s no ‘one size fits all’ approach when supporting these students. There are, though, some key points we could consider. Safe spaces Drama spaces, like any classroom, should be safe spaces. Leading by example is crucial, and setting a positive tone in the classroom really matters. It’s important to outline clear guidelines for the teaching space, in which all people should be included in a collaborative environment. Some teachers opt for classes setting rules together; others will have simple supportive procedures that encourage collaboration and mutual respect. Drama should be a place of continuing growth for everyone, irrespective of background. For students who feel anxious, they need to know that their teacher is someone they can speak to. Letting your classes know you’re available to discuss issues can really help. Listening to concerns and then acting on them to break down barriers is key. For some students, setting simple goals canmake a big difference. Some years ago, there was a student onmy register who was never inmy classroom. Taking the time to visit the inclusion room where she went for drama lessons, introducing myself, listening to her concerns about drama and setting manageable goals helped get her into the classroom, start taking part and ultimately enjoy the lessons. Not all students will get that far, but for some, setting foot in the classroom and seeing that it’s a space they can at least be in is huge. Celebrate those little achievements, and where possible, involve parents and colleagues in the process. Sense of purpose The late paediatrician and psychoanalyst, Donald Winnicott, once noted that, “ It is creative apperception that makes life worth living ”. Young people finding joy in play or drama can be important for them. Sometimes it’s essential to just let drama be for drama’s sake, and have it be an escape, a place for imagination to grow or, dare I say it, fun . Spaces like this can bring about personal growth and development in immeasurable ways. That said, given the ongoing push for lessons to be linked with careers, young people can also be encouraged to engage by highlighting to them the skills they’re developing in practical drama lessons, and how they might apply them elsewhere: • Teamwork/group work, through both listening and discussion • Presentation and communication skills • Critical thinking • Leadership • Time management and working to deadlines Pushing these skills, while linking them to the rest of the curriculum, students’ future jobs and adult lives, can engage young people and lend their learning greater relevance or purpose. All teachers face the conundrum of how to reach certain students. There are no simple answers, no single approaches that will engage those who, for whatever reason, simply don’t want to engage. Thoughmaking your classroom into a space for all students, in which they feel welcome, is certainly a good starting point. ABOUT THE AUTHOR Martin Matthews teaches in a secondary school in the North West of England All KS3 drama teachers will have encountered students reluctant to engage with the subject’s practical demands – here’s how to reach them, writes Martin Matthews