Classroom Dynamics: Tim's Struggle and Collaborative Learning (Full Transcript)

Speaker 1: Okay, can everyone please put their books under their desks, silent reading is over. Arms folded, sit up straight.

Speaker 2: Tim is a nine-year-old boy in grade four. He lives with his mum, dad and his fifteen-year-old brother. He loves reading books and watching movies. Tim is a competent student who is very attentive in class, but his teacher is a little concerned about his behaviour.

Speaker 1: So we grab the reader's attention, okay, Tim what do you think would be the next thing that we would need to write in an exposition? What kinds of things would you put after you'd written an interesting title, where would you go from there?

Speaker 3: I don't know.

Speaker 1: Okay, does anyone think they can help Tim out? Georgia?

Speaker 3: Cats and dogs. I've got a good idea, how about cats and dogs? Dogs or cats? No cats, cats. How about goldfish? No, no goldfish, no, cats are better. How about dogs then? No, but cats, cats are big, and cats also, yeah, and they chase birds and kill them. I'm not invisible, you know.

Speaker 1: Tim, what's wrong? They won't let me say anything. Okay, well we don't need to yell, what should we be doing as a table?

Speaker 3: We should work together.

Speaker 1: We should be working together and taking turns to speak. What would you like to say, Tim? I want to do it about cats and dogs. Thanks for coming and talking to me, I appreciate it. I just wanted to talk to you about why you got so angry before. Thank you.