Dear Anne

- Some evening ramblings in response to your message:

Apparent disinterest is a familiar problem with KS3 kids (KS4 as well - lots
of the features that used to characterise Year 10-11 pupils are now
appearing at younger levels).  The main thing to remember is that you're
doing OK and that most of what you're encountering is peer status.  In fact
they are taking it all in, but mustn't show any sign of interest to their
peers.  If you want a response from them you need to give them opportunities
to do things in very small groups rather than in a direct teaching session.
Show that you are ready to treat them as young adults and give them
opportunities to express their opinions, not just for show but which might
actually affect something.  If they think something is not 'real' they may
lose interest.  'Real' can include meeting someone very different from their
teacher.  My own teenage children have been enthused by RE visits where they
got a chance to meet people with different views to their own, for instance.
Offer direct experience, preferably sensory - actually I suppose that's a
model for all of us!  In a museum context that might be handling real
objects, making decisions about displays or facilities, discussing
real/replica issues, etc.

The 'good school' factor is something else, again familiar from my
experience with KS3 pupils (and KS2).  I can't quote hard evidence but I
would argue that exam-driven schools are often less comfortable with the
enquiring approach that suits museum visits than are schools with a broader
range of pupils.  The constructivist approach is born out of necessity in
tough schools!  I have often found that pupils from 'good' schools behave
either in the switched-off way you describe or else in a irritatingly
immature way in the open-ended setting museums offer them.  They seem to
respond best to what they are familiar with - direct academic teaching and
strong discipline.  In museums we are priveliged to be able to offer
something with direct appeal to children of all abilities, not just the
academic.

I would support your 3 and 5, do 2 but in pairs or threes, and avoid 1 and
4.  They are not naive enough to be taken in by 4 (although some things such
as design and film are good hooks)!  As for 6, the label 'kids' seems
acceptable to them, and what about 'young people'?

Best wishes

Robin Clutterbuck
Consultant (ex KS3-4 teacher, ex Education Officer)

-----Original Message-----
From: List for discussion of issues in museum education in the UK.
[mailto:[log in to unmask]]On Behalf Of Anne Cunningham
Sent: 28 January 2003 17:13
To: [log in to unmask]
Subject: Early secondary pupils


Dear all

I know we dont normally look at the problems of delivering and enabling kids
who are sucessful within mainstream education but Im looking at a specific
problem that arises amongst a freelance team delivering workshops with
12-14yrs (occasionally last year primary as well). The problem seems to be
more prevalent with kids from exam driven public schools. They shut up and
although are willing to answer right/wrong questions (sometimes not even
that) they will not engage in abstract or creative thought or guess work
whether as a class or in smaller groups. They seem to zone out/shut down
even with educators who are good at engaging kids. (it appears to equate to
confusion/low level stress!)

Does anyone else have this problem?
Have you tried any of the following:

1. Developing resources that a familiar teacher can deliver (are they not
feeling comfortable)
2. Individual based discovery/ experiential work (do they prefer to think on
their own and dont want to work as a group)
3. More challenging activities (are we boring them!)
4. Including more 'consumption' in the sessions e.g. appealing to things
they might be into; although this is more difficult with kids who arent as
involved with what can easily be identified as consumer popular culture as
in an hour how do you identify their diverse interests! (are we not
appealing to their short term interests)
5. Are there ways of getting kids into a teaching style that is markedly
different from their school?
6. Has anyone come across ways of conceiving this group as of their age
rather than as teenagers (as perhaps four does) or children ?

Any experiences, thoughts or sucessful resources for this age
group/background would be appreciated !


thanks

Anne Cunningham