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One teacher was delighted that the children recognised activities from the
previous year and had retained the knowledge;
Because in my class I said, “We’ve done this already” and they already did the
photo star. “Oh no, we didn’t do this one, but we did something like it.” And it’s
great because they understand the process of it, which is good.
(2 FGT Natalie
1)
Outdoor and Adventure Activities also allows the children more freedom and
responsibility for their own learning;
‘It’s amazing how quickly they learn, like the little
strategies keep their thought, or space yourself out, where your two hands should be. I
was absolutely mesmerised by that, like, the way they worked’
(2 FGT Eve 3). Infant
teachers also began to realise that they learned that they should expect more for their
classes;
‘They’re definitely able for a lot more than we give them credit for I think…’
(2
FGT Mary JI).
The findings here show that the new teaching styles and the subject content was
acceptable to the children.
They were learning, having fun, being active, were able to
be responsible for their own learning and were given problems to solve. All children
were involved in the lessons which also appealed to both teachers and children. These
positive findings were another form of pressure and encouragement for teachers to
change their teaching practices.
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