If you haven't spent much time teaching or working with kids, the idea of leading activities may make you a little nervous. But relax--you are not replacing the teacher or group leader. You are a "special guest star" who assists the instructor by bringing specific knowledge and a new experience to the group.
Hands-on activities are a great way to engage students' interest. With practice, you will soon develop your own style, but the basic classroom management tips that follow will help make your activities a success right away. The teacher or group leader should also remain in the room to help with logistics and discipline.
Introducing the Activity
- Form small groups of two to four students (choose the groups for them). Most students enjoy and do well working in groups. This also models how engineers work together on projects.
- Give clear instructions--fully explain what the activity is and what students will be learning about.
- Do not present the activity as a competition. You can compare results at the end, but discourage team-against-team attitudes. Many students feel threatened or stressed out by competitions.
- Wait to distribute materials until you are ready for students to use them.
- Have a signal--like clapping or flashing the lights--that lets kids know when to stop working and listen while you explain something. If students are talking while you are, stop talking and wait. They will tend to quiet down at your silence.
Leading the Activity
- Walk from group to group and ask them to describe what they're working on. Students are sensitive about having the "right" answer, so help redirect students with incorrect information rather than correcting them.
- Share information and advances from one group to another. This lets students know that the activity is do-able and that they can make a contribution to the class.
- Lead by asking questions rather than directing students. For example, if a group's progress is stopped, ask a leading question or two that will put them back on track. The learning will be more exciting and rewarding if the children build the structure solely with their own ideas.
- Be careful not to inadvertently embarrass students in front of their peers. Praise and criticize, if necessary, behaviors rather than people.
- When extending or redirecting an investigation, only change one variable at a time. Learners of this age understand cause and effect, but are just beginning to learn about multiple causation.
