Ceri sees the grounds of the different outcomes in the seating of her students. Sadly, it is out of the question for me because my classroom has three stationary rows of desks that are impossible to rearrange. So I have to leave alone the idea of moving the desks.
Seating apart, what makes the same lesson work differently in ostensibly similar classes?
I have two classes this year who are new in the school (they have come from primary schools). The kids aged 13 in both classes are lively, talkative, rather noisy but when it comes to the lesson, a miracle happens and they behave like they have come from Mars and Mercury.
While one of the classes turn into careful listeners and active participants in the lesson activities, the other class stay indifferent, demonstrate boredom and dislike for everything they are asked to do. In addition, they are difficult to calm down and get quiet.
While the former class seem reluctant to go after the lesson ends, they stay with me to talk and share their news, the latter can't wait to run away and likely never come back.
Needless to say, I have been using the same syllabus, the same lesson plans and the same content in both classes.
What is making the difference? What am I doing wrong? How can I resolve the problem?
I don't know. Yet.