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Behaviour incidents in the classroom

Watch a video of a classroom situation
OK, in your books, I want you to put the subheading of stakeholders, please. We’re going to look at what stakeholders are today, and look at how stakeholders affect computer sites, and why you need to know what a stakeholder is, OK? Now, with these types of topics that we’re going to be doing today, we’ll be focusing more on the bigger questions that you may get in your exam. So your five markers, your six markers, that may ask you to comment on a certain scenario based on say, stakeholders, based on the ethical side of things, the moral side of it, the cultural, and also the environmental.
So what I’d like you to do for me, first and foremost, is in the green box we have the definition of a stakeholder. I would like you to write that definition in your books, please. It is “a person who may be involved either directly or indirectly with an issue or a problem.” So you need to write down that definition, please. And whilst you’re writing that down, I want you to think about what a stakeholder might be in a certain scenario, looking at the bottom of my slide. Boys, phone, pocket, please. Phone, pocket. Miss, let me show him. No, no. Put your phone in your pocket. Now, please miss, just two minutes. I’ve asked you twice.
I’m not gonna ask you again. Three, two– Sorry, sorry, sorry. One. Right. Thank you. OK, definition done? Yeah. Right, fantastic. OK, so with that in mind, I ask you to also– Seriously? Wait one second. Right, phone, hand it over. Hand it over. I’ll keep it in my pocket. Hand it over now. I’ll keep it in my– Hand it over. End of the day. Right, so with– Thank you, year ten. It’s just embarrassing. With that in mind, I asked you to think about what was going on in the bottom of the slide. So we’ve got, who do you think a stakeholder would be for a school? And who do you think a stakeholder would be for HSBC Bank?
So with the people next to you, I want you to have a quick, a minute, minute and a half discussion on who you think a stakeholder might be for a school scenario and HSBC. OK, off you go. It’s me. What’s a stakeholder? You can explain you got no. You’re groups leaches. You got a lot. I’m not even lying. You just got. It was close. It was– it was– Spain is crap. Spain is crap. No it wasn’t. Russia and Spain together. Yeah, and like Russia won on penalties, but like basically– OK. Three– The whole game was basically– –two, one. Do you know how Belgium is doing? Well, Belgium’s pretty good you know. No, excuse me. Just one second.
Miss, wait, will you. We’re just talking about the World Cup. Pardon you. Turn around. Face the front. Yes, but like– Turn around. It’s really important. Patriotism. We’ve got to support England. Patriotism. I’m waiting, and you’re wasting everybody else’s time. You’re wasting everybody else’s time. Fine. Yes, but like– You’re wasting everybody else’s time. Time? Like– Shut up, in it. You shut up. OK, so who do we think the stakeholders might be in terms of a school scenario? Head teacher. Head teacher, OK, so the head teacher will be invested in the school, because obviously they have an interest of where the school goes. Who else? Who else do we think? The Queen. Govenors In a school, are you mad? In a school.
In a school. Govenors What of you lot? Students. All right, ten pupil students, you’ve got an interest in the school, don’t you? But no one listens to us, in it? We didn’t ask for the– I bet if anyone on the staff had their choice, they could have stayed home today, or come in to school, all of them would have stayed home. Thank you. We don’t need that now. I think we do. We don’t need that now. OK, so pupils, you have an investment in school. You want to make sure that what you’re learning in school is worthwhile. So if you picked computer science, for example, but you’re learning programming skills, OK? What about stakeholders for a bank?
Who would be interested in a bank? I don’t know. The branch manager. The branch manager, very specific, but yeah, employees. Hands up for me. Shareholders. Hands up for me. Yes, at the back. The CEO. OK, the CEO is the person in charge, the employer. So we’ve got employee, employer, who else? Someone really important. That bank will not be successful. The people who put their money in the bank. OK, people who use the bank, people who– The cleaners. –put money into the bank. HSBC that is my point. OK, so, with that in mind, those are the types of people, the groups of people that you may be asked to discuss about in the questions.
So a question might be, for example, thinking about the stakeholders in a scenario of a bank.
Thank you. Thinking of a scenario in a bank– Still waiting. OK. –what would happen if their computer systems went down? And then you would be expected to write a five marker or six marker in terms of what you think would happen there, and in terms of the maintainability of the programme and the computer systems. OK? OK, fantastic.

In this video Skeena is working with her class to start her lesson. The class are not always on their best behaviour!

(Please note the class are acting in this film and they are usually wonderful!)

Watch this scene from the classroom and comment below on the following questions.

Do you think this standard of behaviour is typical for a class of teenagers? Do you think younger learners would be quite different?

What did you notice the pupils doing that may have prevented them from learning? What incidents and behaviours do you think needed to be addressed?

How did Skeena respond to those incidents? Do you think she did it in the right way? How might you have responded differently?

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