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Being interested in the lesson/subject, and seeing its relevance, featured strongly in the answers to this question:

• "If I'm interested and enjoy what I'm doing I tend to make a bigger effort, and try hard to do it well."
• "[I learn] if what I am learning interests and enlightens me."
• "If I can clearly see how the ideas expressed are relevant to my life/my world."
• "[If I] experience new and different things."

Receiving support – and not only from teachers – rated highly. "Being treated like I am smart enough to learn, but being helped if I cannot understand things," responded one student. Some other answers were: "Feel supported by the teacher," and "Support – including people to push you." Several students mentioned getting support from their family, and several rated support and advice from friends important. One student commented: "Getting help from others besides teachers, for example, mentors, and people who have experience with my situation." "Having a tutor," said another. "Getting help outside class time," said another.

Group work and discussions also rated highly, as these comments show:

• "I think the classroom lacks the 'voice' of students. Ideas are often given to us, and we don't get to discuss complications or talk about issues."
• "Participate in group discussions and problem solving."
• "Discuss rather than write all the time."
• "[When] group work is encouraged."
• "I like a classroom which encourages whole-group and small-group discussions."
• "When ideas are shared."
• "Social interaction and discussion."
• "Work in pairs/groups."

How information is presented was also seen as important. Comments relating to this included:

• "I want the information presented in a clear and fun way."
• "[I learn] when the teacher doesn't jump from one subject to another."
• "[I learn] if sufficient information is given during class and in handouts."
• "[If I] ask questions and get full explanations."
• "Fresh, new information."
• "Clear text books (with lots to learn)."
• "Methodical methods and steps."
• "Explanations about how things work."
• "Visual (diagrams, drawing pictures)."
• "Has pictures, diagrams."
• "Information up around the room, so easily accessible to all students."

Motivation featured significantly. These responses came from years 11–13 girls:

• "Seeing a future I want for myself, and knowing that the only way for me to succeed in this is to learn."
• "Looking at my friends who have dropped out, and successful people, and choosing which I would rather be."

Others responses included:

• "A variety of different styles – practical tasks, visual, verbal, written."
• "[Being] constantly challenged."
• "Hands-on work."
• "A quick pace of learning."
• "Watching television – documentaries."
• "Subjects that relate to our generation now."
• "Independent learning."
• "Creative learning."

Two students wanted more learning out of the classroom, as in fieldtrips; another wanted the freedom to move within the classroom. Two factors identified as not helping learning were "Not being able to have a smoke," and "Boys and girls being separated within a co-ed school."

Published on: 20 Sep 2007

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