| Classroom Observation: Question 42: How did the teacher and
the students handle the objects? |
Conclusion: Secondary observations demonstrated more care in handling
than Primary observations. Non-users seem to be more likely to be careful when handling
object than regular Users. These findings imply a link between increased experience of
loans with relaxed care in handling. They also indicate an area that could be addressed
through training.
Summary of findings:
These results are based on observations in 26 classrooms:
- · Secondary schools are more likely to be careful in handling the objects than primary
schools
- · Non-users are more careful when handling object than regular users.
|
| Classroom Observation: Question 42: Individual Descriptions of
Handling: |
Key: A "user" is a school that already uses the loan service. A
"non-user" is a school that does not currently use the loan service.
Examples of observations where objects were handled with care: 11
1. School D: User: Primary
The teacher had the students circulated around the artefacts rather than the
artefacts circulating around the students. The students handled the artefacts with care
and great interest.
2. School E: User: Primary
The teacher and students handled the smaller perspex boxes carefully. The boxes stayed
on the tables they were put on by the teacher.
3. School F: User: Primary
Three of the four loans were under perspex. Only the whippletree could be handled.
This seemed to be handled with care. A teacher placed it on a table where it remained. The
children had to work around the table if they wanted to look at it and touch it.
4. School G: User: Primary
The students handled the loans with respect and care. They carried the buttons and
badges in their box to the library and took one out a time to examine them in their hands.
5. School M: Non-user: Primary
Well. There was no carrying of objects to or from the tables. The students had to go
to the artefacts to work around them.
6. School N: Non-user: Primary
Well. The specimens stayed on the tables while the students moved to them.
The majority of the specimens were under perspex.
7. School Q: User: Secondary
The teacher handled the prints with care and precaution. She held the print up and
rested the bottom of it on the table while the class discussed it. She then immediately
put it back in the loan box.
8. School V: Non-user: Secondary
The tudor figures were placed in the centre of the floor for the primary children to
see. These loans were under perspex.
9. School W: Non-user: Secondary
The students who were handling the loans did so with care and respect. They also made
comments and asked questions as they explored each item. The teacher even commented to
them "You're handling them very well."
10. School X: Non-user: Secondary
They handled them carefully and with interest.
11. School Y: Non-user: Secondary
Carefully. The teachers moved the objects from the boxes onto the tables where the
students were sitting.
Examples of observations where the use of the objects was middling between
careful and careless: 3
12. School A: User: Primary
The students played with the knitted farm.
13. School C: User: Primary
The students were expected to move to another table to work on other artefacts.
Although the artefacts were not moved from table to table, they were almost constantly
handled by the students at the tables.
14. School I: User: Primary
The labels blue-tacked to the objects was a worrying aspect of their display.
Examples of observations where the handling of objects caused concern: 4
15. School B: User: Primary
The students carried the objects back and forth to their tables and to the carpet. No
special care was given to them. In fact, a child with Victorian glasses was egged on by
fellow pupils to try them on.
16. School K: User: Primary
During this lesson, one of the artefacts was damaged. While transporting the artefact
between the central table and his table, one of the children dropped a wooden bird which
resulted in the beak snapping off.
17. School U: User: Secondary
I observed that the paints and paint water were approximately three
centimetres from the unprotected jacket and I saw that there was a blob of paint on the
jacket itself. The girl next to it was pointing something out to here friend on the jacket
using the tip of her paint-sodden paintbrush as a pointer.
18. School Z: Non-user: Primary
In the skeleton group, the special needs students were allowed to explore the skelaton
without any constraint. Towards the end of the session a student dropped the skull onto
the floor and a tooth fell out. Another student found a small box and said "Let's put
the tooth in this box so it doesn't get lost."
- 4 schools that chose not to show a lesson as an observation:
School O: Non-user: Primary
School P: Non-user: Primary
School R: User: Secondary
School T: User: Secondary
- 4 schools that had all their loans under perspex barring handling:
School H: User: Primary
School J: User: Primary
School L: Non-user: Primary
School S: User: Secondary
| Percentage of type of handling exhibited by all 26 project
schools:
| Type of care: |
P/U |
P/N |
S/U |
S/N |
| W/Care (11) |
4 (36%) |
2 (33%) |
1 (20%) |
4 (100%) |
| Middling (3) |
3 (27%) |
0 |
0 |
0 |
| Concern (4) |
2 (18%) |
1 (17%) |
1 (20%) |
0 |
| No lesson (4) |
0 |
2 (33%) |
2 (40%) |
0 |
| Perspex (4) |
2 (18%) |
1 (17%) |
1 |
0 |
A breakdown of types of handling based on whether the 18 schools - that did
handle the objects - were primary or secondary and users or non-users:
| Type of care: |
Handled with care |
Middling |
Caused concern |
| Primary: |
50% (6) |
25% (3) |
25% (3) |
| Secondary: |
83% (5) |
0% |
17% (1) |
| User: |
46% (5) |
27% (3) |
27% (3) |
| Non-user: |
86% (6) |
0% |
14% (1) |
|
|
