After this module, learners will be able to
1. Introduce chief guests at school events.
2. Motivate and excite students about school events.
3. Introduce and ask questions about student exhibits.
4. Solicit student involvement in school events.
5. Write reports about school events.
During school events such as art or science exhibitions, or sports days, all students will be assembled for a brief period before being split into groups. For the large assemblies, motivating students and soliciting their involvement is important. School events draw their energy from participant excitement. Make sure to speak in a loud, clear, and positive way. Ask questions and wait for students' reactions. Then, introduce the goal of the day and anyone else who will be speaking. Take the example below.
Ex 1: "Good morning, everyone! Hope you are excited for our 20th annual field day!"
*Cheering*
"We have 5 stations today that everyone will rotate through. The stations are Football, Volleyball, Relay Racing, Water Balloons, and Cricket! Are you all excited?"
*Cheering*
"So am I! Before we start, let's hear a word from our principal!"
When leading smaller groups, be sure to talk to students individually and ask questions. For example, if a student is exhibiting their artwork, introduce the art to the other students.
Ex 2: a) Everyone, this picture was painted by Talia. Talia, can you tell us more about this painting?
b) Yeah, this is a painting depicting the world as I see it.
a) That's very interesting, what is it supposed to represent?
b) I wanted to bring attention to environmental pollution!
a) That's great! Does anyone have any questions for Talia about the painting?
Writing reports about school events after they have happened should focus on how the event went overall, the student and staff response, and major takeaways from the day. Refer to Module 5: Report Writing, to access resources that will help you write a comprehensive report.
Practice: Find a partner. Take turns repeating exercises 1 and 2 out loud by substituting different information in for the underlined parts.
Act out this situation with a group of four.
Teacher (a) walks around a school science fair and speaks to students (b), (c), and (d) about their respective science projects.
a: Hi, John. Your poster is very cool! It looks like you made a baking soda volcanic reaction?
b: Not quite. I used paper mâché to make the volcano surrounding a soda bottle and dropped Mentos into the soda. The chemical reaction caused an "explosion"!
a: That's very cool, where did you get the materials for the experiment?
b: I bought the soda and Mentos from the corner store, but I made the paper mâché myself.
a: Well, it looks awesome. Good job! And I see you have another very cool project Mary, what did you do?
c: I made a robot car. It moves using a motor that you can control.
a: Fantastic! Did you have trouble wiring the car?
c: It took me a while, but I got my science teacher's help and figured it out.
a: What an achievement! You should be proud. Finally, Amit, that looks like a big book!
d: Yes, this book is filled with leaves I've pressed from all around town.
a: Oh, that's great. Do you know which leaves they are?
d: Yeah, I labelled them all in here and described which trees they come from.
a: Incredible. You've all completed some great science projects, good job!
b, c, d: Thank you!
What was John's project?
How did John get materials that he needed to make his volcano?
What was Mary's project?
Did Mary get outside help for her project?
What was Amit's project?
Where did Amit collect his leaves from?
How did the teacher praise the students? Should there have been constructive criticism?
How would you have responded to the kids' projects?
Fill in the blank in the dialogue below:
Teacher: Good morning students! I need one of you to volunteer as our class representative for the school science exhibition coming up.
Student: I volunteer ma’am. Will you give me a brief idea of what I have to do?
Teacher: You'll just need to split science into categories and then put your classmates' models in those subcategories.
Student: ____________________
Teacher: You need to submit it before Monday as Wednesday is the exhibition. Are you going to be able to do it?
Student: Of course, ma’am. I'd be glad to.
Teacher: Thank you.
A: Oh, ok. What categories?
B: I'll do it. When do I need to submit the categories and the order ma’am?
C: But I don't know if I'll be done with my own model!
Correct answer: B
After this module, learners should feel more comfortable navigating school events and involving students with these special events. Practice setting up and soliciting student interaction in various different events by asking hypothetical questions.