A successful form of trade-off in compensatory policy classrooms

Abstract

International audienceSince 2010, French middle schools with a high enrolment of difficult students have benefited from a compensatory policy called 'E ´ coles Collèges et Lycées pour l'Ambition, l'Innovation et la Réussite' (ECLAIR) (Primary and Secondary Schools for Ambition, Innovation and Success). These difficult students frequently misbehave, disengage from academic tasks and provoke conflict in the classroom. However, some physical education (PE) teachers are able to develop successful teaching strategies. This case study has analysed precisely the activity of the teacher in relation to the activity of the students in these difficult classes. It examined the successful forms of interaction between teachers and students in PE classes and sought to determine the meaning of these interactions in structuring a 'difficult' classroom culture. The study was conducted within a situated cognitive anthropology framework in middle schools enrolled in the ECLAIR programme. Eight successful PE teachers and 24 students between the ages of 12 and 16 were involved in this qualitative study. The results revealed that, in spite of divergent intentions, the respective activities of the teachers and students remained coordinated. This coordination was based on a recurrent form of classroom interaction that made use of processes of ostentation and masking

Differentiation in physical education and sports: the case of a novice teacher working in a difficult environment

“…Cette tension peut occasionner des frustrations et influencer significativement les manières dont l'enseignant différencie l'étude tout en aménageant des conditions propices au travail. Sur ce point, nos analyses enrichissent, de façon complémentaire, les résultats mis au jour par les recherches inhérentes au milieu difficile (Girard & Vors, 2018 ;Petiot et Visioli, 2017 ;Vors & Gal-Petitfaux, 2008, 2015Vors, Gal-Petitfaux, & Potdevin, 2015) notamment à propos des stratégies visant à maintenir l'ordre au sein de la classe. En effet, l'étude montre que la différenciation des tâches et des enjeux de savoir (voir tableau 1) contribue à instaurer un cadre de travail structurant pour les élèves, pouvant ainsi limiter l'apparition de comportements déviants tout comme les stratégies de masquage/ostension (Vors & Gal-Petitfaux, 2009).…”

“…En éducation physique et sportive (EPS), les travaux montrent également que la répétition des comportements déviants 1 oblige les enseignants à résoudre de multiples dilemmes liés à la mise en activité de tous les élèves d'une part et au maintien de la relation didactique d'autre part (Brière-Guenoun, 2015 ;Gal-Petitfaux & Saujat, 2018 ;Monnier & Amade-Escot, 2009 ;Poggi & Brière-Guenoun, 2015 ;Vors & Gal-Petitfaux, 2008). Il leur faut ainsi tout à la fois installer des conditions propices à l'engagement durable des élèves dans le travail (Gal-Petitfaux & Saujat, 2018 ;Vors & Gal-Petitfaux, 2008 ;Vors, Gal-Petitfaux, & Potdevin, 2015), assurer la gestion collective et la gestion individuelle de la classe (Petiot & Visioli, 2017 ; et ajuster en permanence les enjeux de savoir selon les groupes d'élèves et les moments de la leçon (Bière-Guenoun, 2015 ;Poggi, 2014). À titre d'exemple, dans une approche dérivée du cadre de l'anthropologie cognitive, Vors et Gal-Petitfaux (2009) soulignent que certaines stratégies dites de masquage ou d'ostension sont destinées à préserver la dynamique collective de travail et la viabilité de la relation pédagogique.…”

A review of the penetration of Francophone research on intervention in physical education and sport in Anglophone journals since 2010

“…Studies in PE provide descriptions of the typical couplings of actor-situations in classroom, eg. : the typical engagements of students in the role of referee (Adé, Ganière, and Louvet 2018); the compromises experienced by a student with a high level in a sport to satisfy two communities of practice, sport and school (Crance, Trohel, and Saury 2013); the construction of interactions between students in orienteering lessons (Jourand et al 2018); the construction of trust judgments between students in climbing (Evin, Sève, and Saury 2014); the processes of ostentation and masking in the PE teachers' classroom management in middle schools from compensatory education programme Vors, Gal-Petitfaux, and Potdevin 2015). The studies selected by this literature review concern EP, but the course of action approach also produces heuristic knowledge in sport (eg.…”

Classroom life and the importance of context in physical education: From ecological approaches to situationist theories

“…The class situation for a teacher or a student, for example, corresponds to a perpetual interpretation of what s/he sees, at every moment of her/his activity. Various studies were used to examine with precision the lived context and to analyse the influence of the wider social context through culturally embedded educational formats such as workshops in fitness, or gymnastics (Adé, Picard, & Saury, 2013;Cizeron & Gal-Petitfaux, 2006;Vors & Gal-Petitfaux, 2011;Vors, Gal-Petitfaux, & Potdevin, 2015), or else in the confrontation of two communities in hand ball, or progressive establishment of a community through the development of a dance show (Crance, Trohel, & Saury, 2013, 2014.…”