There should be few surprises, plan for all eventualitiesresources for schools
When they are leaving the room at the end of the lesson, you can be at the door praising them individually. eg ‘excellent questions today’, Lisa’, ‘neat work Abdullah’, ‘thank you for helping Emily’,
‘good concentration on the computer’ etc.
Try to be very specific with praise for it to be motivating.
General praise is less effective.
e.g.. Well done Mohammed, you asked some really good questions, rather than good lesson Mohammed
Leaving your room in an orderly way, helps everyone - the corridor may be more orderly and the arrival at the next lesson may be less chaotic….
We all benefit from improving student literacy, especially the students, therefore we should all take responsibilityresources for schools
Be creative, active learning is more engaging and is more likely to lead to greater understandingresources for schools
- different types of listening
. to audio
. to others talking
. listen and watch via the screen
The assessment for learning equation
Share your learning goals with the students - what is expected of them
Help pupils to know and understand what is expected of them
Provide feedback - enabling the pupils to improve - showing them how
confidence that they can improve
more motivated pupils
. Teacher + student reflect & review = self assessment .
What can be improved?
. types of activities
. accessibility & applicability
. assessment for learning
. behaviour management
Blame the students
. don’t care
. not motivated
. couldn’t understand it
. badly behaved
. be self critical
. highlight what worked well
. assess any changes that need to be made
. action the necessary changes
e.g. differentiate - more active activity
- choose somebody who you respect & who will be honest with you -
. self review plus peer review
. assess what areas you agree and disagree upon
. agree changes that need to be made
e.g. entry into the classroom
assessment for learning (mark scheme)
Nothing can done
“It’s the students”
. nothing will improve
. relationship quickly deteriorate
. more incident reports, detentions etc
Or try something different?
. one step at a time
. self review or peer review
. identify areas to improve
. develop strategies
What went wrong ….
. students talking?
. little work being done?
. struggling to understand concepts?
. boys on the phone?
. boys late to class?
. no homework?
Whatever the problems are you will not be the first person
to have encountered such problems.
Strategies - work with others if necessary to develop strategies.
1 2 3 4 5
Identify problem areas
. different ways to identify problem area: self-review, student review, video and observation
. observation: choose someone you trust and respect to observe - try to get your observer to focus on an area or areas you have concerns with
. review with observer and identify areas
. develop strategies - on your own, or with others - speak with colleagues who you think have good strategies in this area
SMART can be used ….. step by step (page 13), don’t try to do too much too quickly.
Plan the introduction of new strategies - test them with one group first perhaps, modify as necessary.
With an observer, self review etc, to assess the improvement.
If with an observer, use the same one again or a new one, with the specific aim of assessing the new strategies
Review with the students - get feedback on the changes made