There should be few surprises, plan for all eventualities resources 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
Find time fro all students, those that may least deserve, need it the most resources for schools
You may be surprised how passionate and dedicated some of your students are about their hobbies and interests resources for schools
One teacher had a list of ‘ideals’.
. One by one she worked through the list
(some things took several weeks to work, others more quickly)
. over a period of months the ‘ideals’ were implemented and the overall effect was beyond what she initially imagined could happen
. the ‘one by one’ approach worked for her, with a focus on one thing it was not too stressful and improvements made without the students even noticing sometimes resources for schools
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….
Reinforce your expectations at every opportunity, be firm & consistent resources for schools
Be about the classroom, give individual attention & praise resources for schools
We all benefit from improving student literacy, especially the students, therefore we should all take responsibility resources for schools
Reading, speaking and listening doesn't just happen, teachers have to create opportunities for these things to happen OFSTED
The case studies illustrate there is no quick fix with literacy but that clear aims, strong commitment and a sense of urgency produce positive results. resources for schools
Be creative, active learning is more engaging and is more likely to lead to greater understanding resources 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 boys
. 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 boys”
. 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 ….
. boys 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