Had my official assessment on Friday and it went well so was mostly pleased with the outcome. It was an unusual lesson to get observed in as it was a revision lesson for the year 11 class that I team teach. The assessor told me at the start that he didn't like revision lessons, just what I needed to hear! I did think about just teaching a one off lesson to them but as they have a modular exam in January I thought it wasn't fair on them and they'd be quering why we weren't doing revision based material.
Any way, I didn't think it went that well but he assured me at the end of the lesson that he thought it was good. I felt much better when he said that and then looked a bit more positively towards his feedback later. He highlighted some areas of which he thought I done well at and areas for improvement. As has been mentioned before I do not praise the students enough and that is something that was pointed out straight away. Also sometimes my instructions were a little rushed, I think that was partly to do with nerves on the day though. However, he did say that as revision lessons go, he quite enjoyed it! Also my folder probably needs a bit more attention given to it. Admittedly the last few weeks I have really focused on the teaching side and failed to collect as many Q standards as I could have done.
Really looking forward to a much less stressful week and the 2 week holiday Xmas holiday now!!
Sunday, 11 December 2011
Monday, 5 December 2011
Blog catch up
I haven't done a blog in a while and I haven't seen many uploaded so I presume everyone is super busy!
I have my official end of term assessment at the end of the week. No doubt this week is going to turn out to be very hectic and stressful.
In general I feel my teaching has been going quite well over the last few weeks. I am certainly improving in learning how to differentiate and even managing to give more verabl praise, something I had been criticised over previously.
I did however really struggle with my year 11 class last Friday. I think two factors were to blame. 1, I don't think I prepared thoroughly enough for the lesson and secondly I had let them start to get away with too much, for instance sit where they chose. This really affected the flow and effectiveness of the lesson.
Over the weekend I spent a far greater deal of time planning almost every minute bit of detail for my lesson. I also changed the seating plan around and placed them into groups of 4 all of whom are mixed ability. In today's lesson this seemed to make a great deal of difference. Students normally switching off appeared more engaging, possibly stimulated by their higher achieving peers. The behaviour was of a much more acceptable level also.
I have my official end of term assessment at the end of the week. No doubt this week is going to turn out to be very hectic and stressful.
In general I feel my teaching has been going quite well over the last few weeks. I am certainly improving in learning how to differentiate and even managing to give more verabl praise, something I had been criticised over previously.
I did however really struggle with my year 11 class last Friday. I think two factors were to blame. 1, I don't think I prepared thoroughly enough for the lesson and secondly I had let them start to get away with too much, for instance sit where they chose. This really affected the flow and effectiveness of the lesson.
Over the weekend I spent a far greater deal of time planning almost every minute bit of detail for my lesson. I also changed the seating plan around and placed them into groups of 4 all of whom are mixed ability. In today's lesson this seemed to make a great deal of difference. Students normally switching off appeared more engaging, possibly stimulated by their higher achieving peers. The behaviour was of a much more acceptable level also.
Friday, 18 November 2011
Lesson Observation 16/11/11
On Wednesday my mentor observed me with my Year 9 class. I had taken on board her advice from the previous week and spent ages trying to include everything she had said.
My lesson was a debate on who was to blame for climate change. What I had sttruggled with the week before was varying my activities and not doing enough differentiation, so this was the real focus.
I started the class of with a simple question which required them to think back on previous lessons and which managed to link into the theme of today's lesson. I then asked them to list everything they knew about climate change into man made and natural columns. After that I provided different students with differing articles regarding climate change. Some were Science based, some factual, some newspaper stories, some BBC bitesize revision material. Each student had been given something to read based upon their predicted grades and current attainment. After this I grouped differing ability students into groups of whom had all read differing articles on who was to blame for Global warming.
The student's did mostly appear to enjoy this type of activity. However, my initial worries were that behaviour wasn't of the normal high standard I expect. I hadn't reaffirmed my expectations of them, this I realised is key, particularly when introducing a new style of learning. This exact point was reflected back in my feedback. I though the lesson went pretty badly because of this aspect but my mentor said it was a massive improvement on the previous week.
I taught this exact same lesson to another year 9 group I teach the following day. This time I made sure to tell them what I expected of them and I broke down the time I gave them into smaller chuncks of which I questioned them and made suggestions. Any inappropriate behaviour was dealt with in a quick, firm manner. I gave warnings out much quicker than I normally would and the students picked up on this quite quickly, behaviour in contrast was much better and work clearly more focused and on task...If only I'd been observed in this lesson!
My lesson was a debate on who was to blame for climate change. What I had sttruggled with the week before was varying my activities and not doing enough differentiation, so this was the real focus.
I started the class of with a simple question which required them to think back on previous lessons and which managed to link into the theme of today's lesson. I then asked them to list everything they knew about climate change into man made and natural columns. After that I provided different students with differing articles regarding climate change. Some were Science based, some factual, some newspaper stories, some BBC bitesize revision material. Each student had been given something to read based upon their predicted grades and current attainment. After this I grouped differing ability students into groups of whom had all read differing articles on who was to blame for Global warming.
The student's did mostly appear to enjoy this type of activity. However, my initial worries were that behaviour wasn't of the normal high standard I expect. I hadn't reaffirmed my expectations of them, this I realised is key, particularly when introducing a new style of learning. This exact point was reflected back in my feedback. I though the lesson went pretty badly because of this aspect but my mentor said it was a massive improvement on the previous week.
I taught this exact same lesson to another year 9 group I teach the following day. This time I made sure to tell them what I expected of them and I broke down the time I gave them into smaller chuncks of which I questioned them and made suggestions. Any inappropriate behaviour was dealt with in a quick, firm manner. I gave warnings out much quicker than I normally would and the students picked up on this quite quickly, behaviour in contrast was much better and work clearly more focused and on task...If only I'd been observed in this lesson!
After school training: Moving students on by marking their work appropriately
We have weekly Monday night sessions for trainee teacher's and NQT's. This particular session was incredibly informative. One of The Academy's director's who is an AST took it and gave some brilliant advice as to the variety of marking techniques we should be using to help push forward our student's. One of the key things of note was how he said you just don't have enough time to mark everything in the child's book every week along with your planning, assessing, pastoral responsibilities etc. So we discussed as a class a plethora of ways of how to assess students. Agreed the best form of marking/feedback is that which is instantaneous. Im sure this is something most people do almost automatically but don't recognise the power and importance of it.
In my lesson the next day I attempted as discussed the previous night. I asked an array of questions and provided some verbal feedback to the student suggesting ways to improve upon their answer. I then set them some work and tried to move around the class verbally assessing the students and marking certain parts of their book at the same time. I managed to do two students in 5 minutes.
As a result of this I asked to watch the same teacher (who took the session the day before) in a Year 12 Chemistry lesson on that day.... He made it look so easy. He set a starter activity on the board with varying degrees of difficulty. He then sweeped the room checking their answers and ticking their books. At that point he assessed at what level they were now capable of and provided more questions/activities on the board. Throughout a 50 minute lesson, every single student had provided a verbal answer and he had checked through their work 3 times and set extensions immediately to cater for everyone. Impressive stuff!!
Now I just have to try and replicate this some how! I do think it will be difficult to perform for a Geography lesson on a consistent basis but I will try to do some form of AFL where I can give instantaneous feedback for the whole class in a matter of minutes. Suggestions welcome?!
In my lesson the next day I attempted as discussed the previous night. I asked an array of questions and provided some verbal feedback to the student suggesting ways to improve upon their answer. I then set them some work and tried to move around the class verbally assessing the students and marking certain parts of their book at the same time. I managed to do two students in 5 minutes.
As a result of this I asked to watch the same teacher (who took the session the day before) in a Year 12 Chemistry lesson on that day.... He made it look so easy. He set a starter activity on the board with varying degrees of difficulty. He then sweeped the room checking their answers and ticking their books. At that point he assessed at what level they were now capable of and provided more questions/activities on the board. Throughout a 50 minute lesson, every single student had provided a verbal answer and he had checked through their work 3 times and set extensions immediately to cater for everyone. Impressive stuff!!
Now I just have to try and replicate this some how! I do think it will be difficult to perform for a Geography lesson on a consistent basis but I will try to do some form of AFL where I can give instantaneous feedback for the whole class in a matter of minutes. Suggestions welcome?!
Reflection on the past week
Another week has gone past, yet again always busy and never enough time!
Monday was quite a productive day. My mentor and myself now team teach the year 7 and 8's after lunch. We decided this week that I would yake the year 8's and she'd informally observe me and vice versa with the Year 7's.
My year 8 lesson was on the Burgess model and getting the students to understand what is located in each zone and in turn understand how settlements are laid out. I decided to do more of a hands on lesson which the students appeared to enjoy, however we got no way near as much covered as I would have liked! Getting the timing right on these sorts of activities always proves to be difficult. Any way based on my plenary it appeared most of the students had covered the learning objectives I had set them. The plenary was actually really fun: the students were shown some images around Slough then had to identify which zone they were in (either: A, B, C or D.) To do this they had to either stand up with their hand's above their heads (A), stand up (B), remain seated (C) or get under the desk (D). This proved quite amusing and the majority had it right each time and didn't just hide under the desk.
After that I watched my mentor teach the Year 7's. The lesson was a good place and she introduced me to a variety of AFL techniques that I can implement throughout the lesson. The techniques she used were the stand up/sit down approach followed by questioning which was fast paced but identified to her who had or hadn't understood and then she tailored her questions to the students response accordingly.
This is definitely something I intend to implement next week.
Monday was quite a productive day. My mentor and myself now team teach the year 7 and 8's after lunch. We decided this week that I would yake the year 8's and she'd informally observe me and vice versa with the Year 7's.
My year 8 lesson was on the Burgess model and getting the students to understand what is located in each zone and in turn understand how settlements are laid out. I decided to do more of a hands on lesson which the students appeared to enjoy, however we got no way near as much covered as I would have liked! Getting the timing right on these sorts of activities always proves to be difficult. Any way based on my plenary it appeared most of the students had covered the learning objectives I had set them. The plenary was actually really fun: the students were shown some images around Slough then had to identify which zone they were in (either: A, B, C or D.) To do this they had to either stand up with their hand's above their heads (A), stand up (B), remain seated (C) or get under the desk (D). This proved quite amusing and the majority had it right each time and didn't just hide under the desk.
After that I watched my mentor teach the Year 7's. The lesson was a good place and she introduced me to a variety of AFL techniques that I can implement throughout the lesson. The techniques she used were the stand up/sit down approach followed by questioning which was fast paced but identified to her who had or hadn't understood and then she tailored her questions to the students response accordingly.
This is definitely something I intend to implement next week.
Thursday, 10 November 2011
The importance of questioning!
Well, I have had many reflections on how and why I ask students certain questions. Asking questions sounds pretty straight forward but is it really!?! I think what I have gathered from my readings, discussions with colleagues, reflection on lessons and general notion on the subject is that done properly it is an effective tool for gauging student progress. That bit is pretty much a given but how do you know you are asking the right questions or challenging enough questions, too many questions or not enough!? Hmm.
Well I think my questioning skills are slowly improving, I am getting used to the idea of minimalising my answering of questions in lessons and deflecting questions from students on to other students. This sounds pretty straight forward but I have previously always felt the need to answer any question directed towards me. I am getting more used to the idea of pushing questions around the class and building upon them, I'm sure I read it was called 'snowballing', or something to that effect. Anyway, it can at times really engage the class in a deep discussion where they fire off answers upon which I attempt to buid upon the original question, increasing the difficulty and thought process involved (I'd love to say I do it off hand but generally I will prepare a bank of questions beforehand that I will attempt to drop in throughout the lesson.)
Now I thought I was steadily improving unti it was pointed out to me that some of my questions are simply getting them to recall facts about yesterdays or an earlier part of the lesson and how is that showing learning. Some students may have a perfectly good memory, however does short term memory constitute learning or progress or simply the ability to recollect? What my questions need to show is a greater formative assessement. For example I need to ask a question which shows from what they have just rememebered and how they would apply that information. This should then hopefully show progress.
A way I can improve on this would be to ask more open ended question, if there are a greater mutliple of answers or ways to get to that answer then that provides greater scope for my questioning and development of the students. It is fine to use summative questioning in order to re-call information from many lessons/weeks/months ago so long as my questioning then evolves into a more formative approach. It's much easier to build answers up from scratch then go in straight at the top and lose lots of students who may appear confused and stuck when really they just needed guidance down an imaginery path towards an answer of which they got there themselves with great satisfaction achieved.
Well I think my questioning skills are slowly improving, I am getting used to the idea of minimalising my answering of questions in lessons and deflecting questions from students on to other students. This sounds pretty straight forward but I have previously always felt the need to answer any question directed towards me. I am getting more used to the idea of pushing questions around the class and building upon them, I'm sure I read it was called 'snowballing', or something to that effect. Anyway, it can at times really engage the class in a deep discussion where they fire off answers upon which I attempt to buid upon the original question, increasing the difficulty and thought process involved (I'd love to say I do it off hand but generally I will prepare a bank of questions beforehand that I will attempt to drop in throughout the lesson.)
Now I thought I was steadily improving unti it was pointed out to me that some of my questions are simply getting them to recall facts about yesterdays or an earlier part of the lesson and how is that showing learning. Some students may have a perfectly good memory, however does short term memory constitute learning or progress or simply the ability to recollect? What my questions need to show is a greater formative assessement. For example I need to ask a question which shows from what they have just rememebered and how they would apply that information. This should then hopefully show progress.
A way I can improve on this would be to ask more open ended question, if there are a greater mutliple of answers or ways to get to that answer then that provides greater scope for my questioning and development of the students. It is fine to use summative questioning in order to re-call information from many lessons/weeks/months ago so long as my questioning then evolves into a more formative approach. It's much easier to build answers up from scratch then go in straight at the top and lose lots of students who may appear confused and stuck when really they just needed guidance down an imaginery path towards an answer of which they got there themselves with great satisfaction achieved.
Wednesday, 9 November 2011
The past week: Safeguarding/Child protection, parents evening and general reflection.
Well another week has gone by. It's really interesting reading other people's blogs and understanding the various problems we all seem to experience at this stage.
Like most I was really impressed with Penny's training session and likewise, the nature of it was quite depressing at times. It just goes to show how much can go on beyond the scenes that we may be completely unaware about and the implications it may be having on a student's education. I remember Ayoub and myself having a conversation with a Maths teacher after we had just observed one of the lower Year 8 Maths sets. We were quite shocked with their ability and levels and were sharing this. His response was in regards to thier home life, support (lack of), neglect etc. If your situation is that dire, then how important is Maths to you? Why would you be bothered? In those instances it's hardly a priority to be making progress when far more pressing matters are to be dealt with. I had never thought of it like that before and hearing some of the stories Penny shared emphaised this further.
Anyway, after this I returned to The Academy to partake in Year 10 parent's evening. I have done one last year so felt ok about speaking to parent's (something I have done over the phone a number of times also.) However, I really liked what Jane mentioned in an earlier blog about training and can see how benefitial that would be, particularly giving negatives a positive spin. This is something I will discuss with our school's GTP mentor.
The last period on Tuesday I teach a year 9 class. This particular lesson was based on natural causes of climate change. I used a lot of videos from youtube to support this. From previous experience of student note taking I was aware that they didn't always take relevant notes. To combat this I provided a bank of questions per video that I wanted answered. I also stopped the video so they had sufficient time to answer. We then reflected as a class on each video and the set questions which clearly appeared to be worthwhile! The only negative was that the HLTA mentionned that it was too video based for a particular student with hearing impairment. She suggested to possibly provide a transcript (there were 25minutes worth of videos in this 1hour 40 min lesson...This could take some time!!) This is something I must consider in the future, I also sort advice from another member of my department who recommended making story boards where he could draw pictures and fill in blanks. This is something I am going to have to put more thought and research into!
On the upside I teach the same class again on Wednesday (the following day.) At the start of most lessons I will re-cap key features of the previous lesson. This particular hearing impaired student was raising his hand and desperate to answer questions; of which he was providing correct answers, obviously something sank in BUT I'm sure this won't always be the case.
Like most I was really impressed with Penny's training session and likewise, the nature of it was quite depressing at times. It just goes to show how much can go on beyond the scenes that we may be completely unaware about and the implications it may be having on a student's education. I remember Ayoub and myself having a conversation with a Maths teacher after we had just observed one of the lower Year 8 Maths sets. We were quite shocked with their ability and levels and were sharing this. His response was in regards to thier home life, support (lack of), neglect etc. If your situation is that dire, then how important is Maths to you? Why would you be bothered? In those instances it's hardly a priority to be making progress when far more pressing matters are to be dealt with. I had never thought of it like that before and hearing some of the stories Penny shared emphaised this further.
Anyway, after this I returned to The Academy to partake in Year 10 parent's evening. I have done one last year so felt ok about speaking to parent's (something I have done over the phone a number of times also.) However, I really liked what Jane mentioned in an earlier blog about training and can see how benefitial that would be, particularly giving negatives a positive spin. This is something I will discuss with our school's GTP mentor.
The last period on Tuesday I teach a year 9 class. This particular lesson was based on natural causes of climate change. I used a lot of videos from youtube to support this. From previous experience of student note taking I was aware that they didn't always take relevant notes. To combat this I provided a bank of questions per video that I wanted answered. I also stopped the video so they had sufficient time to answer. We then reflected as a class on each video and the set questions which clearly appeared to be worthwhile! The only negative was that the HLTA mentionned that it was too video based for a particular student with hearing impairment. She suggested to possibly provide a transcript (there were 25minutes worth of videos in this 1hour 40 min lesson...This could take some time!!) This is something I must consider in the future, I also sort advice from another member of my department who recommended making story boards where he could draw pictures and fill in blanks. This is something I am going to have to put more thought and research into!
On the upside I teach the same class again on Wednesday (the following day.) At the start of most lessons I will re-cap key features of the previous lesson. This particular hearing impaired student was raising his hand and desperate to answer questions; of which he was providing correct answers, obviously something sank in BUT I'm sure this won't always be the case.
Sunday, 30 October 2011
Half term
I managed to get away for a few days over half term but then went back into work on the Wednesday for the rest of the week. It was nice getting away but I must say work was unfortuantely always on the back of my mind!
I went on Wednesday to do some work on my folder. I really struggle to stay fully focused at home, plus I don't have a printer!! I have managed to collate evidence for most Q's up to 20 now. Some Q's I have quite a few for but I'm sure they will get replaced when better pieces of evidence come along. It is quite a relief to have my folder mostly in order and to now have a better understanding of each Q and how to go about obtaining them.
Thursday and Friday I spent with the other Geography teachers and the year 11's who were completing their controlled assessment. I do find it quite difficult doing these controlled assessements, the students work is all based from different angles and some are much further on then others, so it can be challenging at times! Nevertheless a good experience.
I have spent today doing lesson planning and have also gone through the SEN register for the students that I teach. It has been a worthwhile exercise in refreshing my memory on their particular needs and how I can be more aware of them and how to cater for them.
I went on Wednesday to do some work on my folder. I really struggle to stay fully focused at home, plus I don't have a printer!! I have managed to collate evidence for most Q's up to 20 now. Some Q's I have quite a few for but I'm sure they will get replaced when better pieces of evidence come along. It is quite a relief to have my folder mostly in order and to now have a better understanding of each Q and how to go about obtaining them.
Thursday and Friday I spent with the other Geography teachers and the year 11's who were completing their controlled assessment. I do find it quite difficult doing these controlled assessements, the students work is all based from different angles and some are much further on then others, so it can be challenging at times! Nevertheless a good experience.
I have spent today doing lesson planning and have also gone through the SEN register for the students that I teach. It has been a worthwhile exercise in refreshing my memory on their particular needs and how I can be more aware of them and how to cater for them.
Wednesday, 19 October 2011
Last week of term
So we are coming to the last week of term. It feels like I have covered quite a bit in the last 6 teaching weeks but there is a whole lot more to come I'm sure.
Today I had another informal observation from a member of staff outside my faculty. In comparison to the lessons he has observed me in previously, this one was a lot better.
This particular year 10 class are brilliantly behaved, so behaviour management is never an issue but what I had experienced was the same individuals answering time and time again. To counter this I presented very little opportunity for hands up answering. I would direct a lower level question at a certain individual and then begin to formaulte other questions and topics for discussion based on their answer, attempting to build upon the difficulty each time.
With the students unaware who I would select next it did appear to keep them better focused and involved in the questioning process. For this to be effective I have had to come up with a bank of questions that I would like answered throughout the lesson to gauge progression. It was very time consuming: with preparing good learning materials, lesson plan etc but proved thoroughly worth it. This is certainly very useful for performing AFL and in particular to a wide audience.
Through the lesson I could feel that the students were becomming more comfortable with the topic and they were elaborating upon their answers and showing more detail, something which I haven't experienced with them as a whole group before. Seeing certain individuals normally whom shy away from engaging being so visably keen, almost desperate to answer a question or give their point of view was very satisfying.
Spending more time catering for a variety of learning styles, using different activities to normal and using effective questioning really paid off in this instance. I am actually looking forward to seeing this group again after half term in two weeks time to see how much really sank in!
Today I had another informal observation from a member of staff outside my faculty. In comparison to the lessons he has observed me in previously, this one was a lot better.
This particular year 10 class are brilliantly behaved, so behaviour management is never an issue but what I had experienced was the same individuals answering time and time again. To counter this I presented very little opportunity for hands up answering. I would direct a lower level question at a certain individual and then begin to formaulte other questions and topics for discussion based on their answer, attempting to build upon the difficulty each time.
With the students unaware who I would select next it did appear to keep them better focused and involved in the questioning process. For this to be effective I have had to come up with a bank of questions that I would like answered throughout the lesson to gauge progression. It was very time consuming: with preparing good learning materials, lesson plan etc but proved thoroughly worth it. This is certainly very useful for performing AFL and in particular to a wide audience.
Through the lesson I could feel that the students were becomming more comfortable with the topic and they were elaborating upon their answers and showing more detail, something which I haven't experienced with them as a whole group before. Seeing certain individuals normally whom shy away from engaging being so visably keen, almost desperate to answer a question or give their point of view was very satisfying.
Spending more time catering for a variety of learning styles, using different activities to normal and using effective questioning really paid off in this instance. I am actually looking forward to seeing this group again after half term in two weeks time to see how much really sank in!
Friday, 14 October 2011
Starter techniques
Today I used a starter technique I read from the 'Love Literacy' book which gives literacy based starter and plenary ideas for all subjects. I used this in my PSHCE lesson with the tutor group that I share.
My normal delivery is to put up the slides with the title and learning objective on to be copied down by all. However this is the last lesson on a Friday and most students have already began switching off in anticpation of the weekend, writing and copying is the last thing on their minds.
On the white board I simply wrote 'Loss' 'Death' and 'Sadness.' I then asked the class to reflect on the words with those around them and discuss which they believed to be the odd one out. Many shouted answers out but I insisted they took a few minutes to reflect before doing so. It was really interesting to hear their answers and understand how they came to their particular conclusion. With this activity their is no need to correct students, it allows for all to particpate as there are no right or wrong answers, simply their own justifications, which in turn did help contribute towards a greater particpation then normal.
After this I asked them what should be the title of today's lesson? This seemed to be a much more powerful technique then simply "Copy down the title, here is the LO"... let's get on with some learning. The majority of students recognised that we would be looking at death and what the implications of it were.
Any way the title was bereavement. At this point all students had an understanding of what the title meant and its context in today's lesson. I'm sure if I had asked before what bereavement was then the response would have been pale in comparison.
My normal delivery is to put up the slides with the title and learning objective on to be copied down by all. However this is the last lesson on a Friday and most students have already began switching off in anticpation of the weekend, writing and copying is the last thing on their minds.
On the white board I simply wrote 'Loss' 'Death' and 'Sadness.' I then asked the class to reflect on the words with those around them and discuss which they believed to be the odd one out. Many shouted answers out but I insisted they took a few minutes to reflect before doing so. It was really interesting to hear their answers and understand how they came to their particular conclusion. With this activity their is no need to correct students, it allows for all to particpate as there are no right or wrong answers, simply their own justifications, which in turn did help contribute towards a greater particpation then normal.
After this I asked them what should be the title of today's lesson? This seemed to be a much more powerful technique then simply "Copy down the title, here is the LO"... let's get on with some learning. The majority of students recognised that we would be looking at death and what the implications of it were.
Any way the title was bereavement. At this point all students had an understanding of what the title meant and its context in today's lesson. I'm sure if I had asked before what bereavement was then the response would have been pale in comparison.
Tuesday, 4 October 2011
Implementing tips and advice from Sue Cowley...
On Monday afternoons I teach Year 8 followed by Year 7s. Some students are always on task but others just seem to drift through the lesson virtually anonymously. It is with these lessons in particular that I have given careful consideration to raise engagement and participation.
I really liked the raffle ticket idea, however, I couldn't find any in Tesco at the weekend. Instead what I done was to reward a student with a house point and that subsquent house point meant they could put their name on a small piece of paper which could be entered into the prize draw hat... My word I have never seen such a swarm of hands being raised for every question, it really was a pleasure to see. I almost ran out of room on the board giving out all these house points. Students who didn't normally particpate suddenly were interacting and particpating.
This worked really well with the year 8s and the following lesson the year 7s took to it in a similar fashion.
I have started to have a few low level disruptions in my year 9 lessons, which is effecting the pace and flow of the lessons at times. I am wondering if I haven't given enough thought to behaviour management in these lessons, especially in regards to what I have implemented in the KS3 ones. Tomorrow I intend to change the seating round and should that fail then may be they might warm to the raffle idea as house points haven't seemed particularly strong motivators so far.
I really liked the raffle ticket idea, however, I couldn't find any in Tesco at the weekend. Instead what I done was to reward a student with a house point and that subsquent house point meant they could put their name on a small piece of paper which could be entered into the prize draw hat... My word I have never seen such a swarm of hands being raised for every question, it really was a pleasure to see. I almost ran out of room on the board giving out all these house points. Students who didn't normally particpate suddenly were interacting and particpating.
This worked really well with the year 8s and the following lesson the year 7s took to it in a similar fashion.
I have started to have a few low level disruptions in my year 9 lessons, which is effecting the pace and flow of the lessons at times. I am wondering if I haven't given enough thought to behaviour management in these lessons, especially in regards to what I have implemented in the KS3 ones. Tomorrow I intend to change the seating round and should that fail then may be they might warm to the raffle idea as house points haven't seemed particularly strong motivators so far.
Year 11 Controlled Assessment
Yesterday I accompanied one of the year 11 groups (not the one I teach) to Goring-on-Thames, Oxfordshire to collect data for their controlled assessment on Footpath erosion.
I have been out before in previous years to assist with other 11 groups in their coursework but this was the first time I had led a group on my own.
My little group worked very hard and were very proactive in their approach to data collection, which was very positive. It was clear all students understood the design brief of their focused controlled assessment question and were very inquisitive.
It was an enjoyable change to be outside of the classroom (I'm sure the lovely weather helped too!) I don't teach any of these students but I have seen some of their beahviour in other lessons (Not always model behaviour shall we say.) I observed and can say they were brilliant out in the field. It's amazing to see how different some students approaches are when they are not restricted to four walls and being confined to a chair.
I am off again on Friday on the same trip with the group I teach, so let's hope for more of the same.
I have been out before in previous years to assist with other 11 groups in their coursework but this was the first time I had led a group on my own.
My little group worked very hard and were very proactive in their approach to data collection, which was very positive. It was clear all students understood the design brief of their focused controlled assessment question and were very inquisitive.
It was an enjoyable change to be outside of the classroom (I'm sure the lovely weather helped too!) I don't teach any of these students but I have seen some of their beahviour in other lessons (Not always model behaviour shall we say.) I observed and can say they were brilliant out in the field. It's amazing to see how different some students approaches are when they are not restricted to four walls and being confined to a chair.
I am off again on Friday on the same trip with the group I teach, so let's hope for more of the same.
Thursday, 29 September 2011
Year 7 Hillingdon trip
On Tuesday I accompanied my year 7 house on a trip, intended to welcome the new starters to The Academy and to perform in some team bonding exercises.
I only teach my year 7 group for one single period a week (50 mins) so felt I haven't bulit up that great a connection with them over the past 3 weeks. This certainly changed matters when we got out on the lake and in our raft's!
It was lovely getting to know the students in a bit more depth and to share a laugh with them outside of the classroom. It was also pleasant to see many of them working as a team and learning key skills which will be valubale to them in years to come, both in school and out.
I only teach my year 7 group for one single period a week (50 mins) so felt I haven't bulit up that great a connection with them over the past 3 weeks. This certainly changed matters when we got out on the lake and in our raft's!
It was lovely getting to know the students in a bit more depth and to share a laugh with them outside of the classroom. It was also pleasant to see many of them working as a team and learning key skills which will be valubale to them in years to come, both in school and out.
Those (lovely) Year 8's
After loving some of the ideas Sue Cowley discussed in our training day last week, I was feeling quite positive about dealing with a few of the Students. Firtsly, I think going in with a positive attitude as opposed to thinking 'Oh god here we go and again' has certainly improved my relationship with a few students in the class.
I also focused much more on the positive aspects the students were displaying as opposed to the negative ones. I asked the more challenging students to give books out, collect things in and be "in charge" of stationary etc. I only had to say once that this priviledge would be removed should they behave inapproriately. This in turn made them visibly more engaging in the lesson and there were no notable behaviour isssues.
Very pleased with this. I will certainly look to get those raffle tickets for next week as I think quite a few in that class would warm to the idea.
I also focused much more on the positive aspects the students were displaying as opposed to the negative ones. I asked the more challenging students to give books out, collect things in and be "in charge" of stationary etc. I only had to say once that this priviledge would be removed should they behave inapproriately. This in turn made them visibly more engaging in the lesson and there were no notable behaviour isssues.
Very pleased with this. I will certainly look to get those raffle tickets for next week as I think quite a few in that class would warm to the idea.
Tuesday, 20 September 2011
Sue Cowley's Positive Behaviour management course
Not long home from the course and I can certainly say that the course was really worthwhile, I was sat amongst a few of the other Slough Partnership GTPers and all seemed to take a great deal from what was said.
Sue was so helpful and insightful, I am already itching to try a variety of techniques and tips she shared. I feel a lot of technques described will be really benefitial amongst particularly my key stage 3 classes, gutted I don't have any of them again until next Monday, I guess this gives me time to go out and buy my raffle ticket books and big pink fluffy pens!
I am already going through names in my head of particular students in year 8 of whom I will give an individual assessment too, to attempt to bring out the best of them. I will start with the year 8 class as I taught them all last year so am very familiar with them. I have one particular young man in mind who is always on the wrong side of problematic. I referred to that particular class in one of my blogs last week. After putting them in a seating plan this week most where well behaved with the exception of him and he was sat beside me!?! Possibly I could try avoiding his outbursts like she mentioned but this would lead to him being highly unproductive (as he was on Monday.) Maybe giving him some responsibility will work...let's see next week!
One of the other main things I took from the day was how to alter your teaching styles after lunch. I can honestly say, as I'm sure Aaron can too, that after a big lunch I wasn't feeling highly productive nor overly motivated. Introducing some hands on approaches is probably what is needed to re-engage students after switching off at lunch time. Something I will definitely bear in mind, particularly that year 8 class straight after lunch on Monday.
Sue was so helpful and insightful, I am already itching to try a variety of techniques and tips she shared. I feel a lot of technques described will be really benefitial amongst particularly my key stage 3 classes, gutted I don't have any of them again until next Monday, I guess this gives me time to go out and buy my raffle ticket books and big pink fluffy pens!
I am already going through names in my head of particular students in year 8 of whom I will give an individual assessment too, to attempt to bring out the best of them. I will start with the year 8 class as I taught them all last year so am very familiar with them. I have one particular young man in mind who is always on the wrong side of problematic. I referred to that particular class in one of my blogs last week. After putting them in a seating plan this week most where well behaved with the exception of him and he was sat beside me!?! Possibly I could try avoiding his outbursts like she mentioned but this would lead to him being highly unproductive (as he was on Monday.) Maybe giving him some responsibility will work...let's see next week!
One of the other main things I took from the day was how to alter your teaching styles after lunch. I can honestly say, as I'm sure Aaron can too, that after a big lunch I wasn't feeling highly productive nor overly motivated. Introducing some hands on approaches is probably what is needed to re-engage students after switching off at lunch time. Something I will definitely bear in mind, particularly that year 8 class straight after lunch on Monday.
Thursday, 15 September 2011
Back to normal, my week so far.
As I am relatively free now I thought I would blog a few things.
Monday saw the return of the full school. After introducing my tutor group back first thing and dealing with all the issues, planners, uniform etc. I had time to think ahead to lessons I was going to teach after lunch and meet up with my mentor. It was re-assuring to get some support and guidance and be given a bit of time to feel at ease with some of the classes before being critiqued and possibly knocking my confidence a bit?!
I took a year 8 class after lunch. I taught them last year so know them all very well, they certainly hadn't made any improvements in terms of behaviour.
I took the following points from the lesson. Good: Got my expectations of them out they way and had a good discussion about this. Secondly the class were very interactive once they had settled.
Bad: I hadn't created a seating plan so it took a long time for them to settle and certain individuals clearly are just incapable of working together. (I knew this before but thought the Summer break may have seen a change.) The pace of the lesson was quite slow, this relates back to behavioural issues I guess.
I also had another issue which I personally felt I didn't deal with as well as I could. If anyone has or does have a similar problem and finds a good resolution, please do share!... Any way I had given out sheets amongst the class and asked students to pick for themselves whether they wanted the higher or lower ability ones. Most students were fine with this and the majority wanted to challenge themselves. However, what arose was that one girl asked someone to pass her the higher ability sheets, what subsequently happened was that people around her allegedly said she wasn't clever enough (or in her words she was too stupid.) This resulted in her insisting she was stupid, that her peers thought she was and that I probably did too. I attempted to reassure her several times that this wasn't the case and that she should ignore others and do what work she felt best suited to. Everything I tried didn't work so in the end I just had her sit beside me whilst she continued to sulk and be unproductive (teenagers aye.) I have since looked further into her baseline expected grades and she has the highest in the class. Weird.
I have since made a proper seating plan and placed students with those I know they should be able to work with and amongst varying abilities so they can support one another, fingers crossed this should change the dynamics of the group.
After that I taught a year 7 class who were lovely, polite, respectful and so on. A joy in comparsion.
I have spent the remainder of the week teaching mostly year 9's. Most of them were little terrors last year. But, they have come back with a really refreshing and can do attitude. (There must be something about year 8's!) I had made seating plans for both the classes, bearing in mind my dealings with them last year, however, they begged and begged to sit where they want. I caved in and told them they would be moved for the slightest breach in expectations.
In the classes I have had with them they have been raising their hands, not speaking over me, asking for extension work etc. I even set them homework in their first lesson to see who wouldn't do it. To my amazement one class (23 students) all brought it in, some even tried giving it to me in the corridor way beforehand! The other class, again roughly the same size, all brought it in bar two. So far they have really impressed me, long may it continue.
That's about 4 days of blogging in one, sorry about the essay guys!
Monday saw the return of the full school. After introducing my tutor group back first thing and dealing with all the issues, planners, uniform etc. I had time to think ahead to lessons I was going to teach after lunch and meet up with my mentor. It was re-assuring to get some support and guidance and be given a bit of time to feel at ease with some of the classes before being critiqued and possibly knocking my confidence a bit?!
I took a year 8 class after lunch. I taught them last year so know them all very well, they certainly hadn't made any improvements in terms of behaviour.
I took the following points from the lesson. Good: Got my expectations of them out they way and had a good discussion about this. Secondly the class were very interactive once they had settled.
Bad: I hadn't created a seating plan so it took a long time for them to settle and certain individuals clearly are just incapable of working together. (I knew this before but thought the Summer break may have seen a change.) The pace of the lesson was quite slow, this relates back to behavioural issues I guess.
I also had another issue which I personally felt I didn't deal with as well as I could. If anyone has or does have a similar problem and finds a good resolution, please do share!... Any way I had given out sheets amongst the class and asked students to pick for themselves whether they wanted the higher or lower ability ones. Most students were fine with this and the majority wanted to challenge themselves. However, what arose was that one girl asked someone to pass her the higher ability sheets, what subsequently happened was that people around her allegedly said she wasn't clever enough (or in her words she was too stupid.) This resulted in her insisting she was stupid, that her peers thought she was and that I probably did too. I attempted to reassure her several times that this wasn't the case and that she should ignore others and do what work she felt best suited to. Everything I tried didn't work so in the end I just had her sit beside me whilst she continued to sulk and be unproductive (teenagers aye.) I have since looked further into her baseline expected grades and she has the highest in the class. Weird.
I have since made a proper seating plan and placed students with those I know they should be able to work with and amongst varying abilities so they can support one another, fingers crossed this should change the dynamics of the group.
After that I taught a year 7 class who were lovely, polite, respectful and so on. A joy in comparsion.
I have spent the remainder of the week teaching mostly year 9's. Most of them were little terrors last year. But, they have come back with a really refreshing and can do attitude. (There must be something about year 8's!) I had made seating plans for both the classes, bearing in mind my dealings with them last year, however, they begged and begged to sit where they want. I caved in and told them they would be moved for the slightest breach in expectations.
In the classes I have had with them they have been raising their hands, not speaking over me, asking for extension work etc. I even set them homework in their first lesson to see who wouldn't do it. To my amazement one class (23 students) all brought it in, some even tried giving it to me in the corridor way beforehand! The other class, again roughly the same size, all brought it in bar two. So far they have really impressed me, long may it continue.
That's about 4 days of blogging in one, sorry about the essay guys!
Sunday, 11 September 2011
First week back at School...
Well the first three days consisted of INSET training. It was all the usual stuff like SEND, behaviour management, EAL etc. I have touched on all before during on site training but it is always nice to have someone come in externally and put a new perspective on things. During these three days we had plenty of time to meet with our faculties and get some planing done, luckily my classrooms had been set up so I had liitle to do in that respect!
On the pastoral side I am sharing the same House Tutor group with another member of staff, whom I had last year. The Langley Academy employ a vertical tutor system so I was introduced to five new year 7 members of our group. All were very polite and quiet...I wonder how long that will last for once they have met the older members!?
During Thursday and Friday only the new cohort of years 7 and 12 were present, so the building was a little quieter then normal. It was evident how crucial it was to get these new children to feel part of The Academy community. Various team challenges were set up amongst the different houses to instill an inter house rivalry and also to get them familiar to their new surroundings. All the year 7's looked shattered by the end of Friday but it seemed they had really enjoyed themselves.
As one half of a house tutor team I was quite busy with my new tutees on Thursday and Friday, I was wondering when I was going to get enough free time to do some planninge etc (I guess that's what weekends are for now!)
Any way tomorrow I have to welcome back the remainder of the students and spend the morning session doing various admin things with them. After break I intend to begin my various observations and that leaves the afternoon to teach a year 8 then 7 class.
I have made a Prezi presentation (like Zelda showed us) for all my Year 7 classes. This should take up at least half of the lesson to drill into them what my expectations of them are, like Aaron mentioned in another blog. I have also left a section blank for them to discuss what rules they believe they should have and what they expect from me. (I did read about doing that from one of the pocketbook handouts we were given.)
Right, It's probably time to do some seating plans, lesson planning etc.
I hope you all enjoy your week.
On the pastoral side I am sharing the same House Tutor group with another member of staff, whom I had last year. The Langley Academy employ a vertical tutor system so I was introduced to five new year 7 members of our group. All were very polite and quiet...I wonder how long that will last for once they have met the older members!?
During Thursday and Friday only the new cohort of years 7 and 12 were present, so the building was a little quieter then normal. It was evident how crucial it was to get these new children to feel part of The Academy community. Various team challenges were set up amongst the different houses to instill an inter house rivalry and also to get them familiar to their new surroundings. All the year 7's looked shattered by the end of Friday but it seemed they had really enjoyed themselves.
As one half of a house tutor team I was quite busy with my new tutees on Thursday and Friday, I was wondering when I was going to get enough free time to do some planninge etc (I guess that's what weekends are for now!)
Any way tomorrow I have to welcome back the remainder of the students and spend the morning session doing various admin things with them. After break I intend to begin my various observations and that leaves the afternoon to teach a year 8 then 7 class.
I have made a Prezi presentation (like Zelda showed us) for all my Year 7 classes. This should take up at least half of the lesson to drill into them what my expectations of them are, like Aaron mentioned in another blog. I have also left a section blank for them to discuss what rules they believe they should have and what they expect from me. (I did read about doing that from one of the pocketbook handouts we were given.)
Right, It's probably time to do some seating plans, lesson planning etc.
I hope you all enjoy your week.
Thursday, 28 July 2011
Summer reading
Well I've been fairly productive considering it is only the first week off. I went through the ofsted manual we were provided regarding grading trainee teachers. It was quite insightful seeing all the gradings broken down and what you must do to achieve certain levels. I tried to focus on the 'outstanding' features part (boy have I got my work cut out) as I'm sure we all want to be just that. I found an underlying theme of being outstanding was to have a good knowledge and clear usage of the Every Child Matters agenda (ECM). I have therefore, had a good flick through that this week. It is very useful and really does highlight just how to implement it effectively. Being honest though, the book is very dull and is full of parts aimed at teachers at differing levels/skills but it did hit home just how beneficial it is to focus on the childs learning/well being through a holistic approach, to take greater awareness of their background, issues, learning difficulties etc etc. This is something I have possibly neglected before and will make a real concerted effort to do.
I have also had a go at the practice numeracy test on the TDA website. I didn't do any prepartion and just went ahead and gave it a go. Thankfully I passed (20/28) but some aspects I really didn't have a clue about, I remember having a conversation with Jane about box and whisker diagrams and when I came to it today it did take me a while to get my head around. (Thank God these practice tests aren't timed!)
If anyone else has done any other reading as yet which they found really helpful please let me know. Thanks.
I have also had a go at the practice numeracy test on the TDA website. I didn't do any prepartion and just went ahead and gave it a go. Thankfully I passed (20/28) but some aspects I really didn't have a clue about, I remember having a conversation with Jane about box and whisker diagrams and when I came to it today it did take me a while to get my head around. (Thank God these practice tests aren't timed!)
If anyone else has done any other reading as yet which they found really helpful please let me know. Thanks.
Wednesday, 13 July 2011
Reflection on Intro week
I found last week really informative and insightful. Already working at a school I felt I would be fairly well prepared...BUT there is so much more I need to do!
Day 1- It was pretty dull to be honest but as the week went on I understood how essential it was to get it out the way and understand the various Q standards, expectations etc. I have been trawling through my emails ever since to get as much evidence as possible.
Day 2- It was great doing a lesson observation in another school and geeting some brilliant ideas, particularly in terms of behavioural management, classroom expectations and so on.
Day 3- This day really put me at ease. It was very helpful to see the journey that the GTP students had taken this year and that there is a light at the end of the tunnel so to speak. They were also so bubbly and enthusiastic. This session really put me at ease.
Day 4- What a detailed SEN session! By far the most enjoyable of the sessions (apologies to the others!) Note to self: Good SEN practice can be practiced by all.
Day 5- Behaviour management. How to get the buggers to behave...I must read!
I have my timetable for next year and am teaching 13 periods a week from September, with a mixture of all year groups except Yr 8's. I'm looking forward to it but will definitely have to put in a lot of work over the summer.
No 6 weeks of putting my feet up then!!
Day 1- It was pretty dull to be honest but as the week went on I understood how essential it was to get it out the way and understand the various Q standards, expectations etc. I have been trawling through my emails ever since to get as much evidence as possible.
Day 2- It was great doing a lesson observation in another school and geeting some brilliant ideas, particularly in terms of behavioural management, classroom expectations and so on.
Day 3- This day really put me at ease. It was very helpful to see the journey that the GTP students had taken this year and that there is a light at the end of the tunnel so to speak. They were also so bubbly and enthusiastic. This session really put me at ease.
Day 4- What a detailed SEN session! By far the most enjoyable of the sessions (apologies to the others!) Note to self: Good SEN practice can be practiced by all.
Day 5- Behaviour management. How to get the buggers to behave...I must read!
I have my timetable for next year and am teaching 13 periods a week from September, with a mixture of all year groups except Yr 8's. I'm looking forward to it but will definitely have to put in a lot of work over the summer.
No 6 weeks of putting my feet up then!!
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