10 mins Pedagogy Power up

This Week:

Routines

Routines have always been thought to be integral to establishing excellent classroom management. The EEF state that learning routines support good behaviour and behaviour routines support good learning environments. While it doesn't solve all issues, it makes it less likely that issues will arise.

We set up routines for both instructional and behavioural activities, like how we might conduct ourselves in group work or how we might use mini white boards.

Consider the following for reflection:

(source: Making every lesson count, Teach like a champion)

Strong starts

Be around the door, welcoming in and directing activity 'hey, great to see you all, jackets off, starters on the boards'

Starter tasks that allow for independence gives us a chance to get register done etc.

Be explicit in how you want things done. 

How learners move around the classroom, how questions are to be answered

how practical equipment is gathered, how mini white boards are used, how homework is collected, 

how we listen and respond to each others ideas and suggestions. 

Demonstrate expectations and practice them:

Whatever your expectations are, be relentless about this, insisting on these standards every time.

How do we collect show me boards, textbooks, borrow a pencil, pass out worksheets - demonstrate it all!

Keep pace moving and challenge high  - play around with responsive questioning techniques to improve participation and demand on thinking. Cold call questioning techniques keep learners waiting to see what happens next

Expect attentiveness and make this clear in your instructions: 

'All eyes and ears on me now, thanks', 

'What does it look like to be scholarly - excellent - that's great to see!' 

'This class is working so hard, I'm proud of you'. 

Well done for getting right into that task Sarah, oh I see you too Steven, and Rachel, this is great' - other pupils follow to earn the praise.

Use Positive redirection:

'Zara, what questions are you supposed to be doing at the minute?'

'I can hear that football ball game has been exciting, I'd be keen for you tell me about your goal when we're packing up, but for now, let's concentrate on Q5  (remember to ask about the goal!)

'Keep listening at the back, you've been doing so well'

Be present in their learning space:

Interact with their work as you move round the class, check jotters, give constant feedback, encouragement and set your expectations high: This is a very powerful way to build strong relationships.

'That's a big improvement on last time, I can see your confidence has grown'

'Your work is always so organised, that's a great life skill as well as helpful for learning your notes'.

'You've got it! Can I show it under the visualiser - I want to show the details of your working'

'You've made a mistake that lots of other have also made - would you be comfortable if I used it as an example for us all to learn from?

'You work really well as a pair, I like that you always like push each other for those extra details when you share your thinking'.

Our learners notice if we are present and investing in them and are eager to interact with us for that praise and encouragement.

Refer to our the school values regularly:

Remind our learners that we are a community by using a shared language:

'When we move classrooms, we need to keep quiet, its important to us to be respectful of other classes busy learning.

'I am disappointed that you made a mess with your water bottle. However, I am pleased with your honesty owning up, I feel I might be able to trust you now in the future to take more responsibility for your actions. What do you think?'

Ok, let's start the quiz, now remember, we are being fair to our classmates when we give everyone thinking time and don't shout out.

External CLPL

Health & Wellbeing - Counselling for staff