24. Leaving the classroom Perspective 1 (Tina)









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Effective plenary sessions ensure pupils leave the lesson feeling successful, understanding homework, and with a positive attitude. This contributes to a positive and enthusiastic start to the next lesson, or a pleasant, calm and sociable start to break time. Orderly dismissals regulate movement between lessons and create a safer environment for all. Where dismissal from lessons has been discussed at departmental or whole school level, routines can be established that are supported by all. As with greeting pupils at the start of lessons, a calm and orderly dismissal creates flexibility for staff to make individual contact with pupils, which is an essential part of their pastoral role.




  • How we present homework to pupils will have an effect on the way that it is received and, ultimately, on how it is completed. How did Kath present the homework task? Do you have other ways that homework is presented that promotes a positive response from the pupils?
  • Kath selected two pupils to distribute the homework sheet. What useful strategies do you use to distribute resources? How are these strategies embedded in your planning?
  • What is the purpose of reviewing the behaviour of 8PTat the end of the lesson?
  • Identify different strategies for reviewing behaviour at the end of the lesson. How can you show pupils how they can improve and develop their behaviour for learning? How well planned and co-ordinated is the teaching of behaviour for learning skills across the curriculum in your school? Some time ago Kath introduced a reward scheme to reinforce positive behaviour for learning in her classes. - What are some of the benefits of using such a scheme? - How might you introduce a reward scheme to classes you teach? - What would be the aim of introducing such a scheme? - How would you link your class scheme to the school scheme?
  • With a partner, construct a class rewards scheme that would have been used by Kath with this class. Present the scheme to colleagues for discussion and development. Discuss the most effective reward schemes used in your school. What is the impact on behaviour (including motivation and engagement) attendance and learning?
  • Kath dismissed 8PT in a calm and orderly way. Can you identify 5 factors that contributed to this effective dismissal? Discuss with colleagues your strategies and routines for effective and positive dismissal of classes. With a partner prepare a ten-minute presentation for trainee teachers on - 'Preparing a class for dismissal'.
    Joyner School has an active school council. How does your school council promote pupils' participation?
  • Kath and Jason are discussing his report at the end of this lesson. Imagine you can overhear their conversation. What is being said: - by Kath? - by Jason? How are similar report systems improving pupils' behaviour and attendance in your school?
  • How do staff in your school manage systems such as report cards so that pupils are fully engaged in the process of improving behaviour for learning?
  • How do staff at your school make time to 'attend to individual pupils' in a pastoral context?
  • Describe the 'different ideas' staff in Joyner School may be trying out to improve lesson endings.


Working with teaching assistants


Working with teaching assistants to support the learning and behaviour of all pupils, but particularly those with some form of additional need, requires careful planning. Time between teacher and teaching assistant to plan their various roles and responsibilities is vital to the development of an effective learning environment. The presence of an additional adult in the classroom can be a huge positive asset or, if not planned, can lead to any classroom challenges becoming more problematic. Consider the way in which the partnership between the teacher and teaching assistant varies between the three lessons. What makes the difference? How do the roles and responsibilities vary from class to class? 

 Now think about your experiences working with teaching assistants and consider the following:

  1. What do you feel are the most important features of effective practice in partnership working with teaching assistants?
  2. How do you involve the teaching assistant in planning and organising the lesson?
  3. How are the skills and experiences of teaching assistants valued and used most effectively in your classroom?
  4. How do your school structures and systems support effective deployment and practice for working with teaching assistant support?
  5. How are teaching assistant's included in the whole school approaches and staff development opportunities?
  6. What changes would you suggest to improve this practice at school and classroom level?
  7. Are you aware of the nature, level and content of training the teaching assistant in your school may have undertaken? If yes, how does your school make effective use of their expertise?



Positive Relationships, Positive Attitude, Routine

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