8. Settling the class Perspective 3 (Matthew)

S C O *         What's this?

Routines, such as greeting pupils at the classroom door, establish an appropriate and respectful tone for the lesson and help to build positive relationships with pupils. Skilled teachers use this time to signify their 'presence', to acknowledge pupils as individuals, to be alert to potentially difficult situations, and to carry out regular administrative or pastoral routines such as collecting homework and reading report cards. This can be done quickly and efficiently, so that the lesson can begin promptly. Establishing clear seating plans and setting starter activities also promotes a structured and orderly start to the lesson.

 

Questions

 

• How could Kath ensure that pupils 'sort themselves out quickly'?
• Kath believes it is important to be 'well prepared'. In what ways could she have improved her preparation in this section? How do you work with colleagues within your department to share preparation and planning?
• What specific advice would you give Kath that would help her have a more efficient start to her lessons? How could you help her to embed these skills or techniques?
• What do you think Kath does well at the start of this lesson? What staff support systems could help her do more of the things she is getting right?
• How do you think 8PT would describe Kath?
• What advice would you give Kath to help her re-design, introduce and reinforce a seating plan for 8PT?
• Kath seems to feel she needs to respond to all comments, questions, and other interruptions from pupils - what might help her to consider which issues are more important than others, and deal more effectively with such interruptions?
• How could Kath develop a more assertive start to the lesson? Describe what you think Kath would do and say?
• Could you suggest some starter activities that might help Kath be more relaxed in the first few minutes of her lesson?
• What characteristics might lead us to describe Kath's instructions as 'ineffectual'?
• Consider the situation where Kath does not 'follow through' on one of here interventions and the effect that this has on the start of the lesson. In your school, how effective are staff at 'following through'? Give some examples of good practice you have seen? What could you suggest that might help Kath improve her skills?
• How might Kath improve her teaching of pupils with SEN, in particular to include Billy more fully in the lesson? What do you think would make for an effective plan for Billy, including roles and responsibilities for Kath, Mrs Latimer, Billy and key pupils in the classroom.
• Why do you think Kath focuses on Mike in asking him to 'sit up straight'?
• Kath's inexperience leads her to be easily 'knocked off balance' - what advice could you give her to ensure this situation is improved?
• Help Kath design the routines she could teach pupils referred to by the consultant for: - entering the classroom - coats and bags - resources management - homework - report cards What are your most effective routines for these times in the lesson? How do you teach these routines to your classes?
• David Howe, the headteacher, suggests that pupils try to circumvent rules if they are not applied consistently. How does this statement relate to your school experience? What ways do you find are most effective in ensuring consistency of approach across the school?