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Teaching in Schools:

Effective Teaching – Lesson Planning – Creating our MaterialsEmma Fieldhouse, Environment Team

A few questions before we start

• How many are ‘international’ students?

• How many of you have a bus pass?

• How many of you are still here next week (12th) or the following week (19th) for a meeting in schools?

• Did you manage to find any interesting resources for teaching?

Effective Teaching – An Introduction

Effective Teaching

Objectives

• To raise your awareness of:

• the dynamics of the modern classroom

• the knowledge and skill sets required to establish and maintain effective:

– behaviour management– teaching and learning

The three 3 R's that underpin good teaching and learning:

– Roles– Routines – Relationships

Dynamic of the Classroom • You need eyes in the

back of your head!

• Managing the children could take up to half of your teaching time

• In the schools you will go into, you will not necessarily be expected to manage the children – the teacher can do that

Dynamics of the Classroom

• Expect disruption and plan for how to handle it

• Pupils may move around, be disobedient, they may not listen to your instructions

3 different Styles of Behaviour Management

The ideal is to establish a continuum with varying degrees of power

RULES – CONSEQUENCES“I’m in charge”

CONFRONT - CONTRACT

“We need to work this out”

RELATIONSHIP – LISTENING

“You seem worried. Talk to me about it”

Asserting your Needs

• Aim for a WIN-WIN – The Language of Choice

• Sense of ‘Choice’ = Lessening of Threat

Working in Pairs

With a partner try out these scripts on each other: How does it feel to be on the receiving end of them?

• “Darren – I’ve told you twice to stop talking. If you do it again I shall move you over here on your own”

• “Darren – the direction is to work silently. If you choose to talk then you will need to sit on your own over here. It’s your choice”

Proactive or Reactive - Teacher Responses to Misbehaviour

• Stay in your pairs – number yourselves 1 and 2

• Practice 3 types of response to a pupil (passive, hostile, assertive)

• First round – number 1 to be the teacher – number 2 to be pupil; discuss how it felt

• Second round – number 2 to be the teacher – number 1 to be pupil; discuss how it felt

Scenario – teacher approaches a pupil apparently time-wasting with a class pencil sharpener. As the teacher, deal with the situation in a passive manner, then be hostile then try to be assertive.

Effective Teachers

Expect to be able to manage learning and classroom behaviour

Have a plan for classroom management

Take a leadership role in the classroom

Maximise teaching and learning

Expect support from senior colleagues

They achieve this by:

Knowing their pupils

Creating well planned lessons

Setting clear classroom rules

Effective limit setting

Providing positive support for pupils

Core skills you will require

Be assertive

Have a plan

Encourage and support good quality learning and responsible behaviour by:Giving clear activity directionsProviding supportive feedbackTaking corrective action

Clear Directions – P R I N T

Activity Direction

s

Purpose

Resources,

equipment

IN or OUT of place

Noise Level, Talking

Time

Why, what, where, how and when am I to do this?

The Art of Redirection

• Consistent praise

• Proximity praise

• Scanning

• Circulating the classroom

• The “LOOK”• Physical Proximity

• Moving in

• Moving out

Name Droppin

g

Refocusing an Argumentative Pupil

What to do:

• Stay calm

• State what you want: "I want you to sit down and get on with the task."

• Preface your statement of want by expressing understanding for the student.

• Repeat your statement a maximum of three times ("broken record"). If they continue to argue, let them know that they will receive a consequence: give them the choice.

Practising the techniques - partnersWith a partner compose the scripts to counter these typical prevarications by pupils:

Pupil out of place, talking to mates, off task:

"I'm only asking him if I can borrow a pen”

"Okay give us a minute, can't you?”

"What about them over there -you never say nothing to them - it's not fair.“”

Two pupils continually talking, during a writing task:

"We was only talking about how to do it”

"Do we have to do this? It's boring”

"We're doing the work! What's wrong having a chat?”

Planning lessons

Objectives

• To develop an awareness of the elements present in a well-structured lesson

• To develop an understanding of the value and significance of lesson starters

• To develop an understanding of the value and significance of plenary sessions

The purpose of lesson plans

Good lesson plans help teachers to:

• structure their lessons;

• build on previous lessons and learning;

• share the objectives of the lesson with pupils;

• assess pupil achievements;

• develop effective assessment for learning;

• make lessons more inclusive and address a range of needs…

The purpose of lesson plans II

• …make better use of classroom support;

• make explicit the key strategies they wish to use;

• address the key questions they need to ask;

• highlight key vocabulary;

• focus on targets for raising standards, including literacy, numeracy and ICT;

• set homework.

Key elements of good lesson plans

Good lesson plans are brief but usually have:

• lesson objectives which can be shared with pupils;

• a clear structure for the lesson;

• brief notes on key questions and teaching points;

• brief notes on specific activities…

Key elements of good lesson plans II• …brief notes relating to needs of

individuals or groups (for example, SEN, G&T, EAL);

• a note of how any additional support will be used;

• reference to subject issues, for example developing vocabulary;

• references to relevant resources;

• an indication of any homework to be set.

Successful lesson structures include the following:

• a crisp start - to share experience and prior knowledge;

• exposition and explanation of the main points and content of the lesson - to enable access to new information and the introduction of new skills and processes;

• activities that build on this exposition - to process new information, identify patterns, rules and conventions arising from it and to develop understanding;

• opportunities to consolidate and apply learning, and express it in a range of ways, e.g. through written, diagrammatic, physical, visual, auditory or oral responses;

• plenaries during and at the end of a lesson- to check on progress and for pupils to reflect on what they have learned and how they have learned it.

Well structured lessons

Structuring Effective Lessons

A typical 50 - 60 minute lesson is likely to include:

– One or more starter activities– A main activity– A concluding plenary

This model is traditionally known as the THREE PART LESSON

A typical THREE PART LESSON FORMAT Lesson

Engagement

WHOLE CLASS

Plenary

WHOLE CLASS

Step 1: What are our learning objectives?Useful stems

By the end of the lesson pupils will:

• know that... (knowledge: factual information, for example names, places, symbols, formulae, events);

• develop / be able to... (skills: using knowledge, applying techniques, analysing information, etc.);

• understand how/why ... (understanding: concepts, reasons, effects, principles, processes, etc.);

• develop / be aware of ... (attitudes and values: empathy, caring, sensitivity towards social issues, feelings, moral issues, etc.).

Objectives may also focus on how pupils learn.

Why have a starter?

Step 2: How will we begin the lesson Why have starters:

• develop early levels of engagement and motivation;

• help to get all pupils quickly on task and to inject a sense of pace and challenge;

• are an alternative to commencing with a whole-class question-and-answer routine;

• fulfil a wide range of purposes, in particular using prior knowledge to introduce new topics…

Starters continued…

• create a level of challenge which is dependent upon:prior learning; level or order of thinking;management of pupil response;

• create an expectation that pupils will think and participate in the lesson;

• create a climate of interaction and involvement;

• create a sense of purpose in a part of the lesson which can be derailed by administrative and organisational tasks.

Step 3: How will we finish the lesson?PURPOSES OF PLENARIES

Plenaries are vital elements of lessons because they fulfil a wide range of purposes. In particular they:

• help pupils to crystallise, understand and remember what has been learned.

• refer back to the learning objectives:

• create a sense of achievement, gain and completion;

• take stock of where the class has reached in a task or a sequence…

Step 3: How will we finish the lesson?• take learning further and deeper;

• provide an opportunity for the teacher to assess learning and plan accordingly;

• recognise and value the achievements of individuals and the class;

• prompt deep thinking by pupils about how they have learned

LET’S PLAN OUR LESSONS

Evaluation of today’s session

• Please give some evaluation on today’s session…

• What was good about today?

• What was bad about today?

• What would you like to see next time?

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Thank you for your contributions today

Email environment@le.ac.uk with any questions