09/02/2010

Period 4: Year 7, Lead Teach, Observed. Lesson Evaluation

Management/Teaching Strategies:
Students were generally loud and difficult to manage today. The use of AB Tutor in future lessons is now vital. This will be a target from now on.

I was disappointed with the behaviour of two students to such a degree that I have made phone calls home to the parents.

I am still reflecting on whether it was my delivery, the resources or just an off-day for them, or the most likely scenario was a combination of all three. Disappointed in myself mostly, but looking forward to getting back in the classroom with them again to try something new.

Notes from Observation Form: “The class was generally well behaved, however appropriate action was to taken to bad behaviour”, “majority of students stayed focus and on task”.

 

Resources:
I produced a simple, easy to understand peer review sheet, which students completed very well. “Peer assessment went well, all printed the work”.

 

05/02/2010

A visit from my university tutor today. I was conscious not to “dress up” my lesson plan, and simply deliver a regular second-set lesson that, given the students previous lessons, can go either way.

Period 4: Lead Teach, Year 9, Observed by Tutor. Lesson Evaluation.

Planning:
“The planning template was a good “frame: to support the pupils’ thinking.”

Student Learning:
Being a coursework lesson it was difficult to assess if any new learning was taking place. Although through the use of AB Tutor during the plenary it was clear that there was an improvement in skills and confidence in using Movie Maker.

Notes from Observation Form: “The pupils certainly did learn, but it’s important to identify what” (in reference to my use of WALT and WILF which needs improving).

Extension/Differentiation:
Differentiation was the main observation focus for this lesson, and from using AB Tutor survey results from a previous lesson I was able to formulate a seating plan that placed more able students next to those that required more support. This meant that in a group where they often needed a lot of support, students were able to turn to a “trainer” for help. This seating plan also covertly sat students in one area of the room, so I could concentrate my time more productively. This was noted in the lesson observation.

03/02/2010

Period 5: Lead Teach, Year 9, Observed. Notes from Observation Form.

The Positives: “Students on task. Working independently – also use of students to support peers.” “Very clear, simple instructions”, “further assessment set”. “Better expectations for what can be achieved in a lesson”.

The Negatives: “Use descriptive words in lesson objectives”. “Use AB Tutor”, “Use less requests and more commands (use thankyou instead of please).

Visting a junior school tomorrow, before a visit and observation by my university mentor on Friday.

02/02/2010

Period 3: Year 9, Lead Teach, Observed. Notes from Observation Form.

“A warm rapport with the students. Clearly laid out tasks appropriate support and circulation to keep students on task

Used example of student work to model expectations and encouraged off task students to get on.

Good subject knowledge and technical know-how. Students worked independently but with appropriate levels of support.”

26/01/2010

Let myself down today. Delivered a poor lesson to Year 7 (evaluation below) and this was reflected both in the feedback given, but also my own instincts throughout the lesson. I explained the topic badly, didn’t give a clear enough example to students, and failed to properly assess those students that were struggling. I struggled to settle the class from the beginning and found this difficult with low level noise from colleagues conversation in the room, although this does not excuse my inability to deliver the lesson as I had intended. This early set back seemed to set the tone for the lesson and it felt like an uphill struggle from there.

At the moment I’m treading the thin line between reflection and dwelling.

Period 4: Year 7, Lead Teach, Observed, Lesson Evaluation.

Student Learning:
The focus of the observation was student understanding. I never felt entirely comfortable in this lesson, and although most students understood the task eventually, I was too vague with my explanations, especially at the beginning, and did not give any clear visual aids for students to refer to. If I was to teach this lesson again I would ask students to sit around the front to focus them and check for understanding.

In hindsight, I was perhaps still in the Year 9 style of delivery from the previous lesson, where it was mostly geared more towards talking students through tasks.

From observation form: “Not all students aware of what to do at start”, “Students involved in task, but could be better focused”, “Students all understood task eventually”, “Some low ability students did not finish”.

22/01/2010

Led a strange and surprising lesson today. Having previously written, agreed and signed the ICT contract, students asked me if the seating plan could be lifted as a way to prove themselves in the lesson, working productively with their chosen peers. However in practice, this simply did not work. My attempts to use “stop, listen and face me” were just as effective, although the attention span to the work dramatically dropped. The first 30 minutes was a battle; the challenging work that was required coupled with low level noise and struggling individuals made the classroom unmanageble.

I took the decision to ask all students to log off, stand up and move to the front of the room. Although disappointed to be moved away from their distracting peers, they were by no means surprised. The carefully judged seating plan that followed worked better than I could have hoped. All students were selected individually and seated, taking into account distractions and vicinity to me (seating those that struggle and those that disrupt nearest the front). I also made it clear that the time it took to seat them would be taken away from their lunch break and spent working. The remainder of the lesson was played out in almost total silence and, led by me, they completed the same as I would normally expect from them in twice the time. Perhaps the most surprising aspect of this is that at no point did I ask for silence: it just happened.

My only concern is whether this level of commitment to the work will continue in the next lesson. Clearly I need to make improvements to how I start the lesson with this group, and I feel I need to return to having the work displayed as they enter, to focus studens immediately, rather than those few minutes of “dead time” as the group arrive in small pockets of 4 or 5. These prompt and prepared starts can become challenging to implement when you do not have your own base, a classroom in which these things can be in place before the students arrive. I’m sure this is a challenge for all trainee teachers.

21/01/2010

Period 2: Year 7, Lead Teach, Observed, Lesson Evaluation.

Management/Teaching Strategies:
The focus of the observation was behaviour. Although I was in control throughout the lesson I felt the students were a little too loud. The lesson content was not the most exciting and I felt this contributed to a very bored looking classroom. This was noted in the observation notes: “Managed to keep class occupied and behaved for a mostly inactive lesson”.

Other notes on behaviour from observation form: “Dealt with misbehaving students immediately and excluded from task”, “Good management of behaviour – still a few too loud”.

Homework:
Tried to set a relevant homework. “Homework set that relates to lesson content”.

20/01/2010

Period 5: Lead Teach, Year 9, Observed, Lesson Evaluation

Management/Teaching Strategies:
The focus of the observation was pace. Notes from Observation Form: “Urged them to log on quickly, clear instructions STOP/LISTEN/FACE ME, visits pupils individually, but keeps the pace of the lesson. Stop starts lesson ensuring students are on task”.

I was conscious of keeping the pace of the lesson, although I felt I could have been stronger on the level of noise, although not loud, it perhaps should have been lower, although from a ‘room zoom’ it was clear that nearly all students were at the required level of work despite this. It was also noted that “Pupils listen attentively”.

“Liam has a lively, engaging teaching style and effectively involves the pupils at all times.”

Aside from the above lesson evaluation I feel it is worth noting one of the finest compliments I have received about my teaching, and also from a very experienced teacher:

A charasmatic teacher who obviously enjoys teaching and has the respect and appreciation of the students.

Blimey, that’s worth a pint during the MK Dons v Southampton Johnstone’s Paint Trophy Area Semi-Final this evening.

19/01/2010

Period 3: Year 9, Lead Teach, Some Observations.
A real break through with the second set. I made the decision (whilst pondering during the train back from Reading) to try turning the tables on classroom expectations. The students should all be aware of what is expected of them, although some of clearly don’t, so this was an ideal opportunity to reinforce it. I made it clear to the class what my expectations were and then asked them to think for 60 seconds in silence of what they expect from me in a lesson. From their very positive responses we were able to collaborate on drawing a contract that was mutually signed and filed in a separate folder. I felt this was a very physical and clear way to reinforce both the school policy and make my expectations clear, whilst also allowing them to voice their own opinions on teaching styles. From these contracts we also drew the sanctions that would come into force should these not be followed. I will be referring to these contracts in the coming lessons and, with some willfulness on my part, I could begin to turn a corner with this group.

15/01/2010 and a new moniker.

After some extended reading of #movemeon and meeting my mentor I have a new spanner in the tool kit, a new line of ‘teacher patter’, a new moniker to test in lesson. The success of “Stop. Listen. Face the front” and a need to improve my in class assessment and AfL has led to my plans to implement: ” What did I do? Why did I do it? What was I supposed to learn?” at the end of the lesson. Future posts will feedback on the effectiveness of this.

Period 1: Lead Teach, Year 9, Observed.