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My students talk over me! (and other scenarios)

 

From a recent training day we highlighted some of the concerns of the participants, worked in groups to record the scenario, and each group offered strategies.

Here are the results:

What do I do when....

My learners are non-responsive?

  • Find out what their interests and hobbies are
  • Review the curriculum offer
  • Ask someone to come and observe the lesson to give you pointers
  • Check whether there are threats from other students (perhaps the student doesn’t feel safe)
  • Ensure differentiation is used in classroom activities
  • Ask them how they would like to adapt the activity


My students won’t remove their hoodies/hats in class?

  • Set ground rules and routines
  • Remind them of the rules
  • Find out what the hat/hoody symbolises to them (ie are they hiding?)
  • Find an accident clip on You Tube (health and safety)
  • Ensure teams of teachers have a consistent approach


The students talk over the teacher

  • Make a noise (bang a gong, sound box) to get their attention
  • Lower your voice
  • Use signals for quiet
  • Ask the...

A lost cause? Maths in the 1970s

Last evening our discussion in #ukfechat on Twitter was around lesson observations and grading of those lessons.  I've always believed that poor teaching can hide and I am certain that I was on the receiving end of this during my early years in secondary school.

Maths became a challenge because my teacher, Mrs Terry, didn’t reach me.  It didn’t help that we were in a temporary classroom (fondly referred to as the Cow Shed) which was freezing or boiling in nonsensical patterns.

But I distinctly remember sitting eagerly in the front row when I was in year 7, keen to learn and ready to absorb.

But Mrs Terry and I lost focus in year 8, I did lose my grasp of the subject and we never recaptured it into year 9.  It was an agonising three years for both of us.  As time went on and I became further behind, the more she ignored me. ...

Goalsetting – any fire in your belly?

Like many other people, at the start of the year I always like to set myself some targets, whether it’s to improve my health, give something up (ie wine, which I’m doing this month!), whether it’s to increase my written output, professional goals – you name it! 

But for 10 days now, as I have been driving to the office and thinking about goal-setting, I have been watching a man jogging.   He’s obviously just taken up this activity; he is larger than average size and weight, he hasn’t been going very fast, and to be honest it looks like it is a bit of an ordeal.  Also this man doesn’t wear what I would call special running gear, you know the kind of swaggy lycra neon look (or am I stuck in the 80s...). 

Anyway.... the first time I saw him he looked decidedly out of his comfort...

The Pisa results and the impact on Functional Skills

I listened to a Radio 5 Live programme this week.  It was in response to the Pisa tables which show that the UK fails miserably in achieving a sensible place in Literacy and Numeracy.  Some points of note are that countries with emerging high-ranking achievements are also a) educating their children for 10 - 12 hours per day and b) noticing an alarming increase in suicide rates of students.

During the programme there were many diverse viewpoints from callers as to why/how the UK may not be doing so well and what we might do about it.  Here's a summary:

  • we can only work with the raw material (ie crap students)
  • we have a cluttered curriculum (too much to learn)
  • behaviour is the problem (really?)
  • we should increase student learning hours (suicide rates?)

This got me thinking, especially as none of the above seems to resonate with my experiences.   But one caller to the show was a...

What do I do when my students……

Here are two questions raised at a recent training day, together with suggested solutions from the collective group.
What should I do when:

 

Students 'blank' the teacher

Remind students of the ground rules around "Respect"

Mirror the behaviour (NB use with caution, may begin the conflict cycle)

Isolate the negative behaviour by organising group work with engaged learners

Ask them a question

Be sympathetic – show that you've noticed they're having a bad day 

Students answer questions when it's not their turn

 

Nominate questions

Request hands up

If some answers for someone else, they must answer the next 5 questions

Learner answers questions until a correct answer, then move to next learners

 

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