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:
My learners are non-responsive?
My students won’t remove their hoodies/hats in class?
The students talk over the teacher
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. ...
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:
This got me thinking, especially as none of the above seems to resonate with my experiences. But one caller to the show was a...
Here are two questions raised at a recent training day, together with suggested solutions from the collective group.
What should I do when:
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
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