1. Emma Fieldhouse, Environment Team
Teaching in Schools: Effective Teaching – Lesson Planning – Creating our Materials
Emma Fieldhouse, Environment Team

2. 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?

3. Effective Teaching – An Introduction

4. 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

5. The three 3 R's that underpin good teaching and learning:
Roles
Routines
Relationships

6. 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

7. 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

8. 3 different Styles of Behaviour Management
RULES – CONSEQUENCES
“I’m in charge”
RELATIONSHIP – LISTENING
“You seem worried. Talk to me about it”
CONFRONT - CONTRACT
“We need to work this out”
The ideal is to establish a continuum with varying degrees of power

9. Asserting your Needs Aim for a WIN-WIN – The Language of Choice
Sense of ‘Choice’ = Lessening of Threat

10. 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”

11. 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.

12. 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

13. They achieve this by: Knowing their pupils
Creating well planned lessons
Setting clear classroom rules
Effective limit setting
Providing positive support for pupils

14. Core skills you will require
Be assertive
Have a plan
Encourage and support good quality learning and responsible behaviour by:
Giving clear activity directions
Providing supportive feedback
Taking corrective action

15. Clear Directions – P R I N T
Activity Directions
Purpose
Resources, equipment
IN or OUT of place
Noise Level, Talking
Time
Why, what, where, how and when am I to do this?

16. The Art of Redirection Consistent praise Proximity praise Scanning
Name Dropping
Consistent praise
Proximity praise
Scanning
Circulating the classroom
The “LOOK”
Physical Proximity
Moving in
Moving out

17. 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.

18. Practising the techniques - partners
With 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?”

19. Planning lessons

20. 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

21. 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…

22. 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.

23. 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…

24. 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.

25. Well structured lessons
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.

26. Structuring Effective Lessons
A typical 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

27. A typical THREE PART LESSON FORMAT
Engagement
WHOLE CLASS
Plenary
WHOLE CLASS

28. 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.

29. Why have a starter?

30. 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…

31. 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.

32. 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…

33. 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

34. LET’S PLAN OUR LESSONS

35. 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?

36. Thank you for your contributions today Email environment@le. ac
Thank you for your contributions today with any questions