Wednesday, 29 July 2009
Wednesday, 22 July 2009
At the point of writing
One thing I discovered while teaching writing discreetly this year was that writing is too often taught by correction--that is, teaching AFTER the event--instead of teaching at the point of writing.
Teaching at the point of writing, I found, focuses upon demonstrating and exploring the decisions that writers make in the process of composition. I found it useful to plan my agenda as teacher whilst the students were writing. By doing this I could demonstrate/model and make students aware of their decision-making. It also worked better than getting students to redraft their work since it's an easier adjustment to make.
Highlight of the year?
One of the 'moments' from this year was when I was teaching narratives with my year 9 group. I got them to write part of their autobiographies. This was a struggle for some of the weaker students. However, I thought this a good opportunity to get to know them better too. I decided to interview those weaker students and I said I would type up heir words for them. This was mainly done with the few EAL students and although it took quite a while it was most revealing; when I asked the right questions some of the stories I heard about were fascinating and moving. Some of their experiences, particularly those who had only been in the country a matter of months, were frightening. When I finally typed up their work and presented it to them, they seemed to beam with pride. Enabling students is key.
Thursday, 16 July 2009
Low level disruption
One of the most useful ways to think of challenging classes, I have found, is to think about them in 4 sub groups, I find this more empowering. Some 'groups' will always be more challenging than others:
1. The high flyers - The top 5 who always do the right thing.
2. The workers - The "salt of the earth" who generally do the right thing, the majority 15.
3. The either ways - Those that can be influenced, the lower middle 8.
4. The desperate 2 - The 2 (maximum 3) that cause the fundamental disruption.
This is based on behaviour not academic ability and the caveat being that children do not fit neatly into groups and they often change groups, but I try to think of the group into which they most often fall.
Group 1 are the second target group, they must be praised for their consistent conscientiousness.
Group 2 I try to maintain a warm positive glow with.
Group 3 I see as the target group: this group have the potential to change the learning environment one way or the other. I see this group as the target audience for the desperate 2 and they often return maximum dividend for minimum effort. If this group are on task quickly, excuses are removed and you know them well, this can make a huge difference.
Group 4 I find will either then conform or not turn up; starving them of attention through the management of sub-group 3 is key. However, I try not to judge my quality as a teacher by my capacity to manage the desperate 2!
1. The high flyers - The top 5 who always do the right thing.
2. The workers - The "salt of the earth" who generally do the right thing, the majority 15.
3. The either ways - Those that can be influenced, the lower middle 8.
4. The desperate 2 - The 2 (maximum 3) that cause the fundamental disruption.
This is based on behaviour not academic ability and the caveat being that children do not fit neatly into groups and they often change groups, but I try to think of the group into which they most often fall.
Group 1 are the second target group, they must be praised for their consistent conscientiousness.
Group 2 I try to maintain a warm positive glow with.
Group 3 I see as the target group: this group have the potential to change the learning environment one way or the other. I see this group as the target audience for the desperate 2 and they often return maximum dividend for minimum effort. If this group are on task quickly, excuses are removed and you know them well, this can make a huge difference.
Group 4 I find will either then conform or not turn up; starving them of attention through the management of sub-group 3 is key. However, I try not to judge my quality as a teacher by my capacity to manage the desperate 2!
Sunday, 12 July 2009
emotional intelligence
Planning lessons is one thing, but for me, the biggest challenge is understanding the kids and their issues. I think success may lie in the ability to think deeply about what's going on in front of you as a teacher. This means having the right state of mind; asking the right kinds of questions--for example, asking what needs are being met by their behaviour; developing a strategy and evaluating it.
In order to engage with disengaged students it is necessary to move away from the narrow view of achievement. I recall Sonia Blanford talking about the "moral imperative." This is fundamental. I endeavour to contribute to the moral leadership of the school and its community. I would see this as raising the bar and closing the gap of learning; treating everyone with respect; fostering positive change. This is about leadership beyond pupil attainment and there is a myriad of achievement beyond the public eye. I will be doing some team activities in the classroom this week, for example.
In order to engage with disengaged students it is necessary to move away from the narrow view of achievement. I recall Sonia Blanford talking about the "moral imperative." This is fundamental. I endeavour to contribute to the moral leadership of the school and its community. I would see this as raising the bar and closing the gap of learning; treating everyone with respect; fostering positive change. This is about leadership beyond pupil attainment and there is a myriad of achievement beyond the public eye. I will be doing some team activities in the classroom this week, for example.
Wednesday, 8 July 2009
Monday, 6 July 2009
No more exercise books!
I've run out of exercise books and won't be getting anymore until September. As a result, I've been a bit braver about getting students not just to record ideas/concepts discussed in writing but in pictures/drawings too. For example, I got my year 7s to summarise the themes of the lesson in a freeze frame which worked very well.
Cognitive learning
I've recently experiemented with not giving my students a lesson objective at the start of the lesson. As a result, there is sometimes an air of mystery about the direction of the lesson but this worked well--students had a curiosity and there was a desire to discover and learn.
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