![]() ![]() pausing to secure attention before speaking – from absolutely everyone, always.using an agreed signal for attention instead of raised voices.making more eye contact, setting up spaces so students can all be seen and looked in the eye.reinforcing and rehearsing routines for entry, for questioning, for common practical tasks.taking a more prominent position in the physical space of the classroom and being more conscious about using a whole-class radar to scan what is happening all the time.I find this can usually be summed up by the need for more assertiveness and Bill Rogers’ idea of ‘ you establish what you establish’. There are lots of practical things teachers can do to address all of this, before needing to get into sanctions and wider school systems. They might continue to talk when there are clearly students talking in the room, they might allow off-task chatter to go un-challenged they might let learning drift as students lose focus with a task without taking action to push them on they might not sustain the level of reinforcement needed for their particular class. Where lessons do not have impeccable behaviour, most of the time (not all of the time) I find it is because the teacher falls short of absolutely insisting that students meet the standards they would like. Behaviour: Be more assertive establish what you want to establish Here are the main things I find I say most often under the heading of ‘even better if’: – now updated to include youtube clips where I explain each one. Where I have constructive feedback to give, I find that there are a few common areas for improvement that come up time and time again. I see lots of superb teachers and lots of great lessons. In my work I have the privilege of being able to watch lots of teachers teach in a wide range of contexts.
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