Teachmeet at Upton

TeachMeet-Universal-Logo

We had a fantastic Teach meet at Upton on 9th June 2016. A massive thank you to all of the contributors.

Quizlet

Jenny Critchley gave an excellent interactive demonstration on Quizlet

Peer assessment – it’s as easy as ABC

By Elinor Suter

02) Peer assessment – it’s as easy as abc TEACHMEET JUNE2016

Paragraph review

By Andy Caine

03) paragraph review (1)

Hexagons and rotation squares

By Alison McLean

04) AML TEEP Peep

Modelling answers

By Karen Mitchell

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05) Teach Meet Geography

Music on the Mind

By Karen Smale

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06) Music on the mind

Sharing good practice in Art

By Tracy French

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07) Sharing Good Practice

Exam Technique Grids

By Paul Medland

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A level exam technique grids (Psychology) – PME 2016

GCSE exam technique grids 1.1.1-1.2.5 – PME 2016

Effective Teacher Behaviours: Up-levelling

By Helen McCarthy

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09) Teep Up-levelling Literacy Across the Curriculum

TEEP Stuff: Social Science

By Simon O’Donnell

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TEEP STUFF SOCIAL SCIENCE

Maths TEEP Revision Lessons

By John Biard

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11) Maths TEEP 09 06 16 Revision lessons

Flubaroo

By Andy Crozier and John Keegan

Andy created a google form for students to complete a literacy assessment

Google forms

Click on the link below to see the full form.

https://docs.google.com/forms/d/14IS5SXEOgp4N3IeEHdO4KHnoocP2hsPKUc0oZV3mwMw/viewform

You can use Flubaroo to mark the forms automatically. Click on the video link below to see how it is used:

Positively mad

Thank you to Shenaz for her presentation on memory techniques. See the video below.

 

Speed Dating: Bring Brag

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Despite a long and tiring Autumn term the staff at Upton displayed true grit to share their ideas/strategies/lessons to increase progress. 

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Starter Scrabble – Karen Mitchell

Year 10: The Coastal Zone
Used as a starter exercise, this worked as it quickly engaged students and boys in particular liked the competitive edge. The starter lead to discussion of different types of coastal erosion as these processes and associated landforms were amongst the keywords suggested.
A fun, engaging starter this could be used in any curriculum area!

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Who would you choose? Hot air balloon scenario – Rebecca Benson

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Unit work lists – Tracy French

Minimum work lists PLCs. These run alongside the PowerPoint to allow the students to work at their own pace within reason.  They are also given deadlines by which to reach key points. Individual conversations take place about work, quality and extended learning. Targets are set and a checklist is also key but the teacher.

PLCs

Mindset and Visualisation strategy – Paul Medland

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The name game  – Esther Bradbury

The Name Game

1. Type your class names (one per slide – just type over my class names)

2. Play PPT

3. Names randomly change

4. Ask the class a question

5. Press mouse to randomly stop on a pupils name

benefits – prevents the ‘eager child’ answering all the questions all students have to think of the answer (in case it lands on them)  – they cannot be passive!

Once the question has been answered – start the PPT again – let that student shout “stop” (they love trying to land it on their friends). See the example below.

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Top trumps – Martin Bell

Each student, uses their iPad, to find information on 4 elements. Cut out cards and get together with 4 students who have made different cards to play top trumps.

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Exam question rotation – Elinor Suter

Students complete one section of an exam question that requires multiple reasons/ causes in the answer. After 2 mins they pass their sheet one to the next student. All students have the same question. On the second rotation students can add a new point (it can’t be one they’ve made previously) or develop/correct/ improve the previous one. Do a further two rotations. Then peer assess using a mark scheme. Hall of fame at end.
Good for starter or plenary. Works well with groups that “don’t like writing” or need more explanation and specifics in their work.

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Plugging your knowledge – Andrea Vianello

A plenary activity to sum up students learning.

plugging your knowledge

Test/topic/exam review sheet – Alison McLean

This is a simple editable sheet to review performance in tests etc that students can use to review own performance. Understand what they lost marks for and set own targets for how they can improve.  it can then be kept in their books or file.

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Reaching spaghetti Bolognese – Simon O’Donnell

It is intended to help students internalize the A2 level mark scheme in Sociology and differentiate between evidence in their answers which is basic, reasonable and effective and how to move their work onto the next level.

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Click to download word document:Sociology Bring and Brag – 16-12-15

In a galaxy… Sarah Johns

In a galaxy (C2) far, far away from E Block, Mrs Johns wants her students to improve their essay vocabulary using….Star Words. Click below to download.

In a Galaxy (C2) far, far away

SEN monthly spelling sheets and winter DIRT sheet – Anne-Marie Farnin

Examples of spelling sheets that staff could use alongside the new literacy target stickers in January. Also attached is a copy of the winter DIRT sheet that my students will complete in January.My January Spellings My November & December Spellings My September & October Spellings 9X My Winter Term DIRT

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Taboo – Karen Smale

Key Word TABOO. A series of cards for each GCSE unit whereby a Keyword is on the top of the card and there is a list of 6 words underneath which cannot be said. The aim is to get your partner to give you the key word and definition on the card without speaking any of the words on the card. The game is played under timed conditions and the class is spilt into groups at the beginning of each unit bringing a competitive element. This was very popular with middle boys last year. One target grade D boy gained an A grade in his exam due to competitive games like this and wanting to finish top of the league!

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 You say we pay – Helen Quinn

Used to consolidate and assess learning in a lesson.
I split the class into teams and when we play the game each side decides on a volunteer to come to the front, facing the class so they can’t see the board (one team at a time). A key term, study, psychologist or picture is put on the board (this can be done by the teacher or a member of another team) and the team members have to help their team member in the ‘hot seat’ correctly identify what is on the board.
There are many variations of this. Sometimes, I go in the ‘hot seat’. This works particularly well as the students pick the hardest and most obscure parts of the topic to try and catch me out, however this forces them to think about how they can explain whatever it is without actually saying it. english_starter_-_you_say_we_pay_2
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Animal rhythms – Gillian Stevenson

My idea is to have a grid with pictures of lots a of different animals on and a square that says ‘start.’ There will be four different rhythms written on the board which each represent a particular direction (up, down, left and right). All pupils begin at the start, the teacher plays the various different rhythms on a percussion instrument and pupils have to correctly identify which direction to move in until they finish on a specific animal chosen by the teacher.

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Dice game – Emma Summers

My idea was a picture dice game. Students write an explanation in the boxes on the sheet (there are 10 on mine because it is a 10 sided dice template) then they draw something to illustrate the points on the cut out template. The students then play a game where they guess each others illustrations. This aids progress as students are revisiting the information three times at least. Click on this link to download. features of an NDE Fenwick picture dice

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Loop Cards – Bryn Jones

The pupil with the start card begins and reads out their calculation or question. The other pupils all check their cards and if they have the answer they say what it is and then read their calculation or question. This continues in a loop until you reach the person with the end card.  A great activity to ask the pupils to create their own set for the class to use. My class responded really well to timing the loop and then repeating over several lessons to see if they could beat their time.

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What you should know – Jackie Wragg

My questioning method allows me to highlight misconceptions and gives students who are less confident in seeking help an opportunity to do so with peers.
At the end of a section of learning (end of lesson or mid lesson depending on the amount of content covered) I show students a “what you should know” or “what you should be able to do” slide normally with 5 questions.
Students are then given the opportunity to say if there is anything there they are not comfortable with.  They then spend 5 minutes in pairs quizzing each other and answering all the questions. This encourages more able to help less able and for all to be clear. Then I grill them and I can put anyone on the spot to answer because they have had several opportunities to seek help.
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Cards and countdown – Emma Melville

These were created to focus and speed up the development of ideas on students’ design sheets. Put upside down on the table or chosen from the pack like with playing cards, students use one card at a time and have a set time to complete their new idea. In the example students were given two and a half minutes for each iteration. The pic below took a student two lessons

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And using the cards the pic below was done in under 15mins

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Even the weaker students said they enjoyed this process as they didn’t have time to waste! And had to focus on something specific. More work/less time = quicker progress.

Quizlet – MFL

Quizlet.com website allows you to upload vocabulary lists which the students can use to revise.  Either using the website or downloading the app, there are a variety of fun learning games and self paced tests that they can use to learn key vocabulary or key terms.  The app can be downloaded on tablets or mobile phones.  All our students across all 3 key stages use this app as we have created vocabulary lists for every topic in every year for all our students and it is fully integrated into schemes of work.  The students can hear the words spoken to assist their pronunciation or select the key words they need to focus on learning to create their own tests of specific vocabulary.  Students find this app engaging and we have found that it has had a positive effect on their progress.  The app works offline so once downloaded, students can learn their vocabulary wherever they are!

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Smart cards – Clare Thompson

These are used for key words. The students and/ or the teacher input the words into the app and their definitions. You then test yourself on them at random and rate how well you know the definition.image1image2image3

Marketplace – Nick Waite

he marketplace activity works as follows:
– Class is split into groups and each group recieves a source, or piece of information.
– Each group then needs to create a poster about the information they have been given but they can only use 10 words. They can however, use as many numbers, images, graphs, maps, initials, etc. as they want.
– When the posters have been made pupils nominate one member of their group to be the ‘seller’.
– The other members of the group go round to the other group whilst the ‘seller’ informs other pupils about their designated source.
– The other group members return to their ‘seller’ and relay to them the information they have obtained.
– Teacher then quizzes all of the groups (at first pupils work alone, then in their groups) on the information they have just learnt about. The idea is that all pupils should get close to 100% on the quiz due to the collaborative element of the activity.
The sources can obviously be differentiated depending on the class’ ability. Activity can be done in one lesson, but works best over two as pupils have more time to disseminate the information to create a more useful poster in the first place.
I’ve also attached a brief screenshot of a PowerPoint for an Of Mice and Men marketplace and one of the sources that would be used.
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Progress ladder – Emma Stanley

I have attached the progress ladder in Computer Science for Year 7. Student’s use this to track their progress through the topics in Computer Science. This progress ladder is in language that the students understand and is linked to the learning objectives on the lesson PowerPoint’s.

Year 7 Computer Science

Adornment – Alison Thompson

This work was completed with year 10 Art Textiles. We started the project with Architecture as a topic and the class drew blocks around the school and went into Chester for homework and drew.The focus being seeing the shapes within the architecture. We then looked at Sarah Morris and designers such as Alexander McQueen and the historical influence of ladies undergarments such as bustles,crinolines and corsetry. Then in one lesson I gave them staplers,scissors,tape, a mannequin and strips of card and asked them to think of their shapes they had drawn,Sarah Morris work and the historical undergarments and for them to create a 3D piece of body adornment. There was not a squeek from them and they created and then they peer assessed their in the lesson.The results I think are superb and they all made progress as they were producing a wearable mock up of adornment which brought all of their drawings and research together under a 40 mins time frame. This would work well in maybe a science lesson looking at loads or structures. It would be effective in DT bridges or maths even. We then drew them and added bleach and then made them into fabric prints on the dye sublimation printer.They have now developed them into final pieces from bendable wood,recycled sari, more card etc.

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Peer-assessment speaking frame – Chloe Brown

It speaks for itself!

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Human Paper Chain – Hannah Clarkson

Each student is given a word, this can be any character/scholar/sociologist/psychologist/movement/key term (you get the gist), one student explains theirs. It is then the job of another student to try to link or contrast their word with the first person. If their answer is correct they can link with the person. Like dominoes the next person can link with either side of the chain. The point is for everyone in the class to be linked by the end of the task – forming a human paper chain.

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Selfie Slip – Sam Downs

GCSE Dance:
In one of my units, 5 marks are awarded for the students ability to evaluate their work as they go along and make changes from feedback. So to encourage self evaluation (as they are not very good at doing this on practical choreography work) before a student can say they have finished each part of their motif creation they have to take a ‘selfie‘ before they can show me.
So from videoing their choreography they have to do the following and write it on the ‘selfie slip’Show- another pupil to get feedback from them.
Emphasis- make sure you have used projection and focus throughout. Can you pick out 3 times minimum you apply this?
Levels- have you used different levels/pathways etc?
Find- can you find 1 more way to develop the motif?
Include- a variety of contrasting dynamics

Explain- can you explain why you have chosen the ASDR to justify your stimulusThey must complete the slip and adjust their choreographies appropriately before they show me. They then write their ‘selfie’ notes and changes they made in their choreography diaries and say how they could improve even further. This show they have been critical about their work and made adjustment where appropriate.

Vocabulary relay race – Alice Newbury

A vocabulary race which pupils complete in pairs. I give them a word that A must look up (in a dictionary for English) and B writes down the word plus the definition. B brings the definition to me and I give the next word. A and B swap roles each time. The words are either words that will be read during the lesson or words that they will go on to use in their writing.

It’s good for progression and middle ability boys – the students get quite competitive and their vocabulary increases. Also, it’s simple to adapt to other subjects and improve Literacy in specialist areas.

STALL – Scott Wearden

Student Topic Assessment Learning List.

1. Ask the students to self assess their current knowledge levels in the different topics (in this case chapters of the text book) by scoring themselves out of 5.

2. Give them some guidance as to what each number might mean and ask them to make a list of scores on paper.

3. As they do this check their responses and question their choices if appropriate to keep it realistic.  Ask them to be more specific about why for their lowest scores.

4. Enter their scores onto a spreadsheet as seen on the screenshot and colour-code the lowest scores. It takes less time than you think.

5. Identify the areas of concern as a class, and for individuals to inform future planning for revision tasks in lessons, homework and individual revision tasks.

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 Blog posts ,DIRT and cookies with binary in Minecraft- Amy Welsh

Students use blog posts to store their work – no more printing. Then they sue DIRT to improve the quality of their work and increase progress.

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Y12 were given a cookie with binary on it, they had to decode this and then program it to display in Minecraft.

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Dingbats – Kelly Spencer

This is a say what you see task ( a bit like catchphrase)! I have used this as a starter to introduce key words.  It can also be used as a plenary to check the understanding of of definitions of key tasks.  Pupils can also design some of their own.

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I challenge – Keryl Woodward

I Challenge’ game for starter or plenary. Students list as many keywords/labels etc. Each student bids how many they can name. The highest bid is challenged. I challenge

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Medal challenge competition for writing – Charlotte Burgess

The students are required to work towards a specific medal, after reading the criteria listed. They may also then choose to accept the ‘platinum challenge’ which is placed on their tables in an envelope. Students are told that once they open the envelope, they must accept at least one of the challenges listed (e.g. can you use a metaphor in your writing?). This encourages students who are only going to work towards the bronze medal to aim for the higher end; therefore improving their mark from a 5c to a 5a. Usually, by placing the medal criteria up, as opposed to simply levels, the students all at least attempt to reach the gold medal. Students then peer-assess and award each other a medal.Bring and Brag – Medal Criteria for writing
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Bob up – Annette Evans

‘Bob Up’ – A student will Bob Up and down quickly in their seat
This can be used anywhere in the lesson.
If they don’t know the game you can start with Bob up if you’re a boy/girl/have brown hair etc.,
  • To ascertain current knowledge, EG Starting a new topic
Today we are learning about Input and Output devices, Bob up if a scanner is an Output device.
This gives a good visual indication of where each student in the class are at, at the beginning of a topic
  • To Gauge content learnt during a lesson, plenary
  • To wake students up or refocus, during a lesson
Once Bobbed Up a student then further share their knowledge.

Explain everything homework aid – Amy Breen

A short video example with a voice over to aid a long division homework. This was made on Explain Everything and uploaded to Showbie for the students to access at home.

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Three word definition – Alastair Petty

The three word definition. It is like Ronseal, it does exactly what it says on the tin.

Tarsia – Sonya Christianson

Tarsia jigsaw is a way to check students knowledge by solving a puzzle, involving triominoes and is a good group or pair activity.

tarsia

 Picture Association – Sarah Green

A PowerPoint screen which reveals part of a picture at a time so that students can answer questions about the topic to reveal an amusing photograph underneath. Used for middle ability boys as a plenary.Reveal the picture starter – plenary all keystages

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Creating booklets for G&T and SEN – Emma Baker

Year 7 designed booklets for either G&T or SEN year 6 students. They included activities, key information, key words etc

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Back to back – Matt Rutter

Students sit back to back and one student describes a diagram, cycle (eg carbon cycle) to the other student. They have to draw it based on the description. They then compare.  It tests descriptive skills, communication etc.

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Swap Cards – Kate Wilson

Swap cards – used for a range of topics. Pupils are each given a card with a question on, they work it out in their books and then find someone with a card which they have not completed and swap with them until they have completed all questions or the activity comes to an end. Cards are differentiated with some pupils told to concentrate on a certain colour first to build confidence, and some told to ensure they progress onto the more challenging questions.

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Card Sort –  Emma Morrow

A card sort, with pictures, that helps GCSE students compose questions to longer answer questions, and helps them use the correct key terms (which they often mix up!)

Key words and missing vowels – Steve Mulhall

A starter involving key words with missing vowels. Good for literacy, for reinforcing key words and as an engaging starter activity. key words without vowels edward Interpretations sources Y9

Independent learning tasks – George Owen

Cutting and gluing independent learning task for the skill related components of fitness in GCSE PE.

Showbie, examples of rotational symmetry at home – John Biard

Students were asked to take photographs of 5 objects at home which show rational symmetry. They  then had to post them on showbie with an explanation of what they show. Mr Biard then gave feedback on the quality of their explanation.

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Pic Collage slogans for a Christmas advert – Claire Owen

Description of task:
Use pic collage to create a visual mind map of ideas for an advert. Then use imovie to make the advert. Show to class with apple TV and vote for best advert.
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Footsteps – Andy Crozier

Footsteps is a planning or review activity. On a large piece of paper, get students to draw a finish line (the aim for their work) and a starting line (where they are now). They then draw a number of footsteps in-between. Around the outside of the feet, students explain the stage they need to get to – this can be a part of a story, a stage of analysis or an understanding of key facts. Within each step, they write down how they are going to get there. If students use the back of a piece of a large piece of paper (such as wallpaper), this could form the basis for them to plan their own progress through an entire project.

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Creative diagrams – Jodie Lynch

Year 11 GCSE students had to recreate the respiratory system using paper, glue, scissors, skewers, carrots, celery, cucumbers, peppers and grapes!

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Revision Aid – Nigel Skilling

As most science classes are preparing for exams at the moment. My TEEP is a revision aid. A3 piece of paper folded into quarters with a lesson title in each box. Students share ideas to the best revision content for each box, complete it then exchange the contents with the group next door. Students end up with a comprehensive revision aid.

Just a minute – Jamie Eunson

My idea is a simple take on the ‘Just a Minute’ panel game. Students have to talk about a subject for a minute without hesitation, deviation or repetition. Great for revising a topic. Students can score each other’s efforts and use a timer on their iPads.

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Top Trumps – Mel Atkinson

The top trumps cards are used to consolidate learning. They are differentiated by colour.
Cards are dealt between pairs. The pupils play top trumps by calculating the answers and whoever has the highest wins that card. The winner is the person who collects all the cards.
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Chinese whispers – Ciaran Doherty

A year 8 lesson on the Gunpowder plot. At the start of the lesson, students are given a starter activity. Each student is then given a number – 1, 2 or 3. All the number 1’s leave the room. The rest continue on with their task. At this point, I read the story of the Gunpowder plot to the 1s. After this, they go back into the room and retell the story to the 2s, while the 3s wait outside. Then the 2s relay the story to the 3s. The 1s can chip in afterwards so that they all contribute to the retelling of the story. Feedback was that they felt it pressurising, but a good pressure because they were responsible for their peers’ learning.

Memory game – Andy Caine

This lesson will fit any subject for revision. Stage 1 – present information for revision. Choose your topic and then make 9 information cards each with 3 facts, try to make sentences.Stage 2 – Construct. Rank information. Stage 3 – apply knowledge. Practice 6 mark question. Memory revision

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Fake £5 – Alison Storey

This is used in practical lessons.
All students are given £5.00 to spend. They have to look at everyone’s practical result and decide which one they would like to buy the most. They slide the money under the dish so that no one can see. We then look at who has got the most money and this generates a discussion about why and we move on from there to lots of other discussions about the other products. I find this helps people be honest rather than voting for friends.

DIRT Heroes – Sarah Larkin

Peer and self assessment to aid progress. dirt heroes

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Learning conversations – Lindsey Bennett

The aim is for pupils to have a record of any conversations that take place and feedback in order that they may work impressed independently in lessons. Pupils also have an opportunity to comment on their own progress in the subject.

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Scatter clues – John Jones

Scatter clues are basically clues to allow students to come up with their own advantages and disadvantages for any topic.  These can be varied from the straightforward to the cryptic.  Scatter because I present them scattered across a Powerpoint so they are in no particular order.

Origami – Louise Rogers

Pupils must fold up the question sheet into a chatterbox game. There are questions on the out side and answers on the inside. Used for revision tasks for all years. Paper can be edited for any topic.

origami

Christmas Present Delivery – Sharleen Robinson

It is a different take on a Christmas lesson, as apposed to the usually (sometimes!) boring Christmas word search/video. Pupils get given a map, a list of presents to be delivered and a route planner.  They must find the quickest time to deliver all of the presents. functional skills pp
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Kahoot – Katie Main

Create a fun learning game in minutes (we call these ‘kahoots’), made from a series of multiple choice questions. Add videos, images and diagrams to your questions to amplify engagement! Kahoots are best played in a group setting, like a classroom. Players answer on their own devices, while games are displayed on a shared screen to unite the lesson – creating a ‘campfire moment’ – encouraging players to look up. Social learning promotes discussion and pedagogical impact… whether players are in the same room or on the other side of the globe! After a game, encourage players to create and share their own kahoots to deepen understanding, mastery and purpose.

https://getkahoot.com/how-it-works

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Name sticks – Hayley Farnell

They have proved very useful in several ways:

1) It stops the same pupils asking/answering the questions all the time.

2) When the name is picked out the question can then be tailored to that pupil.

3) All pupils stay on task and are engaged. They don’t switch off as they don’t know if they will be asked. This enhances progress.

4) They can be used to select random groups.

5) Pupils know that you want to hear all of their responses not just ‘the smart’ kids.

6)  Allows the teacher to re-cap or change the lesson to suit current understanding. Enhancing progress.

7) Is a very quick way of accessing pupil progress at any point in the lesson.

name sticks

Matching exercise – Mike Casstles

This is a matching exercise I use with year 13 on ecosystems. They are required to know many key terms. I use them as a starter but we now have timed competitions to see who is fastest.

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Google dictionary – Justin Collis

I use the dictionary facility within google search to define keywords.  For example, if a definition of thermoplastic is needed, students will type in define: thermoplastic. This removes all the hassle of looking through different websites for a correct definition.

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Guess the word – Kerry Scutter

My idea is called guess the word. In pairs pupils write keywords for the topic on a post it without their partner seeing. The post it goes on the head of their partner and their partner has a maximum of 15 questions to ask to establish the keyword. It is good for a revision lesson. They take it in turns, whoever guesses the most words correctly wins.

Blank Script – Louise Tobias

Here is a ‘blank script’ that I use as a way into improvisation and interpretation.
Notice, it has no character names or stage directions. Students have to provide these. Also, the lines can be divided between characters as they please.
Therefore the interpretation of the script will be different for each group. Blank Script 2
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Picture order and question linking – Hester Sievers

We used food resources putting photos/ written instructions of methods into order and link questioning.

food food1

Spin-off cranium – Sue Risi

Key Word Cranium.
Do this as a plenary (or starter as a review from previous lessons).
You put key words and / or phrases into a hat.
Students are in teams.
They need to make a spinner (using card and a pencil) for each team. The card is divided into four sections (puppet miming , articulate, draw, act out).
Students then spin it and, if for example, the spinner lands on ‘act out’ then one student has act out that key word or phrase.
Team members have to correctly identify the key word or phrase within the allocated time.
The winning team gets achievement points / merits etc.
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Treasure Hunt – Chris Tock

Numbered cards are placed around the classroom.  Each card contains a question and on the top of each card is an answer to a question on a different card.  The students have to start at one card and follow the trail around the room by answering the question on the card and locating the answer and then answering the question on that card.  They record the order of the cards they visit. The image shows the cards which are cut up and place around the room and the student answer card and a completed card.
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Patterns in chemical behaviour – Mary Kam

Reactivity play your cards right.Using reactivity series of metals in game format when looking at patterns of chemical behaviour.
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Big Venn Diagrams – Bob Pritchard

This is a very simple tool, but very good at getting pupils thinking a little deeper about a topic (higher level thinking skills such as compare and contrast, not just recall).
Our wonderful technician Alison has made me a dozen large (A2) cardboard 3 circle Venn diagrams (see photo).
A few examples of how they can be used;
1. Give pupils a selection of statements (see document attached). The example here is for States of Matter (solid, liquid, gas). Use post-its to give each circle a category, pupils then put statements where they think they belong in the Venn diagram. There should be a few red herrings (that go outside the diagram).
2. With more able (e.g 6th form pupils) you can just give them post-its and get them to come up with their own statements.
It’s reasonable, large scale and tactile, which the pupils like.The fact that pupils aren’t writing it down means they’re less scared of making mistakes, and promotes discussion. They can take a photo of their final diagram (or write it in their books).SLG Venn statements
Venn

Thinking cubes – LeRoi Walwyn

Thinking Cubes are a quick, fun and effective way for students to combine thinking skills, assessment for learning and active learning. The green cube is for reflecting their learning, the red one for expressing their learning, and the blue one for connecting to next learning steps.

 thinking cubesthinking cubes 1

Taboo – Emma McKevitt

My idea is a descriptive techniques taboo game to improve descriptive writing skills.
taboo

Pixl starters – Giles Cadman

At the start of one or two lessons a week a quick out of 10 starter to review previous weeks work. Gives a good indication of understanding.

pixl

Investigations – Peter Gorman

Card sort: dependent, independent,control variables.Investigation scenarios: a variety of funny situations concerning popular musician, and celebrities in which class identifies key variables. Plenary: pupils score themselves with a smiley face according to how they feel they have progressed in their learning.

Assessment Review checklist – Stephanie Nelson

A great way for students to self assess their progress. Aspect of the success criteriaassessment review checklist

Word games – Alex Hewitt

Improving vocabulary and dictionary with word games. Word games

Big picture of a handball – Nic Collinson

Mine is a big picture. A photo is below.
big picture
You put the topic in the centre at the start of a lesson or unit. In the small section around that students write anything they know. At the end of lesson or unit, students add everything they have learned. You could add more circles and use it lesson by lesson within your unit as a plenary.

Connect 4 parallel – Emma Thompson

Pupils work in pairs. Pupils have to choses a picture from the left and find the answer on the right. Pupils play against each other and the fist one to connect 4 in a line wins. Angles-in-Parallel-Lines—4-in-a-Line

connect 4

Fortune teller origami – Matt Warwick

A fortune teller origami starter testing previous lesson – see below:fortune teller

And the Winners are…

1st Place goes to Karen Mitchell with her Starter Scrabble idea. Karen secured 15% of the vote.

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Joint 2nd Place goes to Charlotte Burgess for the Medal Challenge

IMG_2121

and Nick Waite for his Market place idea.

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They both received 10% of the vote.

Well done! Prizes will be delivered to the winners soon.

TEEP Ambassador School Status and Upton Display Competition

TEEP Embassador School Status

THE SSAT (Specialist Schools and Academies Trust) is pleased and honoured for Upton by Chester to take on the role of a TEEP Ambassador School in recognition of our success and commitment to continuous improvement through the Teacher Enhancement Effectiveness Programme (TEEP).  This is an acknowledgement of the work we have been doing and our aspirations for the future.

TEEP Ambassador School status enables schools to evidence their impact and provides a quality mark of innovation and improvement through the TEEP framework.

Benefits of being a TEEP Ambassador School

  • Leading in the ever growing network of TEEP Schools (over 250 schools and 7500 teachers have been trained from Sept 2010 – July 2014)
  • Provide further development and CPD opportunities for own staff to continue to share ideas and learn from other TEEP practitioners
  • To have the opportunity to work with other similar schools, at a leadership level, to evaluate the impact and embed TEEP in your school and beyond.
  • Recognition for the hard work and dedication of staff and students to improve teaching and learning, including potentially to local and national media
  • Opportunities to raise the profile of the school at a regional and national level through SSAT events, publications and website.

T&LUpton Display competition

I have been lucky enough to have the privilege of visiting lots of classrooms around our school. In doing so I have seen many excellent displays which have either celebrated the hard work and progress made by students, or which have enabled students to make greater progress by providing activities which stretch and challenge their abilities. Please have a look at each display and click on the link below to choose 1st, 2nd and 3rd place.

https://www.surveymonkey.com/r/displaycomp

prizes

Art

Exhibitions by the Art department

Art 1 Art 2 art3 art4 art6

English

Crime writing by Sarah Green

Sarah Green

Encouraging reading by the English team

English Team effort

Connective word web display by Sarah Johns

Connectives classroom display

PSRE

A variety of topics by Miss Summers

image (1) image (2) image (3) image (4) image (5) image (6) image

TEEP in PSRE by Hannah Clarkson

TEEP in RS

International Learning in PSRE

International learning in RS

ICT

Visual programming by Mrs Welsh

ICT Capture

Food Tech

Food packaging and labelling – Alison Storey

Food techFood tech 1

Tastes of Autumn – Hester Sievers

 

foodtech 2

Geography

Displays by the Geography team

Geograhy 2 Geography energy Geography ipads

History

Extension activities by Elinor Suter

Extension activities history

Washing line displays by Elinor Suter

 

Washing line display history

Maths

Tarsia by Sonia Christianson

maths 2

Pythagoras theorem by John Biard

maths 3

Amy Breen:  The bunting is made from positive and negative number lines I did with year 7 to help us investigate adding and subtracting. Now the teaching aid is there for them to refer back to with some pictures of them using them hanging from the ceiling. The factors and multiples was similar to this in that we used their pretty coloured in pictures to investigate factors.

IMG_0049 IMG_0050 IMG_0051 IMG_0052 IMG_0053

Science

A Biology display by Esther Bradbury

science 1

On earth and beyond by Andy Caine

 

science 2

Superhero Science by Andy Caine

science 4

Magnetism by Louise Rogersscience 7

Social Sciences

Research Methodology by Helen Quinn

Social sciences

Textiles

Techniques by Alison Thompson

Textiles display

Drama

By Mr Tierney

drama

And the winners are…

 

1st Place: The English Team

2nd Place: Miss Green

3rd Place: Mrs Johns

Well done!

Developing strategies and resources in order improve student progress with a specific emphasis on middle ability boys

Our Policy

“A school is only as good as its teachers. It is teachers who make the difference to children’s life chances…the quest to get more good and outstanding teachers in front of children is a key challenge for all school leaders.” (Perfect Teacher-Led CPD, 2014). To develop our staff we need to continue to get:

  • teachers excited about teaching.
  • teachers talking about teaching.
  • teachers planning and evaluating their teaching together.
  • teachers observing and learning from each other.
  • teachers sharing what works with each other.

“It takes 10,000 hours to become an expert” (Malcolm Gladwell). For teachers this would equate to 10 years teaching. Teachers tend to plateau after 2-3 years. (S. Allison). If most teachers stop getting better after 2-3 years, whereas they should be developing their skills over 10 years to reach expert level, then how do we address the professional development deficit? We need to give staff a range of CPD opportunities that will engage, enthuse and motivate them.

In a survey carried out with our staff for the year 2013-14:

  1. How useful did you find the TEEP training this year? 89% (61 people) found it at least useful. 11% (8 people) did not. This suggests that the majority of the staff value the training.
  2. How useful did you find coaching? 72% (18 people) found it useful. 28% (7 people) did not. Only staff who took part in coaching answered this question. This means that on the whole it was successful and those who did not find it useful either do not feel they need to be coached or need a different coach. It is important that all staff have access to a coach if they want coaching, in order for them to develop further.
  3. How useful did you find the Swap Shop activity? 83% (57 people) found it at least useful. 17% (12) did not. This suggests that the majority of the staff value the sharing good practice in this way.
  4. In the next academic year would you like to:
  5. Get involved in coaching: Just under 6% (4 people) of respondents said they wanted to do this.
  6. Prepare TEEP resources for your department. 61% (42 people) of respondents said they wanted to do this. This is a clear indicator that staff want more time to develop resources.
  7. Continue with opportunities for whole school sharing of resources and ideas. 54% (37 people) said they wanted to do this. Again, this supports the sharing of good practice through swap shops, speed dating and TEEP PEEPS.

From this survey the aims of our school’s CPD are as follows:

Aims:

  • To improve Teaching and learning by embedding TEEP further.
  • To embed e-learning through iPad training for teachers of Years 7 and 8.
  • To ensure that all staff have access to a coach.
  • To give staff time to carry out individual action research which will help develop pedagogy and practice.
  • To give staff opportunities to share good practice.

In terms of an Ofsted judgment, the importance of using CPD to improve the quality of teaching in a school is clear. The 2014 School Inspection Handbook suggests that inspectors will assess ‘how professional development has improved the quality of teaching’, ‘the extent to which leaders’ monitoring of teaching has identified needs and provided targeted pedagogical guidance and support for teachers’ and the nature and impact of performance management’ (Ofsted, 2014:13) In terms of appraisal, schools are expected to:

  1. Set clear objectives for all teachers relevant to their career stage and linked to The Teachers’ Standards.
  2. Put in place appropriate CPD to support teachers with achieving these objectives.
  3. Monitor and evaluate the impact of this CPD and the progress made towards meeting the objectives.

What we said we were going to do: Inset day 21/11/14

Click to enlarge the slides

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This is what we produced

Also look at previous posts with excellent examples of resources shared by Upton staff.

English

One word responses by Mrs McGregor

This powerpoint would be suitable for consolidation of prior learning, and task setting. It requires one-word responses to each slide which could be shouted out (!), or taken round-the-class-without-hesitation, or by no-hands random name selection etc. It includes picture and moving-image stimuli for the boyish “stadium” task. See an examples below.

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Click the link to download the full powerpoint: Descriptive writing do’s don’ts

News paper reports by Mr Crozier:

Media Non-Fiction:

Prepare for learning:Role play activity. Students provided with muted video of Usain Bolt race from London 2012. Students then use their iPad’s to record commentary. Focus here upon using adjectives and adverbs.

Agree Learning Outcomes: Students highlight key stylistics features from newspaper report upon race. Use this to create personalised success criteria for producing a report.

Present New Information: Students create pic-collage of key words and terminology to be included in report.

Construct Meaning: Slow writing activity. Students given strict guidelines about parameters of opening paragraph in order to guide effective construction.

Apply to Demonstrate: Students then complete their article.

Review: Students use own success criteria in order to review success and purple pen their work.

Social Media and middle boys Produced by Mrs Johns, Miss McKevitt and Mr Waite:

This is a lesson aimed at middle ability Year 9 boys, using social media and current trends to inspire them.

Prepare for learning:What do these words have in common: hashtag, selfie, YOLO, bae, like? Which of these might be the odd one out?

Agree Learning Outcomes:To explore, discuss and analyse the impact of social media on the way we communicate.

Present New Information: Ask the question, which is the most commonly used word by children for 2015. Read the hashtag article in ‘The Guardian’ article if set 1 and ‘BBC News’ version if in set 2.Discuss what you think is going on in the video? Play Katy Perry WhatsApp version without sound. See if you can work out what the video is/ where it’s from. Discuss the impact of social media- is it easy to comprehend?

Construct Meaning:Look at an example of social media and its impact on spoken English e.g. WhatsApp, Facebook, Twitter, kik.

Apply to Demonstrate:How do we communicate using different social media apps? What are pros and cons of WhatsApp, Twitter etc. Feedback findings to rest of the class

Review:Write their own sentence(s) about the impact social media has had on spoken English, using the features of social media communication. E.G. Write a sentence about what they have learned today, using hashtags.

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Click on the links to download the resources: Lesson 6 (Hashtags) Social Media Grid Social Media Screens

Mr Doherty:

English and reading. Getting boys to read for a length of time is a challenge:

  1. 30 second sound bite
  2. Create a hero/villain character profile – this could be considered alongside. Interpretations and the importance of factors
  3. 3 fascinating facts from this book(or topic/chapter etc

Geography

Ideas from the Geography team

Geography tarsia

Geography Tarsia

 

Flooding wordmix: Click to download: Flooding wordmix (2)

 

Flooding word mix

 

Click to download coastal features match up cards: Coast Features Match Up Cards

Kinaesthetic activities by Miss Connor

Attached are photos of my Middle boys ideas. The focus is on kinaesthetic: use of playdoh, Lego, making pop-ups and card sort competitions.

IMG_0620 IMG_0621 IMG_0623 IMG_0624

History

Mr Petty

He started his reflections on middle boys by pondering what is the problem.

  • Understanding?
  • Disinterest?
  • Lazy?

APT

 

The solution was he did a rough draft paragraph and selected the best (e.g. examples that were approaching the correct standard – didn’t need to be perfect) and used this to Single/Pair/Share. A simple solution to get progress from one lesson to the next. He chose not to share writing which was below standard. Good AfL benefits middle boys. The examples were used to give the criteria of a good answer. It aims to motivate and inspire some of the bottom half of the class who may be lazy/disaffected to aim higher with work. This is an example of the good students work that was shared in the class.

Miss Main:

Using jigsawing:

  • Students enter expert groups
  • They then move to new groups to share knowledge
  • They then return to expert groups to explain what they found

A better explanation can be found here

http://www.learningspy.co.uk/learning/the-expert-approach-to-group-work/

Kids learn enormous amounts from this activity: it develops skills of oracy and of turn taking; they also learn predominantly from each other. Your are not involved in any way other than as a facilitator, and as such, it is a serious, über-constructivist, Ofsted pleaser.

Phil Beadle[i]

Mrs Vianello:

  1. Empathy skills use your senses to describe a source
  2. Particularly good for challenging sensitive topics – Good for engagement
  3. This activity forces students to slow down when looking at a source with depthAVI

Target circle: agree to disagree. Which facts would you place in which parts of the circle. This can be used as an alternative method of essay planning.

AVI2

 

Mr Mulhall:

Set the room up into the number of groups needed. Give the students an information pack with details from 5 aspects of learning. Then move around the room and place the piles into the correct table and return to your home table. Once students have all of the sources for their topic students turn that information into a mind map, they then can attach this to an exam question. This can also be used for revision.

SML

Miss Suter:

Moving middles boys from a 5 – 6. Many middle boys don’t like writing, and some of her class are scared of attempting higher level thinking. Focus has been on variation and chunking of activities, appealing to a range of learning styles.

The first resource is my Factory Act lesson which I have shard with you before. The second is my introduction to slavery lesson. The pictures on the slide are cut up into cards but can also be distributed as one big A3 sheet. I’ve also included an extension task and the writing boxes though to save paper the activity could easily be done in books. Both lessons worked well.

Slavery lesson – describe the pictures, explain context, how could these pictures be used by a supporter. The scaffolding behind the question allowed them to reach high level skills stealthily.

ESUESU 2

Maths

Mr B. Jones: Ball pit race

I have two boxes, each containing plastic play balls numbered 1 to 50. Classes are split into two teams, sometimes by gender and sometime just a random split. Questions are posed to the team, and not only do they have to find the answer, they then have to find the correct ball in the ball pit.

On occasions I have just used one set to play a game. Again they are split into two teams and each team member has a number. I call out a pair of numbers and give them a question. They then have to find the correct ball. A point is awarded to the team whose player has found the ball first.

Click to download Ball pit race

Modern Foreign Languages

Strategies and resources for motivating middle to lower ability boys:

  1. Information gathering from posters around the classroom. Students have to work in groups and one member at a time moves around the room to find the relevant information and then relays it to the rest of the group. The first team to find all the information wins.
  2. Bingo cards, laminated cards with foreign language questions or information. Students take it in turns to play the role of ‘bingo caller’ to test their knowledge.
  3. Lotto sentences to learn new vocabulary and sentence structures – a more complicated version of bingo!
  4. Word dominoes, students must match the image to the language.
  5. Teacher made online quizzes on websites such as quizlet.com. Scatter games which are timed and encourage students to compete.
  6. Game of slam on the IWB, images are displayed and the screen is frozen. Two students come to the board and the winner is the first one to correctly ‘slam’ the image the teacher says in the target language.
  7. Using mini whiteboards to extend sentences or write draft sentences that students can hold up to the teacher for immediate, regular feedback and praise.
  8. Include factual information e.g students have to create a weekly school canteen menu the target language. Each item of food and drink has a nutritional value and students are given parameters to organise their menu. Students are also given prices and have to stick to a budget.
  9. Grand national plenary slide. The horse will move forward if the student correctly answer the question. Promotes challenge.
  10. Reading comprehensions, number each line of text and question students on the content. The numbers help the boys to focus and encourage them to read the text.
  11. Pictionary on mini whiteboards to learn new vocabulary. Teacher says the sentence and students draw the image or item of vocabulary.

Music

Composition is like a car by Miss C. Thompson:

This resource is aimed at middle boys who are taking GCSE music and it focuses on structuring composition – “Composition is Like a Car”.

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Click to download Year 10 Composition

Name that note by Miss Stevenson:

The musical stave is laminated are so are the notes, which can be moved anywhere on the stave and  are stuck on with blue tack. The staves are stuck up around the room and pupils get into groups of 4/5. I write 5 letters on the board and taking it in turn each member has to put the note in the correct place on the stave. Once all five notes have been placed, one member of the group has to play the notes on the keyboard and try to work out what the piece of music is from the first 5 notes. The first group to place the notes in the correct place and correctly identify the song gets a point. The first group to get three points wins.

Design and Technology

To help raise the attainment of middle and lower boys we have done several things as a department

KS4: Started the coursework earlier – this is allows us more quality interim assessment time and student more time to do DIRT.

KS4:  Coursework choices are fewer and more focussed – resourcing and support materials can be better planned.

KS3&4: Where students are struggling, teachers are asked to ‘bridge the gap’ for them – this allows them not to fall behind whilst continuing to make progress – attendance at after school club may be insisted on.

KS4: Where students are seriously struggling teachers are asked to provide them with a rigid framework for their coursework – attendance at after school club may be insisted on.

KS3&4: Exemplar materials are used regularly so that students can view the standards they are trying to achieve.

KS3&4: Some students are provided with individual assistance by our DT Technician.

KS3&4: We have produced Key terms lists and definition so that students can make better progress with the annotation of their coursework.

A great template produced by Mrs Melville

Click to download: TEEP planning_template.potx (2)

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Religious Studies

Active learning by the RS team

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CPR traininf for middle boys

 

CPR training for middle boys 2

Click to download: RS strategies for middle boys

Science

Light from stars by Mr Caine:

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Click to download: ACI PPT basics for middle boys

SSSHWEET SWAP by Mrs Bradbury:

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Click to download the full powerpoint:EBR SWEET SWAP

Family Fortunes by Mrs Woodward:

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Click to download: Family fortunes KWO

Problem solving by Mrs Skutter:

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Click to download: KSC starter and plenary idea

Ideas researched by Mrs Rogers:

In verbal tennis the students develop skills of listening and responding to each other in pairs. In the first two films, the teacher introduces the task, then in each pair one student begins by naming an animal and the other student has to respond with another animal. The task then becomes more focused, the students have to listen more carefully and think of an animal that is related in some way. Click on the link to find out more:

www.pstt.org.uk/ext/cpd/argumentation/unit1-verbal_tennis.php

Listening triads. A useful structure for enabling students to discuss alternative positions, such as those portrayed in concept cartoons, is through students working in groups of three, or ‘listening triads’. The structure is inclusive, as each member of the group has an active role, it also provides an opportunity for students to ‘take turns’ and listen carefully to each other. The teacher can monitor the discussions by listening in to see how ideas are expressed and questioned. There is also a record of the discussion for the students to take forward. Click on the link to find out more:

www.pstt.org.uk/ext/cpd/argumentation/unit1-listening_triads.php

Models by Mr Bell:

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Click to download the powerpoint:MBE Middle Boys Models

Just a minute by Mr Rutter:

Slide1

 

Click to download: MRU Just a minute

Revision by Mr Skilling

Key Stage 3 revision Game.

1 .Each table of 3 or 4 are a team.

  1. Each team go through their exercise books and find a key word from the topic you’re revising.
  2. “Spokesperson” from the group comes to you at the front of the class and adds their keyword to your list. (AFL)
  3. Class are then given all the key words as a spelling test with the words going onto a mind map diagram. (AFL)
  4. Each group then picks a number from 1 to 10 from the list of the key words you’ve jumbled up.
  5. Depending on the key word chosen the group prepares a 3 min explanation of what the word means and explaining it with relevance to the lesson. They can use their ipad to prepare this. The “spokesperson” will then explain this to the class.
  6. All groups prepare a revision “Mind map” of all the information presented by the 10 groups.

I’ve tried this with a year 7 and 8 group and it went great, very useful for students. Middle attaining boys seem to respond well to this as they like the challenge aspect and being in control as the key words they generate determines the lesson content (within reason !!).  The benefit of you being in control of the key word list is you can add or amend this to cover the work you best think the students need.

Play your cards right by Ms Kam

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Click to download play your cards right mka

Grouping with cards by Mrs De Costacards

Use the playing cards to sort the pupils into groups for group work. You could either use pairs, groups of 4 (same number or same suit) For more able pupils I ask them to make their group up to a certain number

(make sure you sort the cards first so this works)  If odd numbers add in a joker and they can pick their own group.

Interactive graphs by Mr Warwick

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Click to download post it graphs MWA

Choice and challenge activities by Mr Gorman

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Click to download PGO C1-choice-and-challenge-activities

The Uptoni Newsletter July 2015 Summer Edition

UptonTEEP

Ofsted Praise our use of iPads

Staff and students were praised in our recent Ofsted inspection:

  • Students are generally keen to learn and respond well to questions in class. They are able to sustain attention and focus on tasks, and are active in investigating topics. They are responsible when using their tablet computers, and research and check information in lessons independently.
  • Teachers provide good resources for students and students have access to a personal tablet computer. Teachers use these well to enrich the curriculum and extend opportunities for independent learning and research.
  • Reading is exceptionally well supported across school and is a regular feature of each day in school. The extensive literature available to all students through their personal tablets helps to ensure equal access to resources.

Staff innovation

Mr Eunson: I would like to share this excellent trailer produced for a film version of Roald Dahl’s short story…

View original post 1,796 more words

The Uptoni Newsletter July 2015 Summer Edition

Ofsted Praise our use of iPads

Staff and students were praised in our recent Ofsted inspection:

  • Students are generally keen to learn and respond well to questions in class. They are able to sustain attention and focus on tasks, and are active in investigating topics. They are responsible when using their tablet computers, and research and check information in lessons independently.
  • Teachers provide good resources for students and students have access to a personal tablet computer. Teachers use these well to enrich the curriculum and extend opportunities for independent learning and research.
  • Reading is exceptionally well supported across school and is a regular feature of each day in school. The extensive literature available to all students through their personal tablets helps to ensure equal access to resources.

Staff innovation

Mr Eunson: I would like to share this excellent trailer produced for a film version of Roald Dahl’s short story, The Landlady. Currently they are studying short stories in English. The Year 8 students who produced this work are Josh , Ben , Will , Georgia  and . The class completed a peer assessment for each trailer. We used Apple TV to view the end products. Click on the link below to view:

Miss Main: Kahoot is fantastic:

https://twitter.com/MissMainUHS/status/523072468588965888

Miss Main on Twitter: “Well done Nathan F – excellent understanding shown with @GetKahoot of the Battle of Hastings “@year7UPT http://t.co/mpqHTdRFwv”

“Well done Nathan F – excellent understanding shown with @GetKahoot of the Battle of Hastings “@year7UPT”

The students loved it and it was a great chance to tweet their achievements.

Mrs Mitchell from the Geography Department was observed by Sue Williamson, CEO of the Specialist Schools and Academies Trust (SSAT) using this fantastic app with her

Year 7 class: WunderStation brings you rapid-fire current conditions, forecasts, and historical weather data from any weather station in Weather Underground’s network of over 100,000 personal weather stations. View, analyze, share and compare data from local personal weather stations with elegant, customizable graphs, infographics, animated wind direction, rainfall totals.

 

wunderstation

I have also designed an iTunes U course on rivers which can be accessed by the students on their iPads at home and in school. iTunes U provides updates and allows the students to post comments. (Double click on the image below to make it bigger)

itunes U

Mrs Bennett: I use an App called 123d creature to effectively engage boys.    By allowing use of the app (it is a virtual kiln where students can add pattern and colour etc), students are dealing with an interface they are familiar with (virtuality).  The quick and effective results they achieve on the app (used as a starter). Gives the students the confidence to move from the virtual to the physical process of making and problem solving. Below is an example of a sculpture created by a student using the said app.   

Bennett

Mr Collis Use QR Codes to link to website URLs/pictures/text etc. QR Codes work really well for starters/plenary activities.  Students can scan QR codes as soon as they enter the classroom. Students do not need to type in a complicated website address; the codes are very simple to scan.

  • Download ‘QR Reader for Ipad’ from the App store.
  • Use http://www.qrstuff.com/ to generate your QR code (Link from QR code).
  • Add QR codes to worksheets. Alternatively, project QR codes onto your whiteboard.  Students can scan them.

QR

 

Dr Rees uses the Mangahigh website to differentiate at all levels: https://www.mangahigh.com/en-gb/

mangahigh

Mr Biard: Map Draw,a free i-pad app. Students can plot their journey to school either on map or satellite image.  The app tells them the distance.  They can also measure the time it takes.  This data, relevant and real, can be used to make frequency tables of distances travelled to school and speeds.  These can be used to compare groups who walk, cycle, are driven or come by bus. See below:

fullsizerender1jbi2jbi3 jbi4

iPod competition entries

Again we have a fantastic portfolio of work from years 7 and 8 with hundreds of entries, here is just a selection. iPad videos Click on the links below to watch some amazing videos produced by the students using their iPads.

By Amelia Lindop

 

For the love of chocolate produced by Tom , Josh s, Ben , Joe , and Will : 

Sasha: The piece of work that I produced a blurb and a front cover for Al Capone Does My Shirts, our class hook at the time.

Alcapone does my shirts Sasha Ravetz Amelia Lindop analyses a poem in English.image2 Jemma Holton: I produced this for my Geography homework on weather phenomena. IMG_1813 Katie Spall: I made this piece of work in art, on an app called Pic Collage. It is about Lesley Halliwell and her artwork.k spallBenLiam Johnson: This work is about ways to measure different weather conditions.  I really enjoyed doing this piece of work because it was creative, which I like doing on the iPad.  This piece of work was complete in a geography lesson. PicCollage Laura Dixon: This was from my English lesson when we were researching the Greek gods. We had to create a booklet of information. This is one part of the booklet from pic collage. This is a fact file on Hera she is the Queen of heaven; God of birth and marriage. hera Emily Wilson: I created this in Geography for the Nepal Earthquake and it explains what we are doing to help rise money for this. nepal 2

Cally Worthington: My best piece of work. We made a poster on the Nepalese earthquake in geography.

Nepal Ben Jones used his iPad to create some detailed research on Shakespeare’s plays. Ben Daisy Saxby: My work is about the general election week and about who I would vote for if I had a chance. I enjoyed making this and following the election. Daisy Saxby Jemma Holton produced this excellent work on life in the middle ages.Jem holton 1Jem holton 2 Monden Masaki completed a news report on Conway Castle.Monden Masaki Tasmina Islam produced this research on Medieval England.Tas 1Tas2

 

Millie Cowley produced this wonderful poster in RS.

 

Millie

 

And the winner is…Liam Johnson, Well done!

Upton Student ELF Group update

Upton ELF group have been extremely busy creating presentations, blogs, videos and much more over the past few months. The ELF group now have their own website that has been designed by the students. The website has all the latest news, events and information about the ELF group. You can view the site at uptonelf.weebly.com The year 7 ELF students have been working on a presentation that is currently being delivered to their year 7 form groups. The idea behind the presentation is to make year 7 students aware of the Elf group and the good work that they do as well as re-capping the rules with regards to using their iPad in school.image1 (2)                 Year 7 ELF students delivering their iPad presentationIMG_0500 The current year 8 Elf students are working on an iBook for the new year 7 intake, September 2015. The book is being compiled with the feedback from students previously starting out with an iPad in year 7. The book will have basic ‘how to’ tips and instructions to help students use the iPad to its full potential. The book includes basic instruction video clips, check some of videos out here youtube https://www.youtube.com/watch?v=QE83HYxQo7c

ELF App Reviews

The ELF students have been busy trying out new apps and then posting reviews on the ELF Blog. You can view the app reviews at uptonelf.weebly.com Here are some of the latest posts; App Review image1 (4)

App: Maths bash secondary free Rating: 7/10 Type of App: educational Subject area: Maths Recommend/ not recommend: Recommend

How to use: There are 4 sections to this game. Once you have chosen the section you would like to play, a timer starts and you have to answer as many questions as you can. I like this App because it tests your knowledge and it helps you to learn your times tables.

Emily Year 7 student             

App Review image2 App: Four letters  Rating: 9/10 Type of App: Educational How to use: This app is an literacy educational app. Four Letters is extremely fun, because you have to try and get a four letter word in a race against time. If you get the word then you carry on until you cannot get any more words. I love trying to beat my personal best on this great game!   Liam Year 7 student              

iPad Review- Benefits of being able to use my iPad

What I can do now, that I couldn’t do thenimage1 (5)

 When I first started I couldn’t… – Contact teachers – Send/do homework on my iPad – Research during lessons – Use good apps to help revise and collect information – Share work with friends to help each other   I have access to do all these things now I have my iPad. It is making me more confident    about learning, and is building up my ICT skills. It is so much easier to contact teachers about either homework, class work, or any other things. I could either send an email to them or a comment by using an app called Showbie. Likewise, they can put comments on my work. Doing homework or any other work on this device is a lot more fun and interesting than on paper. You can be really creative with presentation on apps such as Sketchpad, Pic collage and iMovie. The thing that I find most useful is the researching tool on our iPads. During class, the iPads can enable us to research information to help us with our work. Before we had iPads, we had to use computers which was inconvenient as not every classroom has computers. Helpfully, having iPads in school means that we don’t have to carry as many books around with us. By Hannah, Year 7

We won the ‘Classroom of the Future’ Competition

The year 7 students recently entered a competition to design a ‘classroom of the future.’ The competition is being run by WestCoast Apple Team and the winner will be announced on Friday 12th June. Here are some of the fantastic entries.

Mubarak Adedigba, Year 7

Mubarak Adedigba, Year 7

“My classroom allows the need for class changes to no longer be required and helps each student individually. It has the classroom has a  change programme which allows the room to change depending on the subject being taught at the time, such as Science, DT, and food tech, this means that the students don’t have to move classrooms and be late”.

Not only that the teacher will also be holographic and be   changing depending on the subjects. This way teachers don’t have to move classrooms and can be interactive with the environment. If a teacher is demonstrating a practical, the items needed would be in the actual classroom. Supervising teachers will be required to do their part by keeping everyone on task. The screens are also holographic meaning that teachers can just type up a task and it’ll immediately show. Student also get the technological experience and have their desk equipped with the following:

  • A wide array of buttons
  • Touchscreen border
  • Mini flat screen monitor
  • Holographic
  • An anti-cheating boarder (controlled by teacher

The students will also have a holographic avatar that will help them if they’re stuck. They are summoned by the push of a button. The classroom also has a leisure corner and the teacher’s desk has a mischief camera to alert the teacher to any rules violated.” Mubarak Adedigba, Year 7

FullSizeRender (1)

Hannah Kelsey, Year 7

” I think a ‘Class Room of the Future’ would have lots of highly advanced technology. These features include and interactive wall, Smart screen desks and robot helpers. These advanced pieces of technology would help improve the learning of the children of the future.” Hannah Kelsey Year 7

For all the latest news and information follow: @Upton_ELF or Uptonelf.weebly.com

Upton WOW lessons and behaviour management

Good Practice:

As usual, staff at Upton have been producing  fantastic lessons – or WOW lessons which have motivated and engaged our students:

Englishpoetry

Mr Crozier has developed resources on exploring unseen poetry and has clearly linked progress to the GCSE mark scheme. Click on links the to view:Lesson planPoetry Comparison lesson He also produced an interactive Poetic Technique quiz:Poetic Techniques Grid

Mrs Johns produced an excellent lesson on short story writing in preparation for an assessment. Click on the links to view:Year 8 short story assessment lesson 2 slow writingYear 8 lesson planYear 8 short story assessment lesson 2 slow writing

 

 

 

Mr Euson developed this lesson  in order to help Year 10 to write a comparative essay about two poems that they had studied.​​​ Click on the link to view:Stealing by Carol Ann DuffyStealing by Carol Ann Duffy

RS

Miss Summers has produced an outstanding iPad lesson and excellent resources on an introduction to understanding racism click on the links to view:Introduction to RacismIntroduction to RacismLesson plan

 

Maths

Mrs Christianson: The first part of the lesson was corrections on simultaneous equations and then a DIRT extension task on a PowerPoint of harder simultaneous equations. All in purplimage1e pen. The second part was an A3 revision sheet with questions all over it, levels given, and written. Students chose where to start, could answer on the sheet or in books. If they got stuck they had to use their books, ask a friend and finally ask me. The plenary was a tricky level 8 question. This was a second set so it was challenging for them.

MFL 

Mrs Stanisstreet: Here are the first few slides that I used with my Year 10 who I was observed with.  The first one involves them matching up the headlines to the pictures for new innovations in technology.

Slide1The extension was that they could try to work out the whole headline.  Then then had to say how often they did certain activities relating to technology such as downloading music.  The third slide was cut up into strips.  Each student had their own name and they had to move around the classrooSlide2m to find which student in the class had each of the other questions by asking the questions and receiving a ‘sí’ or ‘no’ response.  The inspector really praised the quality of the spoken Spanish that the students were producing in the lesson, their written work and their progress over time by use of the PPP and departmental coding system in their books. Click on the link to view: Gadgets and comparisons

   Slide3

History 

Miss Suter: Produced an excellent and stimulating lesson on  how the holocaust is presented in school text books. Click on the links to view the resources: 9X1 Holocaust text booksRepresentations of the Holocaust 9X1How is the Holocaust represented in school text booksSlide1

 Science

Mrs Bradbury produced an interactive and highly motivating revision lesson for Year 11. Click on the links to view:Slide03 Science lessonlesson 1 11Y1AS revision unit 2 1

 

She also produced an excellent lesson using DIRT, TAP and used collaborative learning techniques. Click on the links to view:Science lesson Y8Lesson 7 – Essential plants Year 8 lesson 1,

Slide3

History

Miss Wragg produced an lesson where students investigated the reasons why Boscastle was flooded. Click on the link to view:Lesson 4 JWA Boscastle 1

Slide02

 

 PSHE

Mr Keegan delivered lessons on Human Rights and a Self-concept lesson which incorporated the use of ipads. Both lessons measured progress throughout using self assessment (see below). Independent and collaborative learning skills were developed through the activities. Click on the links to view:Human Rights L1 (1)Human rights lesson planSelf ConceptSelf-concept lesson plan

human-rights-l1-1

 

CCqGI6CXIAAqD0L

Brainfood

Interesting facts about the teenage brain. Click to enlarge:

Understanding-the-Teen-Brain-Infographic-1000x4672

 

Article of the week

Planning to Get Behaviour Right: Research Plus Experience

 

“The area of discipline surfaces so often in all work in schools that we gave it its own category in the analysis of the questionnaire.  Staffs are obsessed with it.”                                                                                                       

(Canavan, 2003, p. 180)

Staff’s “obsession” with discipline, identified by Canavan (2003) above, is possibly borne out of a reality in which the level of discipline, in the school or class room, has arguably the biggest impact on the quality of our daily lives, working environment and well-being.  It is often cited as a reason why teachers, young and old, decide to quit the profession.  Students may well feel the same about the impact of behaviour on their working day.

Do you have a “Keep ‘Em In” or a “Kick ‘Em Out” type of approach to School Discipline?

Behaviour - Keep Them In or Kick Them Out

What’s important is that we clearly think through our belief system about school discipline and looked at some research about what actually works.  Over time this research can be contextualised alongside what works in the classroom for “me and my students”.  As Jason Bangbala once said, “You need to avoid a guts to gob reaction” and this blog is an attempt to move us more towards a “brains to action”response.

What the Research Says

Behaviour - Geoff Petty Evidence-Based Teaching

 

A number of the graphics and the information below have been used with the kind permission of Geoff Petty and are taken from his book, Evidence Based Teaching (2009), which I read when it was first published.  Itis well worth reading.  His book uses the research of Robert Marzano et al (2003) “Classroom Management that Works”.

Marzano identified four key groups of factors that had a positive impact on behaviour in the classroom and reduced the number of disruptions.  The table below summarises these:

Behaviour - Table of Effect Sizes

Rules & Procedures

Without rules communities can descend into chaos and anarchy with the poorest and weakest in a community (society) becoming the most damaged and disadvantaged.

Coming up with school or class room rules that try to take account of every eventuality can become self-defeating, as no-one can remember all the rules.  A parent recently reminded me we use to have a couple of pages of rules in students’ planners which no-one read.  For daily operating we need a few agreed and understood rules, possibly between five to seven, that can be used to give direction to a way of living and working together.  Our challenge is not simply to impose rules but rather to bring each person to a level of self-control and self-discipline that allows them to be a full, supportive and enriching member of the class and wider community.

It’s interesting to note the basis of laws across Europe and other parts of the World find their origin in the Ten Commandments (these were changed to just two in the New Testament expressed in positive language).  The Ten Commandments are a call to a relationship and signpost a direction of travel.  They cannot hope to nor did they intend to cover every instance of human behaviour but are a set of guiding principles.  For example, there isn’t a commandment banning pulling your brother’s or sister’s hair or giving them a quick dig in the ribs if they annoy you.  However, the spirit that goes beyond the letter of the law requires us to treat our brothers and sisters with respect and love and this is the key to their understanding.  This thinking is useful for us in the classroom as we set rules and as we shall see later the development of “right” relationships is key to managing behaviour.

Classroom Procedures are usually developed by a teacher over time, however, explicitly thinking about procedures, for the start and end of lessons or during transitions from one activity to another, can help keep a classroom calm and ordered.  Whether it is handing out books, equipment or putting things away, developing standard routines that students quickly become familiar with increases the efficient use of time and reduces the mini-moments of disorder that may occur in lessons.

Teacher-Student Relationships

“Don’t smile until Christmas”, is the advice often given to newly qualified teachers.  However, the flip side of this advice, “Start smiling before Christmas”, is not so often given to more experienced colleagues.  Both have a seed of truth and usefulness in building student-teacher relationships.  For newly qualified teachers the generalisation and stereotype is that there tends to be too much co-operation and a lack of assertiveness within the classroom, sometimes confusing a friendly approach with wanting to be a friend.  This is the essence of the advice to “Not smile until Christmas” in an attempt to increase dominance in the classroom.  However, it is important to note that, as a generalisation, somewhere between six to ten years into teaching a number of teachers lose their sense of care and co-operation in class tending towards a “blitzkrieg” approach that is too dominant and damages relationships.

The graphic below gives some depth to the “fair but firm” discipline often written about in letters of application and talked about in interviews.  The two dimensions of dominance and co-operation are held in tension so that a caring but assertive approach is used within the classroom.  There must be a balance between a teacher’s control of a class and the co-operation needed to form positive relationships between teachers and students.

Behaviour - Relationships

Dominance (assertiveness) comes from a strong sense of purpose in pursuing clear goals for learning and for class management; clear leadership with a tendency to guide and control and a willingness to discipline unapologetically.  For example, there is a big difference between:

“Stephen, please will you listen when I am talking” and

“Stephen, listen when I am talking … <eye contact, small pause> … Thank you”.

The first may too often sound like a bit of a plea, however, the second is a clear instruction with the inbuilt assumption that it will be followed, hence the “thank you”.  It doesn’t need to be said in an angry manner just a clear and assertive voice.  This assertiveness must be held in tension with co-operation otherwise it can become aggressive or even in extreme cases draconian.  Increasing dominance in the classroom can be achieved by:

  • Agreeing and then sticking to a simple set of rules and expectations,
  • Being clear about learning & behavioural goals and
  • Consistently and assertively using a simple range of proportionate and escalating responses to poor behaviour.

Whilst it can be very hard work, take care not to pass issues or students on too early in any disciplinary process – when you “pass on” you are essentially saying to the student, “I can’t cope but this person can!”  Follow up and follow through as much as possible as the benefits in the medium to long term are massive.

Co-operation has a great concern for the needs and opinions of students; teachers are helpful & friendly and teachers use a series of strategies to avoid strife and seek consensus.  This also needs to be held in tension with an assertive approach otherwise it can lead to an acceptance of poor standards, too much appeasement and a lack of direction in managing behaviour.  If you are in danger of becoming “oppositional” towards students in the class you can increase co-operation by:

  • Catching students doing things right and praising,
  • Going the extra mile to support a student with their work,
  • Taking part in extra-curricular activities and
  • Taking a general and genuine, but not intrusive, interest in students’ lives and interests.  What is the talent of each of the students in your class/form – what do they excel at?

As an aside, it is interesting to note that Hattie’s work shows strong teacher-student relationships as the 11th most important factor in raising achievement.  Students do better academically when the relationships in class are right.

Disciplinary Interventions

This is essentially about using “carrots and sticks”.  What Marzano (2003) found in his meta-analysis was that appropriate use of sanctions and rewards had a greater impact than using neither or one but not the other.  Just using rewards had a bigger impact than just using sanction but this was not as powerful as using both.

The use of sanctions is important to understand – it is the consistency with which they are applied and the inevitability that it will happen much more than the severity that has impact.  In fact in Marzano’s work he writes about “mild punishments”.  It is important to be proportionate in your response and then follow up and follow through.

There are numerous intervention strategies that can be used in the classroom to get students back on track.

Behaviour - Graph of Interventions

The use of rewards is more important than sanctions, in improving behaviour, with verbal praise, points, stickers, merits, positive notes in books/planners, phone calls home etc. being all fairly standard responses in many classrooms.  The addition of certificates, badges, golden time, gifts, vouchers and reward trips often occur at a departmental, phase, faculty or whole school level.

Mental Set

Marzano (2003) identifies the biggest impact on reducing disruptive incidents as the right “Mental Set” which he defines as a conscious control over your thoughts and feelings when you respond to a disruption alongside strategies to develop your awareness of what is going on in your classroom and why – what Marzano refers to as “withitness”.

Experienced teachers and gained wisdom would perhaps give teachers the advice to “Nip it in the bud” and “Don’t take it personally”

“Withitness” is about being present and being a presence.  Developing the peripheral vision needed to successfully manage a group of thirty students is an important part of behaviour management.  Scanning the classroom whilst teaching and intervening immediately, using the minimal possible intervention to resolve the issue, limits the opportunity for things to spiral out of control.

Behaviour - Withitness

Moving about the classroom, around the perimeter whenever possible, allows you to have a physical presence in a room whilst ensuring all students remain in view.  Take care when working with an individual student that you don’t end up with your back to half the class.

Emotional Objectivity is a real challenge particularly when you are in the “eye of the storm” and a student is behaving badly or being outright offensive.  Keeping calm, remaining assertive and managing the situation is crucial.

Behaviour - Emotional Objectivity

You’d be surprised how many students in the class think you are doing a great job and handling a difficult situation well – remember to thank the class for their co-operation during the difficult incident if their behaviour warrants it.  The misbehaviour isn’t personal.

Behaviour - Outline #5MinuteBehaviorPlan

Putting this all together in a picture is a challenge (see above) but doing it in the classroom is even more challenging.  Some people will find some aspects of behaviour management come very naturally and easily to them and other parts are more challenging.  It is worth taking an aspect that you wish to improve: focus on it for half a term or a term, practice it and hone it until it becomes second nature.

If you are interested in how, with the support of @TeacherToolkit, this was converted into a planner for use by teachers have a look at the

Behaviour - #5MinuteBehaviourPlan

 

 Articles, links and resources

1) Why a ban on mobile phones is not the answer:

http://www.theguardian.com/teacher-network/2015/may/20/why-a-ban-on-mobile-phones-in-school-is-not-the-answer

 2) Lots of brilliant resources:

http://teachertoolkit.me/resources/

 3) More brilliant ICT resources

http://www.gr8ict.com/