Word for today...

PNEUMONOULTRAMICROSCOPICSILICOVOLCANOCONIOSIS

hmmmm..... use that in a sentence in class today :)

Objectives! Objectives! Objectives!

I have found that students are very familiar with the fact that learning / lesson objectives are found on the board for each of their lessons. So much so that they will point out when they arent there and ask if 'they are ours' when they come into the room.

However, my concern is that they have become a little bit complacent about these guidelines for the lesson due to:

• the varied nature of use by teachers,
• relevance to the lesson,
• reference in the lesson
• and even ambiguity of meaning of these objectives for the particular period they are in your room.

As a result I like to spice it up every so often by getting them to create their own objectives for the lesson. Give them the topic and then say 'right what do you want to get out of today? Set L/O's which will help you to do that'.

At the end of the lesson evaluate the progress and challenge made in the lesson and then rank or RAG (red amber green) the objectives in terms of these areas.

Students can then set a target for next time based around the idea of challenge and progression for them to aspire to.

The majority of students I have done this with are incredibly honest with you and with themselves in this feedback area stating that they went for the 'easy' option and didn't set targets which pushed themselves as much. They then realise what you are on about when you are 'nagging'...encouraging(!) them to push on and add more into their work.

I have found it to be a worthwhile and very encouraging activity which students love to do and which challenges them to push on in their own learning and you to step out the way and let them!

Building bridges

Whilst teaching a yr8 class I used the following teaching tool in order to check linked learning.

We were looking at the journey taken by the SS Empire Windrush from the West Indies to the UK and were looking in a couple of lessons time to create an empathy piece based around the journey.

Over previous lessons in Geography we had looked at migration and why people move, in History they have been looking at the Slave trade, in RE looking at prejudice and the Expressive Arts are also linked into the Slavery topic.

In order to see what they had learnt I placed the above subject names on the tables and we began to discuss what they had learnt they thought would be relevant. When they answered they had to hold up the name of the subject they had learnt that information in. It was slow to start but soon they were shooting up with their signs and even began to hold a couple of names up if they felt it crossed two (or more) subjects.

Afterwards I got them to do a review and add info into their books - colour coded in terms of subject - about the topic ready for the next few lessons...

Consistency rules...

I have a class which to some people would be a nightmare waiting to happen - but I think their great!

Behaviour - excellent

Interaction - excellent

and great sense of humour...why?

Consistency. The classroom guidelines were laid out lesson one and have been stuck too ever since and as a result they have the security in knowing how things work and whats expected of them.

Consistency is the foundation stone of a good learning environment...

Word for today

Bouncebackability....nuff said

Be kind rewind...

I have come to the conclusion that at times I am a formula 1 teacher.

I dont mean I have lots of money, live in Monaco and am surrounded by models...ohhhh no, I just mean I teach at about 200mph!

This is a problem I need to address as some of the class can keep up but some get cut off and 'pit' early claiming they dont get it.

'Be kind...rewind' needs to be the mantra I adopt and review needs to happen at more place in the 'race' than just at the end. In this case of tortoise and the hare the hare stops and waits for the tortoise so they can finish the race together and leave feeling they have all achieved.

Walking back to happiness?

Got a class thinking today about why people say 'remember the good ol days' and are always talking about the past.

They thought for a while and then one boy said 'I think its cos they havent done nothing good lately!'

Out of the mouths of babes eh!

Shoulder to shoulder

I have become aware more and more that though we are individuals and thrive on recognition of our own ideas/skills/talents, its when we put those ideas/skills/talents into an arena which contains people we trust and will help us to build these areas of our lives (while we help build theirs) we begin to see true success.

A single chord rope is easily broken...a 3 chord rope is so much stronger.

When we put our ideas etc... out there and they are knocked back its those around us we trust who lift us up and say 'try again!'

Within our classrooms we should be trying to build environments in which students are building peer relationships which allow them to experience the impact of the '3 chord rope' where their peers encourage them to try and then pick them and up and say 'try again!'

Thank you for being a friend...

In this world of NOW NOW NOW and ME ME ME we dont take the time to stop, breathe and say thank you to those people who mean the most to you.

So to all the people who mean a lot to me - thank you.

Thank you for the kind words, the nudges, the support, the fun, the laughter, the wisdom, the honesty, the care and so much more.

Take a moment today - stop and then say thank you...you'll feel better!

Passing on a good word

We all need praise. It feels good to have a pat on the back or a kind word said to us especially from our peers.

Try getting students to build this positive discussion into their lessons and get the them to review each others work feeding back on what's and why it's good.

Organise the lesson using model work to allow them to see what is a good piece of work and get the class to then create a success criteria. This will allow them to create work of high standard and also allow them to review their peers work and not only highlight what's been done well but also build positive speaking relationships in the classroom.

Banana splits

In case you dont know what I am talking about!!

Musical Break

I have found that by using music as timing cues for students in class is a useful tool.

So far we have had many pop and rock tunes, classical numbers and (my personal favourite) cartoon theme tunes!!

See what works for you...banana splits rule!

Role reversal

Make it interesting...get your students to take the class. It gives them the opportunity to:

• plan and organise the lesson,
• see what goes into the job of being a teacher,
• use their own opinion and show evidence of team work and cooperation
• and allow them to gain experience of seminar work at KS5 and beyond...to name a few!

Whats the answer...s?

Try setting work for your students which allows them to investigate an area / topic which gives them the opportunity to come to a multitude of individual conclusions - then discuss them.

Sometimes there is no right or wrong answer...but do students realise this?

The 'Bruce Campbell' philosophy

I love Bruce Campbell films. They are trashy and in the main low budget but you can always count on one thing - Bruce loved every minute of it!

Shouldnt that be where we are in our work place?

Ask yourself the question - 'Why do we work?'

We work because we have to, because we have become accustomed to the income we have etc... but how many of us work because we love our jobs? Because we come home each day fired up by what we have been through that day?

Many people will say they enjoy elements of their jobs - some of the people they work with, some of the responsibilities that they may have - but how many can say they love their whole job??

We all have dream jobs (I have two: archaeologist and working in films) and believe that these would bring us fulfilment and would be the jobs we would be happiest doing...but without the 'Bruce Campbell Philosophy' in evidence nothing (to quote the big man) will ever be 'Groovy baby!'

How much are we valued?

What are we worth? I mean to those around us how much do they value us or do they only value what we do or bring to the 'table'?

For many years I have been looking for a recognition of my value and worth in the job that I do and its really clear to me that this has been a mistake in so many ways. Some of the stakeholders you work with make you feel valued and this is important but can be easily smashed by those around you who see no worth in what you do unless it benefits them in some way.

In an environment where we are constantly encouraged to praise and lift up the students we work with, the amount of praise and lifting up we receive from those around us is limited to those we have become close to.

Unless of course you are 'important'. Unless you are one of those for whom time is given for development and opportunities are shared.

My conclusion is this. Its been said that you can live under the radar and never be noticed - for example shows like X-factor unearth talented people who never got the breaks. However, I also believe its true that for some the radar is never pointed in their direction and so they tick along doing good things but never are lifted up - unless they hit an area which makes others look good for a moment in time.

So where does worth come from? Those we love, care for and trust, family and friends, a belief structure of some kind, an idea of faith.

WE are ALL worth A LOT. In fact we are all IRREPLACEABLE in this world and what we need to do is make sure that those around us who we care about know this.

Its all about being an encourager of others. Giving out not getting in.

So let those who ignore you continue to do so. Those who matter to you are the ones who are saying 'Go for it! You can do it!' These are the people who matter - the ones who give you worth...and I thank all of those who do this for me.

We're on a road to...somewhere....

Talking Heads had it almost right we are on a road...but to somewhere.

Start the lesson by giving out the final destination and getting students to trace the lesson back to the learnin objectives. Needs careful planning but very interesting!

Happy Talky Talky...

Encourage students to talk more in your lessons. Focused learning chat brings a real buzz to the classroom and allows all students access to achieving in that lesson.

End with a summarising exercise e.g. 5 things youve found out today

word for today

ANTIDISESTABLISHMENTARIANISM

...

focusing in

Why do we set large targets for students in class? Surely the journey they are on require small steps to build the foundation and confidence before taking the leap forward?

Look at your learning objectives and check they arent too big to be achieved...maybe even let the students set their own. After all its them we are trying to get to achieve these objectives so they should be set from the point they are at NOT the point we are at. Otherwise they will always be too big.

Think about it...