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Pedagogy at Wright Robinson- What makes great teaching? (Ineffective…
Pedagogy at Wright Robinson- What makes great teaching?
Behaviour Management
Clear and concise consequence structure
C1, C2, C3
Talking, Interruption, Rudeness, Commenting, Procrastination, Ignoring instructions, Eating, Silliness, Tardiness
Detention
Isolation
Report
Always enforced- no exceptions
Writing names on the board
Shows your awareness and constant observation of class behaviour
Firm yet clear reprimands
Consisency amongst all staff and students
Choice, Chance, Consequence
Is it clear? Is it fair?
Promotes mutual respect
Contributions
Targets and Goals
For students not to regress
Data to monitor progress and highlight discrepancies in learning
Realistic targets and banding to be set
Students to understand which grade/band they are aiming/working towards
Individual and specific goals set for each student
Independent study is encouraged
Curriculum knowledge
SOW on school system
Teachers to edit SOW relative to the level of their class
Teachers to use pre-decided texts for each area of the curriculum
Personal reading to develop key skills
Group discussions
CPD
Leadership Team
Prefect system
Team work and group work with group leader
High standards set for all
Student mentors
Visible structure
Head of Department
Deputy Head of Department
Lead Practitioners
Head of Year
Extra Curricular activities
Ineffective practice
Shouting
Using colloquial language
Not setting clear boundaries
Not setting clear instructions and targets
Not explaining purpose of the lesson
Not returning to the LO
Digressing too much from the LO
Letting mood affect teaching
Negative outlook of the class from the outset
Inconsistencies
Effective methods of evaluation
Spreadsheets for homework to monitor who has completed each piece
Homework tasks written on teacher board
Year and Group
Set: Date
Due: Date
Task...
Marking schemes provided to students so they understand work book marking
Progression tasks set
Alterations to work to be done in green pen so they can be easily identified
Peer-assessments
Self-reflection
Group discussions
Questions and answers
Tasks
Private and personal reading- first 10 minutes of the lesson
Share an observation, a question or a prediction
Students to discuss what they have read
Students to provide page numbers to monitor progression
Reading to improve vocabulary
Spelling tasks
Identify 5 words from personal reading
Word function
Use of the word in a sentence
Students testing each other on spelling
Silent, independent writing tasks for a set amount of time
Before task, students can ask X amount of questions relative to the amount of minutes they have for their task
Encourages independent study
Informed by Research
E.D. Hirsch
The Progressive Theory- does it work?
Integrated 'hands-on' projects
Learn 'all-purpose', transferable skills
Angela Lee Duckworth
Students with 'grit'
To understand students from a motivational perspective
To measure students' abilities on more than just IQ
Paul Tough
Cognitive hypothesis
Commitment to long term goals
Students to learn to manage failure, perceive failure, and use it to propel them forward up the necessary paths for success
Students want honest feedback and high standards.
Students to know they have the ability to improve, persevere and bounce back from failure