Highlight any classroom behaviour that you can relate to. 100% on Min Target 18% on Challenge Target 32% - 1 sub-level off Challenge Target 23% above Min Target

Classroom Routines – Consistency is key Pupils will need to know your: ¨ Lining up and room entry procedures—tell them as they enter the room what you want them to do before they sit down. ¨ Seating Plan and decision about Grouping in order for the class to follow your arrangement of furniture in your space ¨ The teacher’s expectation of entry to classroom and settling at workplace. Cues can be explained and modelled by the teacher. ¨ Signal for attention whilst doing the register or starting the lesson ¨ Expectations and Ground rules ¨ Use of cues for whole class discussion and questions ¨ Use of teacher cues to initiate whole class attention at any stage ¨ Use of appropriate cues to get teacher assistance during the on-task phase of the lesson e.g. hand up not calling out ¨ Routines for giving out equipment and tidying the work space

Delivering a lesson that appeals to all. Choice of activity is important to promote learning for all. Knowing your students helps build relationships and mutual respect.

Transition from task to task can be difficult to manage if there is not a routine in place for students to follow.

Not being prepared leads to a chaotic classroom environment or a lesson with no learning. How am I going to get them into groups of 4 when we start the lesson with 2 behind each table? How can I go from whole class discussion to getting them into mixed friendship groups?

Managing Group Work Effectively Having routines for group work is essential. Saying ‘Get into groups… can cause chaos.’ What is your routine for group work? How do you go from whole class to group work? Write the steps you take down as teacher instructions…. Friendship Groups  Pupils get to choose who to work with to a specific number in a group  Table groups Interest Groups  Pupils get together because they want to work on the same topic  Pupils that approach the task in the same way e.g.: using ICT Skill Group  Pupils with the same skills form a group  All readers, all speakers, all drawers, all dramatists Mixed-skill groups  Pupils with different skills get together  Every group has a mixture e.g. a confident speaker, a fast reader, a motivator, a creative writer Learning-style groups  Pupils with the same learning styles get together  E.g. Discussion group, role-play, reading and note taking, worksheet group, trial and error group Support groups  Pupils who know they can do something well get together with pupils who need some help. Sharing of expertise Performance groups  Pupils with similar levels of current performance in the subject get together promoting a common level of understanding and pace Using the Thinking Hats can assist in structuring group work once they are grouped effectively

Using Numbers Work out how many groups you want to have Number in class divided by number required in each group = number of groups ¨ Give a number to each student, numbering up to and including the number of groups you need. (e.g. for 5 groups 1,2,3,4,5 and so on around the room) ¨ Designate positions in the room for all the students with a particular number. E.g. All the number 1’s in this corner…. ¨ Ask pupils to stand up so you can scan who is in each group so no swapping can occur Using Coloured card Use the same procedure as numbering but give each pupil a colour ¨ Ask all the blues to go in one corner of the room etc.. ¨ Or – cut up slips of coloured paper and pupils pick one out of the box  This can raise energy and ensure a random mix Personal Partners Use personal details to form groups: month or birthday, first name initial, last name initial, number of brothers and sisters, position in family, hobbies etc. ¨ Teacher to check that the combinations will be the accurate number in group by the register before hand It is important once groups are established to set boundaries and rules for engaging in group work. You might want to assign roles to the groups or ask them to select roles from a list on the board. E.g. Assessor, Note-taker, Researcher, Time-Keeper, Problem Solver.

Gaining attention and sustaining it without too much teacher talk at the front of the class.

The Countdown Countdown from 5 or 10 to allow students the time to finish their conversations or work and listen to the next instruction. Explain to the class that you are using countdown to give them fair warning that they need to listen and that it is far more polite than calling for immediate silence. Embellish your countdown with clear instructions so that students know what is expected and be prepared to modify it for different groups: ‘Five, you should be finishing the sentence that you are writing Four, turn to look at the board Three, excellent Marcus, a merit for being the first to give me your full attention Two, quickly back to your place One, all pens and pencils down now Half, all looking this way Zero, thank you.’ The Hands Up Teach the class the procedure first: When I put my hand up you put your hand up to show me you have seen me and understand that you must stop. Sit in your seat and face the front of the classroom. Teacher Positioning When I stand in the front position of the classroom and say ‘right face this way…’ I expect you to stop face this way and put your equipment down. Verbal Cues When I say ‘Listen’… ‘Stop Year 7’ or ‘Face this way’ I expect you all to stop straight away. If I am waiting I will begin to count down and if too long time will be added at the end of the lesson. Teaching the cue for attention is essential to make it work for you. Expecting classes just to stop when you ask them sometimes will not work. Consistency is key. If they do not stop after you have shown them the cue you must attach a sanction and reward to sustain it.