Henry Adams A teacher affects eternity: he can never tell where his influence stops.

Marcus Tullius Cicero What nobler employment, or more valuable to the state, than that of the man who instructs the rising generation.

Albert Einstein It is the supreme art of the teacher to awaken joy in creative expression and knowledge.

Anatole France Nine-tenths of education is encouragement.

Kahlil Gibran “The wise teacher does not ask you to enter the house of his wisdom. He leads you to the threshold of your own mind.”

Peter Kline “Emblazon these words on your mind … learning is more effective when it’s fun.”

Professor John Hattie A teacher’s job is not to make work easy. It is to make it difficult. If you are not challenged, you do not make mistakes. If you do not make mistakes, feedback is useless.

Darwin In the long history of humankind (and animalkind too) those who learned to collaborate and improvise most effectively have prevailed.

Before you start Get set lists Look on iSAMS – photos with set lists Fill in marks book IEPs (mark with a dot?) If you have your own room decorate it, keep it tidy, personalise it, talk to the cleaners after school

The first few weeks Note key dates in diary – report deadlines etc. Plan work accordingly.

Of the utmost importance … NAMES Learn them and use them Ask colleagues how to pronounce unfamiliar names

The classroom Which is the right layout? If in doubt keep it traditional (alphabetical?) Be prepared to separate desks and individuals – avoid long lines of desks at back of class If you separate, have the will to ensure they stay this way until you are happy

Discipline Organisation Enthusiasm Firm tone of voice Steady eye contact Rules and routines Consistency Record keeping HoD and Tutor first

Discipline (2) Don’t talk over noise Pitch Different times of day Look at how all boys are responding – back right! Variety and pace Learning styles Stretch and challenge

Lessons at MCS Pace Challenge Encourage High expectations Intelligent and inquisitive boys – they respect teachers’ intellects

Lessons at MCS Vary the “architecture” – not always starter, main activity, plenary Accelerated learning Clear instructions Maximise “beginnings and endings” Review at end of lesson Set homework in good time Orderly end to lesson Clean board

How pupils learn …

Lesson planning Know what already exists! Plan around questions What the boys will LEARN Coverage – the enemy of learning?

Written work Be firm re sloppy or unfinished work Record keeping Take care before an accusation – some research may be necessary

Marking Once per week Return promptly Thoroughly but not obsessively Peer and self assessment

Marking Fair Notice boys’ merits Praise what is good Respond warmly to their best efforts Next steps Close the gap > improve Mark to “success criteria?”

Don’t … Tell a boy that “other staff have warned you about him” – boys hate to be prejudged Tell a whole class that you think they’re the worst you teach/other teachers find them difficult Compare a boy with his brother Mock a boy’s name or character or appearance – of course

Don’t … Talk about a boy – or a class – “behind their back” to another pupil or class Undermine colleagues or the school in lessons – if you feel something or someone is wrong go through the right channels “Row by note/ ” with colleagues Lay hands on a pupil inappropriately

Don’t … Get left behind in a room on your own with a pupil whom you consider to be in any way unpredictable or untrustworthy

The parents Critical letters Mostly very supportive Senior colleagues Be attentive and conciliatory But don’t give way to wrong demands