The lesson as a process

Preliminary work and planning Follow up and reflection PhaseAction Start Teaching in front Questions and answers Messages Working phase Transmissions End of lesson

Experience  It is easier to talk to teachers about phases that don`t work well than talking about their classrooom manage ment.  New teachers have problem in start phase.  Classes with discipline problems have difficults with mobility  Classes with low motivation have problems in engagement in the phase of questions and answers and in the working phase.  Classes with low attention have problem taking messages.

To model in general. Working on regular structures in lessons. Use of low voice volume. Provides positive feedback to the class when the rules are followed. Being careful not to get into a negative pattern (yell, nag, scapegoats). Teacher often tests / check students knowledge in different ways. Suitable to be a good role model for students through their own behavior.

Teacher makes sure that students get assignments on their mastering level. Teacher has student talks with a focus on learning. Clear marking of each phase in education? Start and stop precise/on time? Be in place/classroom in the classroom before students

Preparation and planning Take advantage of students own experiences and interests as a basis for teaching. The classroom is prepared in advance and material is clear and available Have the rules hung up in the classroom. Have rules which are formulated positively. Is prepared for turbulence and has created a plan in advance. Have the students placed in such a way that the classroom is clear.

Teachers have planned and switch between different learning methods. Have clear procedures for breaking class rules. Students have been involved in developing goals for the class in areas that need improvement. The students know clearly what behavior a teacher can not tolerate. Collaborating with colleagues who have class on the rules / procedures. The tasks are adapted to students level of mastering.

Start Get started quickly with the lesson. Mark a clear start of the beginning of the lesson Repeats the rules often and give concrete examples. Ensuring a high degree of attention from students. Communicates clear expectations of prosocial behavior towards students.

Teaching in front of the class Give reason for and explain the activities and choice of teaching material. Repeat the headlines from the previous lesson. Use time efficiently. Teacher should show high engagement in the review of the curriculum. Help students to see similarities and differences. Teacher should connect new material and familiar teaching materials together in a good way.

Forklaringssamarbeid : Questions and answers Use of a pause before the students answer questions (reflection). More important how students are thinking rather than right / wrong answer. Encourage openness (allowed to ask “stupid” question). Not questioning the individual students before questions are asked, but the opposite:(Not :”Peter, please answer the......”). Stimulate the visibility (that students can and will answer). Do not ask students who do other things. Use of open questions rather than closed (only short answers yes / no or only a response, correct / wrong).

Messages Provide practical examples to explain the learning material. Have an overview of all students. Communicate clear expectations to students regarding the quality of work. Give clear messages. Teachers should have variety in their form of presentation. Provide clear instructions on the blackboard or sheets.

Work Phase Have developed effective routines that create flow in the teaching Ensure that there is no disruption to teaching (flow). Ensure that there is little waiting. Give fast hinder assistance to students who need extra help. React early to behavior that is disturbing for education. Wander around the class continuously.

Placing himself in the classroom so that he / she has the highest possible view of the class. Teacher systematically uses praise to students during the learning process. Correct behavior, low and close to the students. Have eye contact with as many students as possible Have a positive focus and praise students for good effort. Confirm positive pupil behavior individually.

Transitions Spend little time between activities. Practice on the transitions between activities. General practice routines: entering the classroom, stand in line, pick up materials etc.

End of lesson Allow students to reflect on their learning and behavior. The main lines from the lesson. Ask frequent questions to check if students understand the assessment process. Give students the opportunity to make suggestions / ideas / solutions. Teacher gives a systematic constructive feedback to students and show them what they are good at and what is the potential for improvement.

Evaluation What did I succeed with? What could have been better? What will I change until next lesson?