TS4: Planning and lesson progress & TS7- Behaviour management/ engagement of passive learners.

Whole class reading session- Introduction of new guided reading topic: The Solar System

This was my first attempt at introducing a new topic for the whole class shared reading topic. I settled the children by using the countdown method from 5 to 1, praising those children who settled immediately and rewarding them with house points. TS 7 have clear rules and routines in the classroom. This set out my expectations early to the class and ensured I was recognised as the CT from the outset of the lesson. The awarding of house points helped settle the remaining of the class in that they copied the behaviours of their peers in hope of a reward.

I introduced the text, The Solar System and spent some time explaining how the flow of the lesson would go, in that we would all read the text and then the children would re-read the text highlighting words and vocabulary they did not know. We would then build a glossary of terms next to the extract for them to use later. It was emphasised that we all were expected to have a large number of unusual words as a non-fiction text usually uses technical terms. TS 4 Impart knowledge and develop understanding through effective use of lesson time. This gave the children clear directions on what was expected in the lesson and their tasks for today. TS 7 has clear routine in the classroom. The children responded well and were generally excited to participate in the lesson. This created a buzz throughout the classroom and the children were curious and excited to commence the task. I could have introduced this task with a ‘hook’ by playing some space music to create an even more exciting atmosphere for the children.

Whilst reading the text I had a table of boys whom were a little disruptive and found it hard to listen. They were reminded of the classroom expectations and that their behaviour would not be tolerated. TS 7 have high expectations for behaviour and uses a range of rewards and sanctions. This did subside the behaviours of the boys temporarily. However when one of the boys continued to be disruptive and silly, I issued a warning and asked him to put his name on the board. I used a firm, clear voice. This made the other boys quieten down and seemed to help stop any further silly behaviours. Reflecting on the lesson now, I could have split the table of boys up to ensure that they did not work together, preventing any further silly/ disruptive behaviours.

The pace of the lesson was better than my previous attempts and I ensured I used mini-plenaries throughout my lesson to break things up and re engage children who drifted away from the task. TS4  Impart knowledge and develop understanding through effective use of lesson time. I feel this kept a nice flow to the class and ensured discussions and tasks were not lengthy whereby attention could be lost. I will adopt this idea in more of my lessons to give a ‘mini break’ to the independent learning which would address those learners who struggle with the more independent learning task.

Before lunch i stopped my lesson and ensured the classroom was tidy and books were placed on the desk ready for marking.  TS 4 Impart knowledge and develop understanding through effective use of lesson time. Previously I have over ran with lesson times, so to be on time with my lesson ‘round up’ was particularly rewarding. I think the fact I had spent more time on the focus of the timing and composition of my lessons were benefit to achieving this.

I feel that my lesson as a whole went well. The pace of my lesson was much better than previous attempts. I did not run out of time to address all the points I had planned for. This was due to observing another teacher and looking at their lesson plans. I spent more time on planning the timings of questioning and discussion, which again had an impact on my actual lesson pace.

There could have been elements of behaviour management strategies that I could had adopted. The table of boys who were being silly, I could have split them up or tried different methods before issuing a warning. However after observing the CT in a number of similar situations I think that this method was effective.

I feel that at times some children did not stay on task and were clearly distracted by the task of using Ipads and dictionaries. In future tasks,I need to ensure that all pupils are on task and have access to help/ assistance should they need it. Either in the form of the CT or by deploying support staff.

I could have further broke the task down, reminding children what a good reader looks like and employing the skills highlighted on our reading wheel e.g. Background knowledge, making inferences, making predictions.

Focused next steps:

Explore the use of support staff.

Think more about lesson context.

Consider more ways regarding behaviour and how to prevent disruptive behaviours.