//
you're reading...
CPD

Teaching Thinks for Teachers

This is one of a series of short blogs to hopefully help you thinking about teaching, assessment and learning.  Below are some Teaching “Thinks” in what has now become a mini-series.

Whilst all the “thinks”, on a particular page, are connected and inter-related the idea is simply to focus on whichever one or two capture your imagination.  Following reflection it’s worth pondering how you might apply it in your class room.

teaching-thinks

We all remember a special teacher; sometimes s/he is the reason we are in the profession.  But what made them special?  It would be interesting to muse about what makes us special, what would our pupils say?

We all want to get that little bit better.   Occasionally, there are a few elements of our practice which are rather poor.  Thinking about the lessons you have recently taught, what would you give yourself 1 or 2/10 for?  Is there a consistent issue that needs to be addressed?  It won’t become a super strength overnight but nudging yourself forward is possible.  Likewise with things you might give yourself a 5 or 6/10 for; what improvement would you want to make?.  Small improvement steps soon add up to quite a long improvement journey.

We want to have impact on our pupils; we want them to progress.  Thinking about what you’ve done that may have had the biggest impact is important; you want to repeat this as often as appropriate.  An equally important question is, “How do you know?”  This keeps you honest and real.  It allows you look at the impact of your teaching through your pupils’ outcomes.

If you are not too familiar with research have a look at the Education Endowment Foundation’s Teaching and Learning Toolkit or Early Years one.  We’re beginning to have much more idea of what is more likely to work in the class room.  Research is good place to start when seeking to improve your practice.  Avoid silver bullets and snake oil. 

You can’t change lots of things at once, you’ll end up confusing yourself and becoming dispirited.  Better to focus on one thing, that really matters, over an extended period.

If you prefer to scribble as you think feel free to download a copy of the “Think” page:

Teaching Thinks for Teachers – PDF

Teaching Thinks for Teachers – Word

The other “Thinks for Teachers are:

Planning “Thinks” for Teachers

Assessment “Thinks” for Teachers

Behaviour “Thinks” for Teachers

Advertisements

Discussion

4 thoughts on “Teaching Thinks for Teachers

  1. Thanks, Stephen. I like little self-questioning, self-coaching processes like this. And they’re useful as part of wider coaching and reflection processes within teams. I might try to develop something along these lines in my new role. I think we’d find it useful as a new team, helping us come together.

    Posted by misslisa67 | November 29, 2016, 11:21 pm

Trackbacks/Pingbacks

  1. Pingback: Planning Thinks for Teachers | @LeadingLearner - November 30, 2016

  2. Pingback: Assessment Thinks for Teachers | @LeadingLearner - November 30, 2016

  3. Pingback: Behaviour Thinks for Teachers | @LeadingLearner - December 8, 2016

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

New Book: Liminal Leadership

If you're interested in finding out more about how Mangahigh can support your Maths Curriculum please click me

The Teacher Development Trust a national charity supporting effective professional development (please click to find out more)

Blog Stats

  • 811,702 hits

Enter your email address to follow this blog and receive notifications of new posts by email.

Join 20,236 other followers

Follow @LeadingLearner on WordPress.com

COPYRIGHT LICENCE

#5MinMarkingPlan

It won't get your marking done in five minutes but will help your structure your marking so you and the students get the most out of it.

#5MinBehaviourPlan

Getting the behaviour of students right, in the class room, is the challenge for every teacher. This simple planner will take you through the main stages required to help you achieve a purposeful learning envionment

#Outstandingin10Plus10

Ideas and the thinking behind a professional development to help improve the quality of teaching and learning. Keep the learning tight, the lesson plan loose and focus on the learners

Planning to Get Behaviour Right: Research Plus Experience

The thinking behind the #5MinBehaviourPlan and our whole school approach to managing behaviour.

Education for Wisdom

Why the four knowledge dimensions (covering knowledge and skills) and a moral compass are at the heart of an outstanding education.

When Feedback Met Bloom

A look at the power of Feedback to students using Bloom's four knowledge dimensions

%d bloggers like this: