Teaching
General
Do you:
• Have secure knowledge and understanding of subject?
• Set high expectation linked to challenging pupils and increasing pupils KSU?
• Plan effectively?
• Use methods/strategies, which match curriculum objectives?
• Use method/strategies which match needs of all pupils?
• Manage pupils well with good organisation ad control?
• Use time, learning resources and non-teaching staff effectively?
• Assess pupils' work thoroughly, constructively and use assessment to inform
planning?
Response
General
Do your pupils:
• Show involvement, application and enjoyment?
• Work independently and solve problems?
• Show initiative and take responsibility?
• Sustain concentration and respond to challenge?
• Form positive relationships with the teacher, others adults and their
classmates?
• Show pride in finished work?
• Work collaboratively if appropriate?
• Respect the views of others?
• Persevere when tasks are difficult?
Measuring progress
Subject specific:
• Assess the gain in knowledge, skills and understanding in the subject.
• Are pupils consolidating previous learning?
• Is there evidence of new learning occurring?
• Do high, average and low attaining pupils (including SEN pupils) progress as
well as, or better, then expected?
• Is the progress of pupils with special educational needs comparable with others
in the school/class?
• Is there evidence of information seeking, posing of questions, and solving of
problems, use of different means of communicating information and ideas?
• Is there significant evidence of pupils' competence in applying skills of reading,
writing, speaking and listening, numeracy, information technology?
• How effective is the work of any support teachers and other staff, and of any
other adults present?
The right climate for learning:
Teachers know how to create a positive classroom atmosphere by:
• creating a cheerful, welcoming, challenging but purposeful atmosphere in the
classroom
• constantly showing respect to pupils
• valuing pupils' contributions on a regular basis
• the good use of humour to create a positive learning atmosphere
• having routines and ground rules which are made very clear to pupils
The classroom as a learning environment
Does the classroom act as a stimulus?
• What is there to raise questions?
• What is there that is new?
• What is there of general interest?
• What is there to involve pupils?
Does the classroom support the teaching?
• What in the room reinforces current teaching?
• What gives further information about topics being studied?
• Can all the pupils find most of the words that they need without reference to an
adult?
Is the classroom efficient?
• Are general resources readily available, accessible and in good condition?
• Do all pupils understand the procedures for the care of books and materials and
their storage?
• Are the available resources appropriate to the pupil’s age abilities and current
needs?
Has consideration been given to the physical space?
Is the room arranged in the best possible way? Can it be rearranged if necessary?
Is it easy for all pupils to move around – to obtain resources, etc?
Does the room:
• Enable individual/group work?
• Allow for quiet reflection?
• Provide for constructive activities?
• Display work?
• Contain storage space for resources?

 

‘Is there a single response to challenging behaviour?’

 

‘No, both the pattern of behaviour and the place where it occurs vary from pupil to

pupil.’

 

‘Is there a quick fix?

 

‘No, most of the effective strategies for dealing with challenging behaviour are long

term.’

 

‘What do these strategies need to be effective?’

 

‘Effective strategies need positive and systematic identification and then to be

delivered through appropriate methods of communication which will in the long

term, provide the challenging pupil with more effective means of self expression.’

 

‘How can these long term strategies be used effectively?’

 

‘The long term view needs to be proactive, soundly planned and delivered through

a team approach offering consistency and continuity.’

 

‘Are there no short term strategies?’

 

‘Yes, though these tend to be reactive and used as a quick response to events.

They concentrate on what to do once it has happened, rather than preventing the

behaviour happening in the first place.'