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 awakenjoy 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 pupils – 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
Lesson planning • Know what already exists! • Plan around questions • What the pupils 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 • Check marking policy on G drive • Assessment, recording and reporting policy
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 pupil that “other staff have warned you about him/her” – they hate to be prejudged • Tell a whole class that you think they’re the worst you teach/other teachers find them difficult • Compare a pupil with a sibling • Mock a pupil’s name or character or appearance – of course
Don’t … • Talk about a pupil – 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/e-mail” 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 untrustworth • Do …. Check the staff code of conduct – on the G drive.
The parents • Critical letters • Mostly very supportive • Senior colleagues • Be attentive and conciliatory • But don’t give way to wrong demands