By C V Gipps; Bet McCallum; Eleanore Hargreaves
A desirable account of the variety of educating, assessing and suggestions ideas utilized by person 'expert' academics. The e-book describes:
*the commonest lesson styles, why and after they are used
*how educating thoughts are different in line with subjects
*how review and suggestions details can inspire students to learn
*the transformations in instructing seven yr olds and 11 yr olds
Read Online or Download What makes a good primary school teacher? : expert classroom strategies PDF
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Extra resources for What makes a good primary school teacher? : expert classroom strategies
Example text
If it is something new then my input is probably more and theirs is less, so they are doing more listening. Those lessons were more teacher-led with more exposition because teachers wanted to make sure that everyone in the class or group had grasped the concept. One approach was to ‘start low, presume they don’t understand’. ’ In lessons where children were practising or applying something already taught, teachers did relay knowledge in their introductions but to a lesser degree and often the knowledge was pitched at the middle range of ability.
Recapping, reciting and summarising were also used at the end of lessons when children were drawn together to be reminded of the key facts of the lesson. When teachers were introducing children to a concept for the first time they gave frequent reminders, at intervals throughout their introductions, of the main facts that were being learned. In contrast, teachers spent only a short time on introductory reminders in lessons where children would be practising something already taught. When lessons involved practising something, teachers invited children to use memory jogging techniques they had taught them (for example, to use a catch phrase to remember how to ‘borrow’ a ten in subtraction) or to use a framework given as an aid (for example, a structure or system to follow for writing a story).
At the end of lessons, teachers might convey examples of good working habits. For example, a Y6 teacher described how he would ‘highlight something that a particular child had done that had moved the group forward’ or ‘highlight how a child had managed to pull the group back on task’. After marking, teachers might save particularly good pieces of written work and bring them into the introduction of a later lesson. As a Y2 teacher explained: ‘I will use what I consider to be good pieces of work Teaching Strategies 51 as targets so that the children have some idea of what the expectations are – to work towards’.
