By Denis Hayes
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Additional resources for Learning and Teaching in Primary Schools (Achieving Qts)
Sample text
Teacher attitudes to learning (Q1, 8, 10, 28, 29) The teacher has rightly been identified as a key factor in pupils’ success in school. However, a minority of teachers unintentionally limit pupils’ learning by their negative attitude, actions and comments. I shall refer to them as ‘constrictors’ because, rather like the snake of the same name, they squeeze the life and joy out of learning. Such teachers are often characterised by a belief that innate intelligence is the best predictor of pupil learning and achievement in schools.
Chaplain, R. (2003) Teaching without Disruption in the Primary School. Abingdon: Routledge. Day, C. (2004) A Passion for Teaching. Abingdon: Routledge. Hayes, D. (2003) Emotional preparation for teaching: a case study about trainee teachers in England. Teacher Development, 7(2), 153–71. Jones, R. A. (1995) The Child–School Interface: Environment and Behaviour. London: Cassell. Kershner, R. and Ponton, P. (2000) Children’s views of the primary classroom as an environment for working and learning.
E. at the forefront of their thinking). Teachers have an important role to play in reminding them of key points and issues, and/or inviting pupils to probe their memories and retrieve key information. The process is greatly assisted by the teacher’s use of pertinent questions. 3. Engaging pupils in the present lesson (Q25c, 28) Engaging pupils’ interest is a skill that takes considerable mastery and is a challenge for even the most experienced and enthusiastic teacher. The task of gaining pupils’ attention is made easier if they are sitting still, attentive and curious.