By Caroline Gipps
A desirable account of the diversity of training, assessing and suggestions innovations utilized by person 'expert' academics. The booklet describes:*the commonest lesson styles, why and after they are used*how educating techniques are diversified in response to subjects*how overview and suggestions details can motivate scholars to learn*the transformations in educating seven 12 months olds and 11 yr olds
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Extra info for What Makes a Good Primary School Teacher?: Expert Classroom Strategies
Example text
In the case of different worksheets for different abilities, teachers 42 What Makes a Good Primary School Teacher? of both age groups would sometimes keep the whole class together while specifying the task for each group, before children began on their tasks. ‘Instructing’ (in the sense of teaching specific steps) was prevalent in lessons in which children were learning something new, but on occasion, in maths, teachers of both age groups revised all the steps of number operations before the children were directed to more practise.
It can be described as ‘interactive whole-class teaching’ and is clearly different from the traditional version described in (4) above. 6) Sometimes our teachers divided their lesson time into approximately 10-minute bursts when they gave their attention to individual children. We observed this in reading and maths. In Y2, teachers spent time hearing individuals read, not as part of a focus group, but withdrawn from the classroom. Nearly always this interaction involved some assessment (where the teacher gauged the level of a child’s performance and recorded something about it).
One of the things I tell children is that real learning happens when you take risks’, the teacher told us later in interview. The idea that you learn by taking risks, getting things wrong and finding out why you were wrong, was a common message transmitted by both Y2 and Y6 teachers. Teachers told their classes not to be frightened to put their hands up and have a go and that they would learn by experimenting with hunches, ‘by trying out something you are not sure about’. This linked to a common aim to wean children away from constantly asking the teacher for help, towards taking more responsibility for their learning and becoming more independent.