Are you monitoring the groups?
You will develop a sense of when groups are flagging and need your subtle and brief intervention. It’s easy to tell whether a group has stayed off the point and often all you need to do is to go and stand near it. You need to combine your accessibility to the groups with your visibility to the whole class. Often, teachers set pupils off on activities and then plunge into the body of the room, kneeling at the tables (which is a good thing) while the behavior in the room drops as the noise levels rise. This can go on for twenty minute and things get steadily worse because the teacher has effectively, almost literally, disappeared. Children need periodic sight of you to remember where they are and what the background structures are. Don’t circle from group to group – for one thing, this makes your path predictable. Visit a group, then return to the center-front and stay there; you don’t have to speak, or do teacher-glaring, just be visible; then visit another group.
Of course, pupil will disagree; they will talk about football and boyfriend, you have to accept this, just as you have to accept that their minds will wander when they’re sitting in silence. Of course, when they’re talking, at least you know what they’re talking about.
The point about all of this is that speaking and listening is a central part of your teaching. Discussion work isn’t a holiday from the real thing; it’s at the heart of it and so it needs planning attention and careful management. School whose literacy policies are based largely on writhing, and are (sometimes) in danger of deteriorating onto neglected marking policies, would do much better to transform their literacy policies into vibrant cross curricular approaches to speaking and listening.
I want to conclude and underline this discussion by comparing two lessons that I watched on the same day. They are English lesson, but, more to the point, they should both be literacy lesson. One succeeds because it weaves its teaching language around a clear objective; and one takes a flat-line, learn as we go approach.
Are you monitoring the groups?You will develop a sense of when groups are flagging and need your subtle and brief intervention. It’s easy to tell whether a group has stayed off the point and often all you need to do is to go and stand near it. You need to combine your accessibility to the groups with your visibility to the whole class. Often, teachers set pupils off on activities and then plunge into the body of the room, kneeling at the tables (which is a good thing) while the behavior in the room drops as the noise levels rise. This can go on for twenty minute and things get steadily worse because the teacher has effectively, almost literally, disappeared. Children need periodic sight of you to remember where they are and what the background structures are. Don’t circle from group to group – for one thing, this makes your path predictable. Visit a group, then return to the center-front and stay there; you don’t have to speak, or do teacher-glaring, just be visible; then visit another group. Of course, pupil will disagree; they will talk about football and boyfriend, you have to accept this, just as you have to accept that their minds will wander when they’re sitting in silence. Of course, when they’re talking, at least you know what they’re talking about. The point about all of this is that speaking and listening is a central part of your teaching. Discussion work isn’t a holiday from the real thing; it’s at the heart of it and so it needs planning attention and careful management. School whose literacy policies are based largely on writhing, and are (sometimes) in danger of deteriorating onto neglected marking policies, would do much better to transform their literacy policies into vibrant cross curricular approaches to speaking and listening. I want to conclude and underline this discussion by comparing two lessons that I watched on the same day. They are English lesson, but, more to the point, they should both be literacy lesson. One succeeds because it weaves its teaching language around a clear objective; and one takes a flat-line, learn as we go approach.
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