New Calversyke Theory of Teaching Version 1 for Discussion I this is not finished

Introduction

We believe that teaching should be based on a shared understanding. Practice may vary but teaching should share common tendencies and be based on a coherent and clearly articulated set of beliefs. What is a Theory?

A theory is a set of articulated beliefs. The points below represent our collective beliefs about what makes good teaching. All decisions that teachers make about children’s learning should be based upon the same set of fundamental principles. However each teacher will apply those principles intuitively and individually. High quality teaching is about shared common purpose and commitment to a principle, not about the creation of clones.

Calversyke Values

We believe in the following fundamental principles. Calversyke should be a school:

· which places more emphasis on potential than past performance · which, through quality teaching and learning, provides a sound curriculum · which recognises that many of the children are socially disadvantaged but responds by providing opportunities which inspire and motivate. · in which policy and practice are constantly under review. · where staff and children feel valued.

Quality

The fundamental principle of quality should underpin all we do. "If it ain’t good quality, we don’t do it!"

The school exists to help children to grow and learn. Children’s learning must lie at the heart of all we do. Again, "if it don’t help children learn, we don’t do it!"

Learning

Children learn in all sorts of ways. Only some of those learning experiences are led by teachers in classrooms. We must plan for and take account of all the opportunities that exist for learning. These represent the ethos of the school.

School lessons only represent a fraction of children’s lives. What we teach and plan for in lessons must take explicit account of prior knowledge, children’s circumstances and backgrounds, and of all the interactions that children have with other adults and children in and around school.

The Teacher’s Role

· Teachers plan and are accountable for children’s learning. · Teachers monitor children’s progress. · Teachers assess children’s work, and use the knowledge gained to plan future lessons. · Teachers set the standard in and around the classroom. · Teachers maintain a climate of discipline, learning and challenge. · Teachers take responsibility for the deployment of appropriate resources (including other adults). · Teachers keep themselves up-to-date and expert at teaching and motivating children to learn. · Teachers take responsibility for their own continued professional development.

Quality in Lessons

We believe that these are some of the characteristics of good quality lessons: · they are taught well by enthusiastic teachers · they are taught by teachers who are confident in their knowledge of the subject they are teaching · they have a clearly defined beginning, middle and end · they have clear and appropriate learning objectives · they build on prior knowledge · children are set appropriately challenging tasks · children are clear about what is expected · good and appropriate resources are available · teachers use varied techniques to enthuse and motivate children · children undertake varied and appropriate activities · the work is carried out at a brisk pace · the skills of all involved are used to the full · work is assessed and specific feedback with ways forward is given · teachers spend more time on praise than on negative discipline · praise (and criticism) is carefully targeted and specific · ends of lessons are opportunities for review, anticipation of the next lesson, and for positive acknowledgement of learning · the scene is set in the lesson summary for future learning · the lesson is evaluated and future lessons are adapted as appropriate

How Teachers Teach

This section describes some techniques used by successful teachers. While consistency is to be valued, we are not aiming to create a group of clones. Talented teachers will apply these techniques intuitively and individually.

Starts of lessons

· Arrive before pupils · Have clear aims of objectives for the lesson · Think carefully about where you position yourself · Control pupils' arrival · Be aware of group dynamics · When ready to start teaching address the full class with phrases like "show me you're ready" · Begin by building on previous knowledge · Make the lesson introduction lively and interactive, not a boring monologue · Check that enough equipment and extension work is available · Anticipate potential problems · Plan appropriately differentiated work · Allocate times to tasks Middle Section · Plan varied activities · Introduce the main activity with timing as appropriate · Show examples of children's work to exemplified the task · Move actively around the classroom · Circulate around groups or individual children · Check on standard of presentation of work · Monitor the work of support assistants and the children they are working with · Have extension work ready for more able youngsters · Check that children have understood what they should be doing · Keep an eye on the safe use of equipment · Check continually at the level of the task is correct · Clarifying as necessary the aims of the lesson · Check that the pupils remain on target · Go back to the beginning to reinforce the aim of the lesson as necessary · Give pace notes and check on task · Keep your eye on the clock · Gently level of understanding through individual and whole class questioning · Praise differentiated groups for their achievement · Explain what you would hope they could complete by such and such a time · Give credits and praise for specific behaviour, achievement, excellence etc. · Monitor noise levels and level of concentration - mention consideration, need to think and work and concentrate, quiet working atmosphere etc. · Deal quietly and calmly with individuals who do not co-operate · Use phrases like on "we now have only five minutes left. What have you done so far? What do you still need to do?" · Reinforce pupils’ feeling of achievement by getting them to explain or read what they have done to the main group · Mark or give feedback on completed work Ends of Lessons · Use skilful questioning to bring out key learning points · Get children to read out or show their work to build up a sense of achievement · Discuss "where do we go next?" · Ask children to evaluate the usefulness of the lesson (for example, thumbs up, thumbs down, or something in between) · Organise the end of the lessons proactively · Decide in advance whether clean-up is going to happen before or after the lesson summary · Refer back to the objectives at the beginning · Allow sufficient time for the lesson summary · Make sure that all equipment is put away properly and the room is tidy for the next class · Ensure that they leave the room in an orderly fashion, whether together as a class in groups, or individually.

The Whole-School Context

All the above techniques need to be applied in the context of other school policies.

Pay particular attention to the Behaviour and Discipline and Health and Safety Policies.