Category: classroom management

Surfing the ‘Semantic Wave’: Helping beginning teachers to think about tackling the ‘pitch’ of their lesson

This blog is jointly authored by Victoria Crooks and Alex Ford. Check out http://www.andallthat.co.uk/ to read more blogs from Alex. Photo by Vladimir Kudinov on Pexels.com Matthew is a fab beginning teacher.  He is highly professional, and his subject knowledge is second to none.  Simon, his mentor, is delighted by the deeply informed historical discussions … Continue reading Surfing the ‘Semantic Wave’: Helping beginning teachers to think about tackling the ‘pitch’ of their lesson →

Setting granular targets for beginning teachers

Photo by Mikhail Nilov on Pexels.com Saima’s teaching practice placement is well underway, and she is getting used to the pattern of her teaching week and her regular mentor meetings.  Things have been going pretty well, but she is gathering rather a formidable list of targets, including: "Improve classroom management around transition points." "Develop subject … Continue reading Setting granular targets for beginning teachers →

Sensing a change in the weather: The importance of reading the room to pre-empt behaviour

Photo by Brett Sayles on Pexels.com During the past two years I’ve been on a rapid learning curve in my role as a basketball mum.  I am still learning the rules of the game so this week, as I found myself watching a professional league basketball match, I was still having to seek clarification about … Continue reading Sensing a change in the weather: The importance of reading the room to pre-empt behaviour →

It’s as easy as 1-2-3: The importance of contextualised behaviour routines and mentoring support for beginning teachers

Photo by Magda Ehlers on Pexels.com Jessie is starting to assume more responsibility for her classes.  So far, she’s taught around 15 whole lessons, but hasn’t had to do any teaching completely independently.  Her mentor, Jasdeep, has always been on hand to step in if behaviour started to creep out of control or Jessie was … Continue reading It’s as easy as 1-2-3: The importance of contextualised behaviour routines and mentoring support for beginning teachers →