Classroom Core Practices and Teaching

Behaviour Management

‘I predict a riot!’ Supporting your mentee to notice and deal with low level disruption

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

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

Eliciting Prior Knowledge

Diagnostic Hooks: Reconceptualising Initial Stimulus Material (ISM) for Eliciting Prior Knowledge

Preparing for different kinds of lessons

Showstopper Lessons: What Beginning Teachers and their Mentors can learn from GBBO

Questioning

Finding your way with Questioning: A practical approach for getting better at questioning

Quinton’s Questioning: Unleashing historical discussion in your mentee’s lessons

Teacher Persona

Walking the walk, just not talking the talk: Developing teacher voice and classroom persona

Transitions, Pace and Pitch

Unpacking the ‘Pace’ Problem: Moving beyond a vague target

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

Targeting Tom’s Transitions: Moving smoothly between phases within a lesson

Working with Support Staff

Let’s work together: Supporting your mentee to work with support staff