Creating Positive Classrooms (Classmates) by Mike Ollerton

By Mike Ollerton

Classmates is a thrilling sequence introduced in September 2003 from Continuum. jam-packed with functional suggestion, and written in a witty and available variety, those crucial publications will take on the entire key features of training. As teacher's adventure an more and more heavy workload and tackle additional tasks, either inside and out of the curriculum, those brief pithy courses are designed in particular to arrive the desires of these with a busy way of life, Classmates might be each teacher's key spouse and a needs to for each university staffroom.

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Example text

A 'No hands-up'lessons Students do, of course, raise their hands in lessons, for all kinds of reasons. 'a The school 'no hands-up' policy: 1. Encourages wider participation in lessons. 2. Helps create more meaningful dialogue between students and students, and students and teachers. 3. Builds students' self-esteem. 4. Helps teachers develop a wider range of approaches to whole-class teaching. 46 Values ¡n Action Typical strategies all teachers are encouraged to become aware of, develop and use are: Being patient and waiting for a student to provide some kind of answer.

3. Inclusion is intentionally achieved through the mixed-ability organization of classes. 4. Nobody is a lost cause. Diagrammatically, the appears as follows: process of reflection Writing an anecdote about events from a lesson Analysing key events from the anecdote Extracting principles from the interpretation of the analysis Articulating values that underpin practice More succinctly: Anecdote Analysis Interpretation Figure 1. Process of reflection 26 Articulation Teacher Development My earlier list of principles (on page 26) could, even without the previous anecdote and subsequent analysis, be construed as a 'wish list'.

I sought out opportunities to offer Joe wellfounded praise for any achievement. 3. Including Joe in the class was important. 4. Simon had temporarily modified his behaviour. One of the aspects of my practice was to teach in non-setted/mixed-ability groups from Y7 to Y11 ; where all students were expected to attain levels of achievement in keeping with capability and potential. I believe Joe thrived in such conditions because the only expectation placed upon him, from an academic perspective, was based upon his determination rather than expectations created by the set he would previously have been allocated to.

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