Evaluation of Nets

From Teach

Current revision as of 13:08, 4 February 2010

Lesson Details

• Class: 8A3 (30-31 pupils)
  • 15-16 boys, 15 girls
• Date: 17th November 2009
• Time: 10.25-11.15
• Room: T5
• Lesson number: 3rd in the day. Last lesson before break.
• National Curriculum (or other syllabus) area: KS3 Y8 Module 14: Shape and Measure
• Target level(s) Grades: This is a relatively low ability set.

Achievement of Your Objectives

Did they learn and how do I know they did? If not, why not?

• Were the stated objectives/learning outcomes achieved?
  • There was an early hush
  • Putting my rules on the Electronic whiteboard worked
  • My admin was a lot better – getting the pupils to hand out the work.
  • The Start was better.
  • I am gathering more confidence, which I feel I can carry into other classes.

• What evidence do you have?

Clarity of my Teaching

Were my instructions and teaching expositions clear to pupils?

Getting the Pupils Engaged

• Was the response of the pupils enthusiastic, uncertain/negative?
• Did everyone have a real chance to be actively engaged in the lesson?

Issues of class management/control

• Did I cope with any disruptions? (Did the plan cater for behaviour management?)
  • The absence of P, S and to a lesser extent, D, made a big difference to the ease of managing the class, particularly at the start.
  • The classroom was never totally silent. I had to repeat the instruction to do Q1.a several times.
  • There is a blind spot where S and C were seated. I largely ignored them.
  • E had her hand up for a long time. (Even experienced teachers can allow this to happen.)
  • Perching myself on the centre desk every now and then was an experiment that didn’t work, in RH’s view, because I couldn’t see what was going on behind me.

Knowing the Pupils

• Did I show the class that I knew their names?
  • Yes
• Do I have evidence of the pupils’ strengths and weaknesses? (How do I really know what these are?)

Time Management

Did I time-manage the lesson well?

• The pace is still too slow, although for once we covered almost all of what I had planned.
  • S complained after the end to RH that we were going too slowly. That P, B etc were holding the class back.

If I could give the lesson again ...

• Require them all to put their homework diaries on their desks from the start.
• Sort out the T5 seating plan. I had put several with people they did not like. Kelsey and Curtis were a great distraction for each other.
• Don’t work out the answers to the Starter/Homework on the fly.
• Be clear about where the starter should be answered: on the sheet or in the exercise books. If on the sheet, it takes time afterwards to stick them in the book etc.

My Subject Knowledge

Any additional subject knowledge development I need to undertake?

Other issues

For example, do I now have good evidence for having met a particular standard on your course profile?

• My lesson plan was not accurate. Classroom management objectives did not reflect what we had agreed. (They were in the schedule, though.)
  • Use blanks in future.

Action for next lesson

• Add board rubber to resource list.
• My voice is quite deep for one-to-one conversations, but the pitch goes up for whole-class teaching. This is a sign of stress. Try to keep the pitch low.