Evaluation of Nets
From Teach
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(→If I could give the lesson again ...) |
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== If I could give the lesson again ... == | == If I could give the lesson again ... == | ||
| + | • Pace | ||
| + | • M y lesson plan was not accurate. Classroom management objectives did not reflect what we had agreed. (They were in the schedule, though.) | ||
| + | o Use blanks in future. | ||
| + | • The classroom was never totally silent. I had to repeat the instruction to do Q .1.a several times. | ||
| + | • 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. | ||
| + | • Seb complained at the end to RH that we were going too slowly. That Paige, Beth etc were holding the class back. | ||
| + | • | ||
| + | • There is a blind spot where Stuart and Cameron were seated. I largely ignored them. | ||
| + | • Emily had her hand up for a long time. (Even experienced teachers can allow this to happen.) | ||
| + | • 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. | ||
| + | • 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. | ||
| + | • 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. | ||
== My Subject Knowledge == | == My Subject Knowledge == | ||
Revision as of 11:10, 18 November 2009
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?)
- Don't say "Has anyone got a better answer?" Say, "That's really good, but we have an even more precise term in maths. Can anyone tell me what it is?"
- Paige was very rude and disrespectful. Next time I should take her out, to put the fear of God into the rest.
- John was talking and not listening. When I asked him to explain vertex, he couldn't.
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?
- No! Yet again, I utterly overestimated the amount of material we could get through. My review of the homework had to be completely bypassed, for lack of time. I now have the problem of knowing when to squeeze it in, and in which lesson.
If I could give the lesson again ...
• Pace • M y lesson plan was not accurate. Classroom management objectives did not reflect what we had agreed. (They were in the schedule, though.) o Use blanks in future. • The classroom was never totally silent. I had to repeat the instruction to do Q .1.a several times. • 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. • Seb complained at the end to RH that we were going too slowly. That Paige, Beth etc were holding the class back. • • There is a blind spot where Stuart and Cameron were seated. I largely ignored them. • Emily had her hand up for a long time. (Even experienced teachers can allow this to happen.) • 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. • 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. • 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.
My Subject Knowledge
Any additional subject knowledge development I need to undertake?
- I need to bring my vocabulary down to their level. Polyhedron needs writing on the board and explaining.
- Vertex needs associating with vertices.
- What is a family?
Other issues
For example, do I now have good evidence for having met a particular standard on your course profile?
- Back level version of software on the T12 computer meant my PowerPoint presentation did not work.
Action for next lesson
- By tomorrow, I need a strategy for insisting they stick their hands up before they blurt anything out.
- Some day I might try a no-hands-up phase in the lesson where I reserve the right to choose who will answer the question. * I need to get them to stop talking or working on something else, and start listening to me.
- I need to prepare quicker.
- I need to become more productive in lessons. Hand less stuff out. Get the bright students to hand things out.
