Evaluation of Nets

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	== Issues of class management/control ==		== Issues of class management/control ==
	*Did I cope with any disruptions? ''(Did the plan cater for behaviour management?)''		*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?"	+	** The absence of Paige, Shannon and to a lesser extent, Daniel, made a big difference to the ease of managing the class, particularly at the start.
-	** 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 ==		== Knowing the Pupils ==

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Revision as of 11:17, 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?)
  • The absence of Paige, Shannon and to a lesser extent, Daniel, made a big difference to the ease of managing the class, particularly at the start.

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 is still too slow.
• 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.
• 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 after 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.