Evaluation of Pi (π)
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(Difference between revisions)
(Created page with '== What worked well == * My teaching and explanation were fine. * I asked them to give me the answers for many of my steps in the arithmetic. == What could be improved == * Be p…') |
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* Their behaviour was "appalling", in the words of Sam. There should have been a lot more detentions in the first 10 minutes. Names on the board is far too slow an escalation process for some of their offences. | * Their behaviour was "appalling", in the words of Sam. There should have been a lot more detentions in the first 10 minutes. Names on the board is far too slow an escalation process for some of their offences. | ||
* Beth should have been out right away for her insolence in demanding "What book?!". | * Beth should have been out right away for her insolence in demanding "What book?!". | ||
| + | * If something isn't working, cut your losses and move to the next item of the schedule. | ||
| + | * A homework review will not work as a starter if some of the students got the right answer in their homework. They will be bored stiff, and play up. | ||
== To Do == | == To Do == | ||
* Devise the minutiae of my behaviour management strategy for the first five minutes of each lesson. | * Devise the minutiae of my behaviour management strategy for the first five minutes of each lesson. | ||
* I must ensure they follow my precise command. If I say "Back row can go", for example, it is not acceptable if the row in front of them also leaves. | * I must ensure they follow my precise command. If I say "Back row can go", for example, it is not acceptable if the row in front of them also leaves. | ||
| - | * | + | * Produce each lesson plans two days ahead of the lesson. |
| + | * Consult with the member of staff over the content of each lesson plan. | ||
| + | * Do not do homework reviews as a starter, unless <u>everyone</u> got it wrong. | ||
Revision as of 16:09, 2 December 2009
What worked well
- My teaching and explanation were fine.
- I asked them to give me the answers for many of my steps in the arithmetic.
What could be improved
- Be prepared to send them out of the room on first offence, if it is severe enough.
- Their behaviour was "appalling", in the words of Sam. There should have been a lot more detentions in the first 10 minutes. Names on the board is far too slow an escalation process for some of their offences.
- Beth should have been out right away for her insolence in demanding "What book?!".
- If something isn't working, cut your losses and move to the next item of the schedule.
- A homework review will not work as a starter if some of the students got the right answer in their homework. They will be bored stiff, and play up.
To Do
- Devise the minutiae of my behaviour management strategy for the first five minutes of each lesson.
- I must ensure they follow my precise command. If I say "Back row can go", for example, it is not acceptable if the row in front of them also leaves.
- Produce each lesson plans two days ahead of the lesson.
- Consult with the member of staff over the content of each lesson plan.
- Do not do homework reviews as a starter, unless everyone got it wrong.
