Right is right in a primary classroom
Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to support our pupils’ progress, we need to think carefully about the way that we construct and use questions in the classroom. In this clip, we see a teacher maintain high […]
Right is right in a secondary classroom
Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to support our pupils’ progress, we need to think carefully about the way that we construct and use questions in the classroom. In this clip, we see two teachers maintain high […]
Questioning to stretch pupils’ thinking in a secondary classroom
Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to support our pupils’ progress, we need to think carefully about the way that we construct and use questions in the classroom. Cotton’s (1988) research illuminates some helpful evidence about effective […]
Creating a culture of high expectations in a secondary classroom
A variety of research into teacher expectations reveals that they can affect the performance of students. Brattesani, Weinstein and Marshall (1984) claimed that teachers’ behaviour communicates their achievement expectations to their students and influences students’ own expectations and achievement as a result. Studies conducted by Rosenthal and Jacobson (1963) into teacher expectations of students concluded […]
No opt out in a secondary classroom
Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to support our pupils’ progress, we need to think carefully about the way that we construct and use questions in the classroom. What happens when our carefully constructed, challenging question results […]
Modelling writing in a primary lesson
As expert learners, the stages that we take in solving a problem or performing a skill are not always thought consciously. To support pupils, we need to make these stages explicit and demonstrate how expert learners engage in an ongoing cycle of planning, monitoring and evaluating. Barak Rosenshine (2010) suggests that pupils ‘need cognitive support […]
Modelling in a primary maths lesson
As expert learners, the stages that we take in solving a problem or performing a skill are not always thought consciously. To support pupils, we need to make these stages explicit and demonstrate how expert learners engage in an ongoing cycle of planning, monitoring and evaluating. Barak Rosenshine (2010) suggests that pupils ‘need cognitive support […]
Modelling in a secondary music classroom
As expert learners, the stages that we take in solving a problem or performing a skill are not always thought consciously. To support pupils, we need to make these stages explicit and demonstrate how expert learners engage in an ongoing cycle of planning, monitoring and evaluating. Barak Rosenshine (2010) suggests that pupils ‘need cognitive support […]
Modelling in a secondary maths classroom
As expert learners, the stages that we take in solving a problem or performing a skill are not always thought consciously. To support pupils, we need to make these stages explicit and demonstrate how expert learners engage in an ongoing cycle of planning, monitoring and evaluating. Barak Rosenshine (2010) suggests that pupils ‘need cognitive support […]
Modelling in a secondary computing classroom
As expert learners, the stages that we take in solving a problem or performing a skill are not always thought consciously. To support pupils, we need to make these stages explicit and demonstrate how expert learners engage in an ongoing cycle of planning, monitoring and evaluating. Barak Rosenshine (2010) suggests that pupils ‘need cognitive support […]
Modelling in a PE lesson
As expert learners, the stages that we take in solving a problem or performing a skill are not always thought consciously. To support pupils, we need to make these stages explicit and demonstrate how expert learners engage in an ongoing cycle of planning, monitoring and evaluating. Barak Rosenshine (2010) suggests that pupils ‘need cognitive support […]
Challenging questioning in a primary classroom
Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to support our pupils’ progress, we need to think carefully about the way that we construct and use questions in the classroom. Cotton’s (1988) research illuminates some helpful evidence about effective […]
Challenging questioning in a PE lesson
Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to support our pupils’ progress, we need to think carefully about the way that we construct and use questions in the classroom. Cotton’s (1988) research illuminates some helpful evidence about effective […]
Rewards in a primary classroom
Rewards In order to maintain a positive and encouraging climate in the classroom it is important that we focus on positive behaviour. Willingham (2005) argues that when praising students we should: be sincere and honest focus on the work or process, not on the ability or intelligence of the student be immediate and unexpected. By […]
Motivation in a Secondary Classroom
When teachers define, create and facilitate positive classroom climates, they must undoubtedly consider how their pupils will be motivated. Adam Boxer (2019) describes motivation as a ‘complicated beast’, with pupils being ‘motivated by a whole host of competing and intertwined factors.’ Your climate will inevitably prioritise the nurturing of pupils’ intrinsic motivation so they find […]
Motivation in a Primary Classroom
When teachers define, create and facilitate positive classroom climates, they must undoubtedly consider how their pupils will be motivated. Adam Boxer (2019) describes motivation as a ‘complicated beast’, with pupils being ‘motivated by a whole host of competing and intertwined factors.’ Your climate will inevitably prioritise the nurturing of pupils’ intrinsic motivation so they find […]
Routines in a secondary classroom
Robert Marzano suggests that ‘it is simply not possible for a teacher to conduct instruction for children to work productively if they have no guidelines for how to behave, when to move about the room, and where to sit, or if they interrupt the teacher frequently and make whatever amount of noise pleases them.’ (Marzano, […]
Rewards and sanctions in a secondary Spanish classroom
Rewards In order to maintain a positive and encouraging climate in the classroom it is important that we focus on positive behaviour. Willingham (2005) argues that when praising students we should: be sincere and honest focus on the work or process, not on the ability or intelligence of the student be immediate and unexpected. By […]
Rewards and sanctions in a secondary English classroom
Rewards In order to maintain a positive and encouraging climate in the classroom it is important that we focus on positive behaviour. Willingham (2005) argues that when praising students we should: be sincere and honest focus on the work or process, not on the ability or intelligence of the student be immediate and unexpected. By […]
Rewards and sanctions in a secondary science classroom
Rewards In order to maintain a positive and encouraging climate in the classroom it is important that we focus on positive behaviour. Willingham (2005) argues that when praising students we should: be sincere and honest focus on the work or process, not on the ability or intelligence of the student be immediate and unexpected. By […]