Strategies used: Outlines the intended outcome of the lesson Kinetically focused - sets up the class room so that students are facing one another in two rows to read Macbeth and then for tennis’ ‘argument He sets the precedent for behaviour, as Miles suggests, by sitting and talking how he would like his students to Understands that teenage boys are often rowdy, so encourages loud discussion. Using Gordon’s theory, Beadle does not see noise as good or bad, rather, context dependent Connects with the students on a personal level, using both proximity and conversation. He takes a student centred approach (Appendix 1) Stops students to give them praise Gives them daily and weekly targets Marks students assignments with rigor and builds a conversation with students through their work Uses students examples in front of the class positively Asks for students emotional response to visual stimuli in order to get them writing creatively. He recognizes that many struggle to learn simply through auditory teaching He lets students self-control, like Gordon proposes, and watches how their creativity forms from there CASE STUDY 5 Love or Loathe – ‘Em ‘Em Ben Nelson is a Design and Technology (D&T) teacher and is finding the behaviour of his class hard to manage. He becomes irritable teaching isometric drawing and his class fails to understand or engage with the task. Nelson and Bayley observe Paul Elliot, the school’s head teacher, as his gives a similar class to a year 7 group. He learns from his supportive techniques (SchoolsWorld 2016). Strategies used:
Strategies used: Outlines the intended outcome of the lesson Kinetically focused - sets up the class room so that students are facing one another in two rows to read Macbeth and then for ‘argument tennis’ He sets the precedent for behaviour, as Miles suggests, by sitting and talking how he would like his students to Understands that teenage boys are often rowdy, so encourages loud discussion. Using Gordon’s theory, Beadle does not see noise as good or bad, rather, context dependent Connects with the students on a personal level, using both proximity and conversation. He takes a student centred approach (Appendix 1) Stops students to give them praise Gives them daily and weekly targets Marks students assignments with rigor and builds a conversation with students through their work Uses students examples in front of the class positively Asks for students emotional response to visual stimuli in order to get them writing creatively. He recognizes that many struggle to learn simply through auditory teaching He lets students self-control, like Gordon proposes, and watches how their creativity forms from there CASE STUDY 5 – Love ‘Em or Loathe ‘Em Ben Nelson is a Design and Technology (D&T) teacher and is finding the behaviour of his class hard to manage. He becomes irritable teaching isometric drawing and his class fails to understand or engage with the task. Nelson and Bayley observe Paul Elliot, the school’s head teacher, as his gives a similar class to a year 7 group. He learns from his supportive techniques (SchoolsWorld 2016). Strategies used: