Work Experience, year 6 notes

Questions for a thinking classroom:

•Can you teach it to someone else?
•Can you: sing it, dance it, draw it, write it, paint it make it?
•What are the problems?
•Can you split up the problem?
•Can you use these ideas anywhere else? (transferable skills)
assess yourself according to learning objectives.

WOW words
These encourage pupils to use new vocab and express through language.

Worry Box
A means to help pupils with problems remain anonymous to their fellow pupils . This can be a nice way of easing their mind and helping them without peer pressure.

Reward Schemes
Positive reinforcement can achieve great results! if pupils receive the praise they deserve then they are more likely to respond in future and strive to get good results.

It is important to take into account different abilities and award pupils accordingly, awarding for trying, working hard and getting to grips with something is much more important than merely praising a clever child every time they do well.

Sticker charts, stamps on homework, certificates, being elected class prefect/ monitor, star of the week, numerator of the week, reader of the week - these will all boost self esteem and encourage good behavior. Many children crave attention, it is much better to provide a positive outlet for them to get noticed than a negative one.

Different types of learner/ Brain Breaks
a way to show each and every pupil that they are good at something and identify what it is ( could be a useful introduction to later life personal statements and listing qualities)

The teacher asks pupils to raise their hand if they are :

number smart
people smart
english smart e.t.c

Involving the class in their learning community

•Table groups named after sequences of things/people/places e.g planets and inventors.
•School council involves pupils in important decision making and creating the learning environment they need to achieve.
•Classroom Charter: a fantastic idea which allows both the teacher and pupils to work together on agreeing reasonable rules. All parties sign the agreement with expectations of teacher and pupils included.
e.g

•As your teacher I promise to include everyone, to help you all achieve to the best of your abilty.
•As your teacher I promise to try to make lessons varied and fun.
•As your pupil I promise to listen when someone else is talking
•I promise to complete my homework on time.
Lesson plans whats involved?

Objectives (mental/oral)
activity
objectives (plenary)
introduction
main activity
key questions
new vocab

During periods when pupils are 'working by themselves' how can you check that they are still engaging with the work?

Ask pupils questions by name
Make them show workings out (it is easier to see who is copying)
Ask pupils to see the teacher at different stages e.g after the first 5 or when they get to section B.
this allows you to assess the working speeds of pupils, whether the work is too difficult or the time given is unreasonable, it also provides insight into how each pupil finds the work and if they are achieving to the best of their ability.