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- Herausgeber: Crown House Publishing
- Kategorie: Bildung
- Sprache: Englisch
- Veröffentlichungsjahr: 2014
Don't Change the Light Bulbs offers tips and hints on how to be the best teacher you can be, and is written by some of the most respected leaders in education today. It covers primary, secondary and post 16 phases, in addition to cross curricular sections on leadership, ICT, inclusion, creativity, SEN and tutoring. It also presents the practical advice of those who have been there and done it and who now want to share their collective wisdom with you. The aim of which is to make education better, not just in your classroom but for everyone. A useful and inspirational book, it can be read straight through, or dipped in and out of for subject specific advice. A one-stop shop to inspire, invigorate and re-energise teachers and leaders alike, it's comprehensively written and covers an exceptional subject breadth. There is something for everyone, as it provides hints and ideas from both sides of the knowledge/skills debate, and challenges the perceived divide between primary and secondary pedagogy. Don't Change the Light Bulbs will provoke discussion, not only over its useful ideas, but also because of how it seeks to rethink the way we see imagined dichotomies in education. The wise words found within its pages will inspire your teaching, encouraging and supporting you, whilst you are stimulated to think outside of the classroom walls. For use by, and of interest to, everyone involved in the education sector.
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CONTENTS
Welcome to Don’t Change the Light Bulbs
RACHEL JONES @RLJ1981
A book of top tips written by brilliant and inspiring teachers, educators and leaders from all over the country, many of whom are experts in their field and shining examples of pedagogical excellence. We can all strive to improve outcomes for our learners and to develop ourselves as practitioners. With its focus on pedagogy and nurturing teaching practice, this book is a step towards helping us to do just that.
This book is intended to be cross-curricular and cross-phase, so you will find hints to improve your practice no matter what or whom you teach. There are not specific sections aimed at primary or secondary – this is to encourage you to browse all the ideas without constraint. Traditional ideas are presented alongside SOLO taxonomy. Classroom practice is juxtaposed with leadership hints. Use this opportunity to break down some of the false dichotomies that we, as educators, often have imposed on us.
A massive thank you is owed to everyone who has contributed to this book – their generosity is huge. Please do follow the contributors on Twitter, and share your own practice and ideas with the wider education community. The profits from this book will be given to a charity to help some of the most vulnerable children in society.
Happy learning and teaching!
THIS MUCH I KNOW ABOUT PROFESSIONAL PRACTICE
JOHN TOMSETT @JOHNTOMSETT
1. Love your students.
2. Know who’s in front of you in the classroom, both as a person and as a student.
3. Always act the grown-up when working with children.
4. Don’t plan lessons in too much detail – be ready to change course during a lesson.
5. Students can always do more than you expect of them – always have the highest expectations of your students.
6. Work really hard on improving your students’ literacy, no matter what your subject.
7. Expect the very best behaviour from students at all times, including good manners.
8. Never take yourself too seriously, but always be aware of the seriousness/importance of your job as a teacher.
9. Have fun!
10. Ultimately, never forget that the best pastoral care for students from the most deprived socio-economic backgrounds is a great set of examination results.
SECONDARY LEADERSHIP
@CHOCOTZAR
1 Communication is key. You may think you have communicated an idea, a policy, a vision, but you may simply have distributed it. Communication needs everyone to absorb the message and engage with it. Making an announcement in a staff meeting also doesn’t work. Consider how the institution will function effectively if there isn’t true dialogue. If it is important, it needs more than an email. Otherwise dump it.
2 Recruit the right people, even if they may not be right for the precise job you have. If you are looking for a SENCO and a really strong candidate does not have the experience needed – but has the willingness and determination – hire them. After three years, someone brilliant may have more potential than someone who has learned how to manipulate interviews after 20 years of experience.
3 Quality assurance is the answer to school improvement and the way to evidence impact. Ensure you quality assure the quality assurance – every time you ask heads of department to check books or marking, check them at the same time. If you can’t squeeze it in among all your other jobs, how will they fit it in? Never ask anyone to do anything you can’t do yourself. Indeed, ask middle leaders to put the programme together themselves.
4 All leaders are leaders of teaching and learning. All leaders should continue to teach, and teach with the door open. Keep your books marked and up to date (if you can’t maintain the schedule how will anyone else?), share your resources with colleagues, team teach, be humble, but be one of the best. How will anyone take you seriously if you’re never in a classroom?
5 Look after one another. Look after the children and their families. Ensure the right people are in place to help everyone who needs it. Look after your staff – listen to them, trust them, hold them to account and treat them to cakes. Invest in your staff and see everyone as a first team player – from the deputy head teacher to the NQT to the part-time teaching assistant. You lead a team, so make sure the ethos is collective care. Consider buying in flu jabs, private health insurance (yes, I love the NHS too but this may get that crucial maths teacher with the back problem back to work quicker). Smile. A lot.
6 Don’t do it for Ofsted. Do it for the children. If it benefits the children, supports their best learning and makes them happy and successful, this will bring results. If you do it in genuine partnership with your staff, this will bring results. Top-down leadership might get you ‘good’, but only bottom-up leadership can make you ‘outstanding’. Do everything right, and for the right reasons, and Ofsted will take care of itself.
7 Some things fade in and out of fashion, some things come and go from the self-assessment form, but these things always matter: literacy, numeracy, inclusion, diversity, community, Every Child Matters, gifted and talented, PSHE and the progress of all students, including those in high profile groupings. Do it because it matters.
8 Be visible. Do you really need to go to that meeting? If it’s important, send someone else. Walk the corridors and let the children know you’re present and interested. Go into classrooms, join in the learning, talk to people, ask them for their thoughts. Attend school productions, parents’ evenings. Do a duty every day – lunch queue, playtime, gate duty. The kids need to know who you are.
… your job is not to change the light bulbs, clear up sick, vacuum the carpet or place orders.
Delegate.
9 Don’t change the light bulbs. You may want to do your best for your colleagues but your job is not to change the light bulbs, clear up sick, vacuum the carpet or place orders. Delegate. Hold others to account. If they’re meant to have changed the light bulbs, but haven’t, that’s a strong conversation instead.
10 Enjoy it. If you’re not enjoying it, why are you doing it? You can’t lead a school just for the cash and the holidays; you wouldn’t expect it from a teacher you employed. Smile, laugh, have a sense of humour, share jokes with the kids, join in a game of football. Find things that are fun and enjoyable to schedule into the school year. And never get that sinking dread feeling in the pit of your stomach on a Sunday evening.
STUDENT EMPOWERMENT
SARAH FINDLATER @MSFINDLATER
I VALUE WHAT THEY BRING TO THE TABLE
Students are such a rich and vibrant resource in our classrooms that we would be foolish not to tap into them. I have found that getting to know your students and using that knowledge to help shape your lessons is hugely empowering for young people.
II STUDENT VOICE
Giving students a voice will enable them to feel valued, enabling you, your team and the school as a whole to make changes to better everyone’s experience in school. Involving them in the consultation process when changes are being made or in forming new school policies ensures that the school and the students are working in unison and everyone involved has a vested interest in being better.
III PUT YOURSELF INTO THE MIX
Overtly showing the learning process in class is a brilliant way to build student confidence. I find that if I model the process when teaching a topic, and create alongside them, they are instantly more confident in their work and will take more risks. There is a feeling of ‘we are all in this together’.
IV CHOICE
Giving students options in class is a great way to strengthen student buy-in. For example, simply giving them a choice of task, target, outcome or learning objective can improve participation and interest.
V SELF-ASSESSMENT
Training students to peer and self-assess enables them to take charge of their own progress. Giving students access to the mark scheme and helping them to break it down is essential to empowering them in their work. Sharing success criteria can take the fear out of tasks. We must remember not to make this the main focus of tasks, though, as it can suck the joy out of the classroom. Inspire with the task first and share the success criteria second.
VI REFLECTION
Ensure ample time is given to student reflection. Students need to be trained in how to reflect effectively – modelling and practice is key to this success. I have found that reflection is most powerful when it is in response to teacher feedback and includes clear and specific student-decided steps for improvement. Students need to put these steps into action soon after committing to them for the full impact to be realised. Do it well, and do it regularly, and students will really move on in their learning and thinking processes.
VII CELEBRATE SUCCESS
When students get it right celebration is in order. We are so busy as teachers that these moments of wonder can too often pass by unrecognised. We need to refocus on celebrating success to ensure that our students keep on trying to get it right and move themselves on. Celebration may come in many forms and what one student appreciates will be different to another. However we do it, though, it has to be done.
Encourage failure. I actively encourage failure in my classroom as I feel it is the quickest way for students to learn.
VIII ENCOURAGE FAILURE
Better to try and fail than never to have tried at all. I actively encourage failure in my classroom as I feel it is the quickest way for students to learn. When it works well students will feel brave enough to go out on a limb and take risks. If you can get to a point with a class where this is commonplace, then it is wonderful place to be.
IX STUDENT ACCOUNTABILITY
We are empowering the students in our classrooms to take ownership of their actions. If they do something wrong they need to own it. If they are rude to someone they need to own it. If they are not putting full effort into their work they need to own it. If they are not happy with their results they need to own it. With great power comes great responsibility.
X CHALLENGE AND DEBATE ISSUES TOGETHER
A healthy debate in class is always a great activity. It helps you get to know your students and it can open them up to speak more freely. Debate and discussion is also essential if a student says or does something that is inappropriate in class. This needs to be handled sensitively so as not to offend the perpetrator or those who may feel aggrieved by the comment or action. I try never to leave an issue unrecognised with a class, as it can turn the tide towards negativity and shut down student contributions.
RETHINKING QUESTIONS
DAN WILLIAMS @FURTHEREDAGOGY
Questioning is one of the greatest tools for a teacher to have in their arsenal. Sound questioning can be the difference between an effective and an ineffective session. I see the purpose of questioning as three-fold: to check understanding, to develop understanding and to elicit learner discussion.
10 Plan for a range of questions to be asked in your session so that all learners are provided with an opportunity to answer. This will include closed, short answer questions, such as ‘What is …?’ or ‘Where can …?’ These questions give the teacher a basic grasp of learner understanding while also allowing for less confident learners to involve themselves. Also, the more learners answer this type of question, the more their confidence and communication skills develop. You should also plan for more open, deeper questions in each session to allow for stretch and challenge, such as ‘How might …?’ or ‘Why will …?’ This type of question provides learners with the opportunity to demonstrate deeper understanding.
9 Pose and pause when asking questions.1 Once a teacher poses a question, quite often the quickest and most confident learner is the one who gets to answer. This leaves the teacher with very little information as to the understanding of the remainder of the group. By preparing learners prior to the question, by telling them that they will be provided with ‘think time’, you are allowing those who require a little longer to formulate an answer to become involved. Do not be afraid to let the classroom go quiet to do this.
8 Pounce on selected learners. Following on from pose and pause, and in order to restrict the quicker and most confident learners from dominating with answers, you can purposely select individuals to answer the question. You may also link this to tip number 10, by selecting individuals based on the difficulty of the question.
7 Pass, or bounce, the question around the classroom. Rather than telling the learner that their answer is correct straight away, try thanking them for their response and selecting another learner to answer the question. By thanking the learner and not giving away the answer immediately, other learners are more willing to offer their thoughts if their response is completely different to the one given. Following a response, you may also ask who agrees or disagrees with it by a show of hands. This allows the teacher to visualise who understands. To ensure that it is not just a case of conformity, the teacher can then select learners to explain why they agree or disagree.
Here is an example of points 9 to 7 in practice:
Pose: Why might we cook chicken on the grill?
Pause: … (10 seconds)
Pounce: Daniel?
Pass: Thank you. Navneet, can you expand on Daniel’s answer?
6 The ‘Why?’ sequence. When a question is posed to a learner or group, you can stimulate deeper thought through asking why – over and over. The more you do this, the deeper and wider the thinking. This requires the teacher to be very adaptable and to think on their feet.
The process can be linked to the pose, pause, pounce, pass approach in the following way:
Question: What is citizenship?
Answer: Citizens are members of a state or nation, and citizenship is the process of being a member of such an entity. It is how we make society work, together.
Question: Why is it important?
Answer: It is important because society belongs to all of us and what we put into it creates what we get out of it.
Question: But why bother?
Answer: We want everyone to feel they belong. And we want everyone to feel they can drive change within society.
Question: Why is it important for society to change?
And so on …
5 Question tokens. To ensure that each learner is questioned and asks questions during a session the teacher could provide them with question tokens. The aim is for the learners to lose all of their tokens – for example, they need to ask questions to lose green tokens and answer questions to lose red tokens. This is a great way to ensure differentiation and that everyone is engaged in the session. To further differentiate, learners could be provided with different numbers of tokens depending on their ability.
4 Peer questioning. Peer questions can be organised in many ways. One example is to split the class into small teams. The teams then create questions on a particular topic and ask the other teams their questions. They must know the answer to the questions themselves though. Learners can also lose question tokens to one another by asking and answering questions during paired/group activities. In addition, the teacher may create a class rule whereby any learner who has a question about the topic must ask two or three of their peers prior to asking the teacher for the answer.2
3 Reverse questions. Quite simply, the teacher provides learners with the answer to a question and their job is to come up with suitable questions for the answer. The questions they provide can then be assessed for suitability via discussion.
2 Matching pairs Q&A. This is a great starter activity which can engage learners through questions. The teacher provides half of the group with questions related to a topic and the other half with the answers. The learners then need to pair themselves up accordingly. To make the activity more difficult, a few ‘red herring’ questions and/or answers can be provided. The task offers a perfect opportunity for discussion and further Q&As.
1 Anonymous answers. Some learners feel uncomfortable answering questions out loud, so with this activity the teacher poses a question to learners and allows them to ‘post’ their answers in a box at the front of the classroom. The teacher can gauge the understanding of the class through a quick look at the responses. A more innovative way of using this activity is through text polls using a website such as www.polleverywhere.com. This site performs a basic analysis of results and displays answers graphically or as a word cloud.
1 The pose, pause, pounce, bounce technique is described in C. Harrison and S. Howard, Inside the Primary Black Box: Assessment for Learning in Primary and Early Years Classrooms (London: GL Assessment, 2009), p. 15.
2 The 3B4ME idea originally came from a training session with Geoff Petty. It is also covered in G.Petty, Teaching Today: A Practical Guide, 4th edn (Cheltenham: Nelson Thornes, 2004).
DELIVERING PROFESSIONAL DEVELOPMENT
STEPHEN LOCKYER @MRLOCKYER
1. In TheJelly Effect by Andy Bounds,1 he likens good talks using PowerPoints with news sketches from The Two Ronnies. If you say it, don’t make your slides say it too – they should complement and not repeat each other.
2. Be really organised. Rehearse as much as you can.
3. Don’t read out text from a screen and have as few words on slides as possible.
4. Read everything by Carmine Gallo and Nancy Duarte, especially Resonate.2
5. Break things down into ten-minute chunks. I do this as a matter of course as I have such a low boredom threshold.
6. See a need, fill a need. Personalise everything as much as possible. The best CPD should have an immediate impact in the next lesson. Is that doable?
7. None of us are the expert, but there is an awful lot of expertise out there. Ask for help – you’ll be amazed with what you get back.
8. My friend Alexis Conway (@wherenext5) uses the term PPD (Paired Professional Development), which I think is brilliant. Helping each other out shares the workload and helps guide others.
9. Visibly demonstrate active CPD as much as you can – on wall displays, in the staffroom, in staff meetings. We are all at school to strive to improve. Show the pupils you are learning too.
10. Keep a CPD diary if you can. The site www.ohlife.com is brilliant for this as it helps you to gauge improvement and offers a fantastic perspective too.
1 A. Bounds, The Jelly Effect: How to Make Your Communication Stick (Chichester: Capstone, 2007).
2 N. Duarte, Resonate: Present Visual Stories That Transform Audiences (Hoboken, NJ: John Wiley & Sons, 2010).
SCIENCE
DANIEL HARVEY @DANIELHARVEY9
1 Always carry out experiments and demos beforehand to make sure you can do it safely and understand how to explain it to students. Read the safety guidance and double check with science technicians (see also tip number 9).
2 A good demo can be more purposeful and helpful learning than students just carrying out the experiment. The teacher can then draw attention to the key aspects of the demo. When combined with a flexi-cam or visualiser, the teacher can zoom in to make sure the aspects they want students to learn are clearly visible. The teacher can take photos of the demo using the visualiser or camera which can then become writing or task prompts for the students.
3 Science is an umbrella title for the three main disciplines (i.e. biology, chemistry, physics). More often than not, new entrants will have gaps in their understanding of key concepts from the other disciplines. Work to understand these ideas and how to develop students’ learning in them. At some point you will need to teach these ideas.
4 Join the Association for Science Education (www.ase.org.uk) and other science teacher organisations, such as:
Institute of Physicswww.iop.org
Royal Society of Chemistrywww.rsc.org/education
Society of Biologywww.societyofbiology.org
All these organisations offer valuable and brilliant CPD which will enhance your understanding of how best to teach scientific ideas and, in turn, the quality of your students’ learning.
5 Teach and develop students’ knowledge and use of key terms from Years 7 to 13. Scientific literacy is key to exam success and so needs to be explicitly taught, supported and fed back in all year groups. Look at departmental strategies for this and consult others on the best ways to get students to write in depth and to the necessary length.
6 Some mathematical knowledge is essential for a number of science concepts. Forces, motion, chemical moles, mass calculations and estimations are just some examples where certain maths applications are needed to solve problems or find answers. This needs just as much thought and care as literacy, but don’t comment on your own maths capabilities. Empower students to see that the maths methodology is generally straightforward. You might want to consider a maths mat approach as well.
7 Science is both a discipline and a process. The process needs to be understood by students as much as the content – currently 25% of GCSE and 20% of A level is awarded on applying scientific processes. This means you will have to incorporate practical learning into your lessons. The students should be clear about the concept they are studying and also what process they are learning to apply successfully. Don’t leave it to chance or someone else – develop this process learning yourself. Look at the controlled assessment for GCSE and A level and shape your lessons accordingly, even for Year 7.
8 Talk to your colleagues at work and to contacts elsewhere (e.g. #asechat on Monday nights) to develop your pedagogy in science. These teachers will understand the background and context of your questions and can give grounded, relevant answers. You can also showcase any work you are proud of, or are perhaps developing, and get decent, valid feedback to improve it further. Professional collaboration is a main driver towards enhanced performance so get involved.
Don’t ever forget that science lessons can wow students in ways most other subjects can’t.
9 Work with your science department technicians. Describe your thinking and listen to their advice. As a result, your experiments will work better and more often, and you will also find that they suggest other ways of showing the desired effect. In addition, they will be able to point you to current guidance on many experiments.
10 Don’t ever forget that science lessons can wow students in ways most other subjects can’t. Exploding hydrogen balloons, peroxide snakes, heart dissections, flame tests and bottle rockets can all capture their interest in ways other subjects can only dream about. Use this to your own and your students’ advantage! Regularly!
SHARING IDEAS
ROSS MORRISON MCGILL @TEACHERTOOLKIT
I would not be the teacher I am today without having had to evolve my own practice over the past 20 years to meet the needs of my students.
