henry adams a teacher affects eternity: he can never tell where his influence stops
TRANSCRIPT
Henry Adams
A teacher affects eternity:
he can never tell where his
influence stops.
Marcus Tullius Cicero
What nobler employment, or more valuable to
the state,than that of the man
who instructs the rising generation.
Albert Einstein
It is the supreme art of the teacher
to awakenjoy in creative
expression and knowledge.
Anatole France
Nine-tenths of education is
encouragement.
Kahlil Gibran
“The wise teacher does not ask you to enter the house of his wisdom. He
leads you to the threshold of your
own mind.”
Peter Kline
“Emblazon these words on your
mind … learning is more effective
when it’s fun.”
Professor John HattieA teacher’s job is not to
make work easy. It is to make it difficult. If
you are not challenged, you do
not make mistakes. If you do not make
mistakes, feedback is useless.
Darwin
In the long history of humankind (and animalkind too)
those who learned to collaborate and
improvise most effectively have
prevailed.
Before you start Get set lists Look on iSAMS – photos
with set lists Fill in marks book IEPs (mark with a dot?) If you have your own room
decorate it, keep it tidy, personalise it, talk to the cleaners after school
The first few weeks Note key dates in
diary – report deadlines etc. Plan work accordingly.
Of the utmost importance … NAMES Learn them and use
them Ask colleagues how to
pronounce unfamiliar names
The classroom Which is the right layout? If in doubt keep it
traditional (alphabetical?) Be prepared to separate
desks and individuals – avoid long lines of desks at back of class
If you separate, have the will to ensure they stay this way until you are happy
Discipline Organisation Enthusiasm Firm tone of voice Steady eye contact Rules and routines Consistency Record keeping HoD and Tutor first
Discipline (2) Don’t talk over noise Pitch Different times of day Look at how all boys
are responding – back right!
Variety and pace Learning styles Stretch and challenge
Lessons at MCS Pace Challenge Encourage High expectations Intelligent and
inquisitive boys – they respect teachers’ intellects
Lessons at MCS Vary the “architecture” –
not always starter, main activity, plenary
Accelerated learning Clear instructions Maximise “beginnings and
endings” Review at end of lesson Set homework in good
time Orderly end to lesson Clean board
How pupils learn …
Lesson planning Know what already
exists! Plan around questions What the boys will
LEARN Coverage – the enemy
of learning?
Written work Be firm re sloppy or
unfinished work Record keeping Take care before an
accusation – some research may be necessary
Marking Once per week Return promptly Thoroughly but not
obsessively Peer and self
assessment
Marking Fair Notice boys’ merits Praise what is good Respond warmly to their
best efforts Next steps Close the gap > improve Mark to “success criteria?”
Don’t … Tell a boy that “other staff have warned you
about him” – boys hate to be prejudged Tell a whole class that you think they’re the
worst you teach/other teachers find them difficult
Compare a boy with his brother Mock a boy’s name or character or
appearance – of course
Don’t … Talk about a boy – or a class – “behind
their back” to another pupil or class Undermine colleagues or the school in
lessons – if you feel something or someone is wrong go through the right channels
“Row by note/e-mail” with colleagues Lay hands on a pupil inappropriately
Don’t … Get left behind in a room on your own with
a pupil whom you consider to be in any way unpredictable or untrustworthy
The parents Critical letters Mostly very supportive Senior colleagues Be attentive and
conciliatory But don’t give way to
wrong demands