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The Highway Code for Teachers

The BMW Model

© Copyright 2011 by Liz Greensides

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ISBN: 978-0-9559406-9-9

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Page numbers only relevant in printed publication

INTRODUCTION........................................5 About the Author

About This Book

How to Use This Book

THE BMW TEACHING MODEL..................11 All about Achievement

The BMW Model

What Ofsted Expects to see

Teasing Teaching Apart

Self Evaluation

BELIEFS...................................................25 Introduction

Essential Beliefs

Changing Lane

The Road Map

MANAGEMENT.......................................53 Introduction

Procedural

Functional

Operational

Changing Lane

WORK SMART.........................................93 Introduction

Planning

Assessment

Changing Lane

BIBLIOGRAPHY........................................123

ABOUT THIS BOOK

Legislation and enforced strategies and frameworks over the last few years have often

tended to limit teachers, through undermining confidence, or promoting insecurity

brought on by straight jacketed advice. This has led in many cases to out - dated school

procedures, and to teaching which rarely moves beyond the mundane, the satisfactory,

the OK. It is middle of the road teaching, leading to middle of the road learning.

The newly formed Department for Education (DfE) appears to have recognised that

teachers can be trusted to know best how children learn. And most teachers are now

eager to shake off the restrictions of the recent past and move on to give children the

inspirational, the innovative teaching which will go on to shape their learning and their

lives.

Good teachers show a desire to develop and improve their practice, and constantly ask

the question, “How can I get better? How can I become outstanding in my work?” This

publication helps individual teachers to answer these questions, by unpicking each of

the elements of teaching, and by giving a range of strategies and guidance for

development and improvement.

This book assumes the full understanding that the mark of good teaching is the high

quality of learning and progress which children make, and so the concentration here is

on strategies to further develop the quality of teaching and thus improve children’s

learning, understanding, skills – and, ultimately, their progress.

This publication can be used by individual teachers, or whole groups of staff, in order to

stimulate thinking and discussion about the way we teach, and the ways in which

children learn.

Recognising that we all have similar concerns, issues and problems

creates a climate where genuine problem solving can take place.

Rogers 1996

HOW TO USE THIS BOOK

The High Way Code for Teachers, The BMW Model, uses a series of driving related

analogies as a thread throughout the book, and breaks down the practice of teaching

into its several component parts. The BMW Model for Good Teaching is explained in full

within the Introduction Section.

Throughout this publication you will see SIGNPOSTS, THE HIGHWAY CODE, THE HIGH

WAY MANUAL, THE TOOLBOX, TASKS, and REFLECTIONS.

SIGNPOSTS:

‘THE HIGHWAY CODE’ and ‘THE HIGH WAY MANUAL’:

Teaching is a highly complex operation, demanding high levels of skills, intuition,

understanding and perception. Driving, like teaching, also has its complexities. Driving

has its Highway Code, and this book suggests a High Way Manual for teachers, which can

be found on the following pages.

These sections give the background to each element of practice,

underpinning why it should be used, giving up to date advice and

guidance, and stimulating discussion.

Signposts are used throughout the book to give quotes

and insights from the world of education.

They are provided to stimulate reflection or give opportunities

for discussion and range from the humorous to the serious;

the trivial and the profound.

Where applicable, elements of ‘The Highway Code for Drivers’ is

replicated here, to give an analogy with aspects of teaching.

THE TOOL BOX:

TASKS:

REFLECTIONS:

The Toolbox suggests a range of strategies which can be used to develop good

practice in different aspects of teaching. Not all of them will be useful for all

classrooms or situations, but give a “dip in” menu of ideas to support

improvement.

Tasks give practical activities for teachers to do, to both ask and answer questions

raised in ‘The High Way Manual’. Tasks may also be used to promote reflection and

deeper consideration of certain issues.

From the Highway Code: Mirrors: All mirrors should be used effectively throughout your journey. You should

use your mirrors frequently so that you always know what is behind and to each side of

you. Be aware that mirrors do not cover all areas and there will be blind spots. You will

need to look round and check. Remember: Mirrors – Signal – Manoeuvre.

When using the reflection tool, remember that mirrors are used before a manoeuvre –

what action will you take following each reflection?

THE BMW MODEL ALL ABOUT ACHIEVEMENT

The word achievement has a slightly different connotation when used

about children’s learning than it does when used in everyday life.

Throughout this book, achievement will be linked to the very best

learning of which children are capable – linked to the quality of the

teaching which they are given.

Is achievement just about progress and attainment? Well, mostly, but it has to go much

further than this. Progress can be retrograde, but achievement can’t, for example. How

do we know if the progress which has been made is good enough? A high level of

attainment may not be high enough for some children, whilst a relatively low one for

others may represent very good progress.

Is achievement about potential? Yes, this is a good definition – but who can say that

they’ve actually reached their potential, as this tends to be an unassailable goal.

Potential is also about opportunity. If you’ve never been on a pair of skis you will never

know if you could have been a world class skier.

Is achievement about doing your best and reaching targets? Yes. But often this is like

beauty, and in the eye of the beholder only. My best might be the worst in some

people’s eyes. I might not give myself enough challenge – I need a teacher to do this

with me and for me.

Central to our purpose must be the improvement of the quality of

learning of the pupils and the level of their achievement.

Anon.

Is achievement linked to the quality of teaching? Yes. There is a very clear causative link

between good teaching, good learning, and high levels of achievement. Children’s

context can also be a very real barrier to learning, as national progress data indicates.

However, context should never be used as an excuse, or to justify underachievement.

So, achievement is making the very best progress possible, because teachers have

recognised any barriers to learning, and done their utmost to remove or to minimise

these. At the same time, progress is enhanced because of the very good quality of the

teaching.

Did you know?

Context is not just about socio economic elements. Children born in May, June, July

and August may be 18 years old before the gap narrows between them and their

peers.

On average in the primary school, it can take up to 5 years for children to recover

from one single year’s poor teaching.

In any one year, children spend only 11% of their lives actually in school – and that is

given 100% attendance. Every second counts!

Ofsted judges teaching (as observed in lessons, through work scrutiny and other

methods) against the progress which children make, and evaluates the quality in one of

four categories:

OUTSTANDING GOOD SATISFACTORY INADEQUATE

However useful this may be, the complexities of teaching can never be brought down to

the simplicity of one single judgement. This book assumes the clear link between

Our schools should be engines of social mobility, helping children

to overcome the accidents of birth and background to achieve

much more than they may ever have imagined ….

2010 White Paper

teaching and progress, but seeks to identify what teachers do, and how they do it, in

order to achieve the best outcomes possible.

THE BMW MODEL

The BMW model for teachers is used to support teachers in identifying

and building on their strengths, but also in the identification of less

strong areas.

Like all road users, we can travel on different forms of transport, as seen

on the following two pages.

If a doctor, lawyer, or dentist had 40 people in his office at one time, all

of whom had different needs, and some of whom didn't want to be

there and were causing trouble, and the doctor, lawyer, or dentist,

without assistance, had to treat them all with professional excellence

for nine months, then he might have some conception of the classroom

teacher's job.

Donald D. Quinn

Teaching is impossible. If we simply add together all that is expected of a

typical teacher … the sum makes greater demands

than any individual can possibly fulfil.

Lee Shulman, Stanford University.

REFLECTION:

Everyone has been to school. Therefore, everyone knows what school is like. Therefore,

in theory, everyone knows how to teach, from their own experience. What was my own

experience of teaching, and how has this shaped my current practice?

We will leave the full analogies to you!

Text missing in sample THE BMW MODEL FOR GOOD TEACHING

The BMW Model works on a hierarchy of the underlying concepts and practices of

teaching:

is for BELIEFS

Motivation Relationships Class climate Expectations Responsibility and accountability

The essential beliefs which all professional teachers uphold.

is for MANAGEMENT OF LEARNING

Management of routines Overarching objectives to give a focus on learning Clarity in teaching Use of space and time Attention and discipline Momentum

The way that the class is actually run, and on what good teaching depends

Is for WORK SMART

Planning builds on assessment of need Learning Focus Design of learning tasks Planning of assessment foci Evaluation of learning

Planning and Assessment

If we did the things we are capable of doing,

we would literally astound ourselves.

Thomas Edison

REFLECTION:

Am I achieving to my potential?

Where do my main strengths lie?

What do I most contribute to the school?

How much do I want to develop? Who is in control of my development? Have I the

energy to develop? Do I believe I can develop?

Using the matrices from the previous pages, what one thing could I change, to

move my teaching forwards?

BELIEFS INTRODUCTION

The Essential Beliefs are the engine of the car, everything a teacher is

rather than everything a teacher does; the better the engine, the

stronger the beliefs, the more inspirational will be the teaching.

Teaching is a vocation, and a profession, rather than simply being a job. It can also be

seen as a craft, with the emotional elements of creativity. The Essential Beliefs are about

“gut feelings” and the innate ability of the best teachers – the inspirational aspects of

teaching. It is important to take special care that we maintain these Essential Beliefs in

the light of DFE changes and other external pressures.

Consider Schein’s Organisational Culture:

SEE: We let others see what our beliefs are. We wear our heart on our sleeves, and

make sure that our ethos is seen in the classroom. But do we do this in every day

practice?

SAY: We say, or state, what our beliefs are. We might be vocal in the staff room or in

staff meetings. We have strong opinions, and let others know these.

Whenever feasible, pick your team on character, not skill.

You can teach skills, you can’t teach character.

Sir Ranulph Fiennes

Vehicle Maintenance: Take special care that the mechanical

elements of the car are all working. Do not let the engine

overheat. If your vehicle breaks down, think first of all other road

users and get your vehicle off the road if possible.

DO: We action our beliefs, because they are real and innate, and part of our everyday

working life.

ESSENTIAL BELIEFS: I have Great Expectations

I have great expectations: of the children and of myself.

Expect more …. And you will get more. Children’s learning grows

exponentially – it snowballs, so that the more children learn, the more

they are able to learn.

Expectations are double edged swords – raising or lowering outcomes according to

whether expectations are positive or negative. In other words, our expectations shape

the learning experience of the children in our class in very powerful ways. Many areas of

research have found that just stating an expectation results in better progress and in

transformation of both learning and behaviour - children will achieve what is expected

of them … either positively or negatively.

High expectations are important for everyone – for those who are unwilling to have a

go, but also for the more able children. Expecting children to perform well should

The task of the excellent teacher is to stimulate

"apparently ordinary" people to unusual effort.

The tough problem is not in identifying winners:

it is in making winners out of ordinary people.

K. Patricia Cross

No stopping at any time!

A priority road!

become a self fulfilling prophecy which encourages all – including the teacher – to give

of themselves.

CHANGING LANE

MIRRORS: How well did this section help you to focus your thoughts and relate to

your beliefs about you as a teacher, your skills, and your future development? What

aspects have you been able to put into your practice? What has been the biggest

challenge? What remains the biggest challenge now? How would it feel if you met that

challenge?

SIGNAL: What is a possible solution to the challenge you face? Be absolutely clear

about what you want to do, and when you want to do it. If necessary, make sure that

other people are aware that you are about to change direction!

There is nothing more difficult to carry out,

nor more doubtful of success, nor more dangerous to handle,

than to initiate a new order of things …

Machiavelli 1513

Before moving off you should:

use all mirrors to check the road is clear look round to check the blind spots (the areas you are unable to

see in the mirrors) signal if necessary before moving out look round for a final check

Move off only when it is safe to do so.

MANOUVRE: What strategies or systems will you now begin to modify? Use a Road

Map to find your way to the best solutions for you and your children.

THE ROAD MAP [this tool can be used at the end of each section]

Determine the very best ways in which you can improve and develop your current

practice by writing a Road Map Action Plan in order to help you to further.

IDENTIFY any potential Potholes on the way … and how you might begin to overcome

these.

LOOK OUT FOR any signs that you are beginning to move towards your destination.

Text missing in sample

PROCEDURAL: Clerking

Clerking is sometimes the “day to day living that wears you out” - see

the Signpost Quote above. It’s about keeping up to date with records,

assessments, and all other paperwork involved in our role. Some

people see this as “extra” to the job, just another interruption in our

classroom lives … however, keeping up with the procedural is never just a hoop to jump

through – it is a vital aspect of our job.

Let’s start with knowing as much as we can about the children in our class; if we have an

accurate understanding of each child’s context (this will mean good management) then

we can identify any barriers to their learning and progress, use a range of strategies to

minimise these barriers, and plan at the right pitch in order to raise progress.

Tyre pressures. Check weekly. Do this before your journey, when

tyres are cold. Warm or hot tyres may give a misleading reading.

Any idiot can face a crisis.

It’s day to day living that wears you out.

Chekhov

TOOL BOX:

Keep a schedule at the front of your work diary to alert you for deadline dates,

Text missing in sample

TASK:

Text Missing from sample

OPERATIONAL: Present the information.

As someone once said, babies and the post are delivered – lessons are

not! Teaching is more than the mere conveyance of information, and the

didactic elements of teacher talk, but is also about constant vigilance on

the learning and progress of the children.

This means that teachers need to adapt the style of teaching where necessary, and tailor

the teaching to cater for diversity, and specific needs and abilities. For example, some

classes or groups of children will be able to sit for longer periods of time and enjoy

listening. Others may need to move around more frequently, meaning that your

teaching should be in shorter bursts, interspersed with learning tasks. Some will enjoy

whole class discussions, others need more time in reflection. Some children will be visual

learners, others need more kinaesthetic learning – intersperse your teaching with

showing, modelling and doing, to allow for these different needs.

Sometimes you must take the diversion

Avoid “The Highwayman” approach to teaching …. Don’t ‘Stand and Deliver’!

Liz Greensides, 2011

TOOL BOX:

Throughout the direct teaching element of each lesson – whether that’s in one burst,

Text missing from sample

TASK:

Text missing from sample

REFLECTION:

How often do I present learning in exciting, unusual or unexpected ways?

Is this related to the frequency of lesson observations, or part of my own

professional belief and pedagogy?

WORK SMART INTRODUCTION: PLANNING AND ASSESSMENT

Planning seems to be the greatest burden for many teachers – and yet it

should be the biggest support, and actually save time, rather than cost

it. Keep planning short, smart and simple – but well thought out and

practical; in other words, Work Smart.

This chapter covers each of the elements of planning and assessment to support the

actual practice of teaching. Throughout the section, a learning session (lesson) will be

planned, with explanations given for each stage of the planning, and how it can be used

for formative, summative and qualitative assessment.

The format of the planning shown here is not important. Rather, it is essential to ensure

that your planning includes each element of this chapter, and that you get the best use

out of the work that you put in.

Planning for teaching should go much further than merely planning for lessons. Instead,

it should look at the needs of each child and the class, consider their ongoing needs, and

how these can be met in short steps along the way. In this way sequences of work can

be built together to make progressively challenging demands. Planning should be both

If we fail to prepare, we are preparing to fail.

Benjamin Franklin

Large vehicles can block your view. Your ability to see and to plan

ahead will be improved if you pull back to increase your separation

distance.

reactive and proactive – reacting to the needs and interests of the children, and gaps in

their learning and development, but also making considered decisions for further

progress, deciding where to focus resources and teaching.

What can go wrong in planning?

Vague, confused, undifferentiated and sometimes unrealistic or inappropriate

learning objectives

Lack of attention to the outcomes of assessment Little match of objectives to teaching methods, activities and resources

Insufficient planning for assessment

PLANNING: DIFFERENTIATE THE LEARNING

In this model of planning we have used a very broad learning objective,

and in many senses this could be used with any age group, from early

years right through to much older children in secondary education. It is

vitally important, however, to pitch them lesson at the right level of

challenge for all the children, to ensure that they can all succeed, and will all be

encouraged to do their best.

The next stage is to get the pitch of the lesson right, with enough support and challenge

for all children. Look at this excerpt of planning, which shows the levels at which children

will be expected to learn, and against which the assessments will be made:

Don’t label me. I’m unique, just like everyone else.

Anon

Hot weather. Keep your vehicle well ventilated to avoid drowsiness. Be

aware that the road surface may become soft or if it rains after a dry

spell it may become slippery. These conditions could affect your steering

and braking. If you are dazzled by bright sunlight, slow down and if necessary stop.

BIBLIOGRAPHY References

Bamburg, Jerry D. 1994. Raising expectations to improve student learning. ERIC

document ED 378 290.

Brophy, Jere. 1986. On motivating students. ERIC document ED 276 724. (cited in

Lumsden, 1997).

Encyclopedia of Educational Research. 1992. Sixth Edition. Marvin C. Alkin, editor. New

York: Macmillan.

Lumsden, Linda. 1997. Expectations for students. ERIC document ED 409 609.

Schilling, Karen Maitland and Karl L. Schilling 1999. Increasing expectations for student

effort. About Campus, 4:2.

Tauber, Robert T. 1998. Good or bad, what teachers expect from students they generally

get! ERIC document ED 426 985.

Additional background information gathered from Handbook of Research on Teaching,

third edition, 1986, published by Macmillan (a project of the American Educational

Research Association—AERA).

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