To monitor periods of transition in your own teaching

Aim

To monitor periods of transition in your own teaching.

Evidence and reflection

Consider a transition phase in your own teaching in the light of the following questions.

• Did you give an early warning of the transition?
• Did you give clear instructions for leaving existing activities?
• Did you give the students clear instructions for the transition and for any movement that was necessary?
• Did you arouse the students’ interest in the next phase?

Extension

Reviewing your performance as a whole, what are the major points for improvement? Do you see these as technical, as personal, or as associated with other factors? What might you try next time?

More in this chapter

• To understand student behaviour in our classroom circumstances
• To explore and understand a school's policies and practices with regard to behaviour management
• To review the repertoire of strategies for managing behaviour which we typically use
• To consider strategies appropriate to managing different behavioural challenges
• To investigate one's classroom management skills
• To pre-empt general misbehaviour and to reduce incidents of inappropriate behaviour
• To evaluate the beginning of a session and to consider areas for improvement
• To review the end of a session and identify areas for improvement
• To monitor responses to a classroom crisis
• To consider your view of disruptive behaviour
• To record incidents of ongoing 'problem' behaviour
• To analyse and reflect on your management of specific behaviour
• To consider the range of sanctions operating in your school
• To reflect on classroom management and discipline