NQT

Activities for developing skills

jlee — Sat, 30 Aug 2008 10:19:57 +0100

Each article includes some pointers for identifying children who may have difficulties in the specific area. The list of activities then follows. Suggestions for using games, group activities, stories and songs are all included. They will be particularly useful to SENCOs.

New team at the Department for Education

scameron — Thu, 12 Aug 2010 15:19:02 +0100

The Tory MP Nick Gibb has taken over the job he previously shadowed to become Minister of State for Schools.

A quick roundup of the main political parties’ school manifesto points

scameron — Thu, 22 Apr 2010 12:58:34 +0100

With the 2010 general election looming, if you want to know more about what the main political parties want to do with education should they get the chance, this information sheet excavates the relevant sections of their manifestos for an at-a-glance guide.

Classroom ideas: studying Darwin

scameron — Wed, 29 Jul 2009 15:51:05 +0100

HMS Beagle
One such expedition was a planned voyage by HMS Beagle to map the coastline of South America, and Darwin managed to get himself a recommendation to sail on the Beagle as naturalist. The Beagle set sail on 27 December 1831 on a voyage that would last five years and write Charles Darwin’s name into the history books.

Introducing the MTL

scameron — Wed, 15 Jul 2009 14:59:10 +0100

You learn something every day if you pay attention.
Ray LeBlond

As the Masters in Teaching and Learning (MTL) gets introduced for new teachers in the North West and to new teachers appointed to National Challenge schools (and other schools in challenging circumstances) in the rest of the country in the academic year 2009-10, we asked Neill Harris, MTL lead for the North West and TDA regional adviser, to tell us more.

CPD Week: Why was the MTL developed?

Don’t take students' comments personally

scameron — Tue, 09 Jun 2009 10:31:00 +0100

From time to time situations develop or comments are made which seem to touch a nerve. However, an emotional response is not your best course of action. Many pupils who are described as ‘difficult’ or ‘challenging’ spend a great deal of time working out the best buttons to press to promote the emotional response, and some pupils may just hit on it at random. The danger is not necessarily the challenging pupil, but how you manage your response.

Working cooperatively: educational professionals in the classroom

scameron — Tue, 19 May 2009 09:59:41 +0100

A confusing wave of acronyms has now entered the classroom. Pupils are presented with an array of professionals in the school environment on a daily basis. Teaching assistants (TAs), learning support assistants (LSAs), specialist teaching assistants (STAs), behaviour support assistants (BSAs) and higher level teaching assistants (HLTAs) are just a few of the ‘extra’ adults now working with individual pupils or as general support in today’s classrooms.

Supporting slow learners

scameron — Mon, 30 Mar 2009 11:17:24 +0100

Support for SENCOs
There are significant numbers of children in mainstream schools who have difficulties with all sorts of learning. Sometimes referred to as having ‘general’ or ‘global’ learning difficulties, these pupils may also be categorised as having moderate learning difficulties (MLD). They have much greater difficulty than their peers in acquiring basic skills and understanding new concepts and their attainments will be significantly below the expected levels in most subjects, despite having been given appropriate support.

Tips for pupils on how to manage their feelings

scameron — Tue, 17 Mar 2009 11:58:55 +0000

It can be easy to become angry; it is a normal human emotion. Many pupils (and staff) are all too familiar with the early warning signs of such an emotion. Recognising both the physical and emotional clues that denote strong feelings is clearly an important stage in being able to appropriately manage those feelings. But to be angry for the right reasons, with the right person, at the right time and in an appropriate manner, is much more difficult.

CPD in the classroom - the Teachers Learning Academy (TLA)

scameron — Tue, 17 Mar 2009 11:05:39 +0000

That is what learning is. You suddenly understand something you’ve understood all your life, but in a new way.
Doris Lessing

Sara Morgan, Head of Professional Learning at the GTCE gives us the lowdown on the TLA.

Troubleshooting problems with students' teamwork

scameron — Tue, 24 Feb 2009 16:22:45 +0000

When teams fail, it is almost always for one of two reasons: the students don't want to work together, or they don't know how to work together – they lack either the will or the skill to cooperate as a team. This week, we will focus on team-building strategies that can be used to help learners develop the will to work together during the lifespan of a team.

Improve behaviour with better personal time management

scameron — Mon, 23 Feb 2009 11:19:51 +0000

If you have tried any behaviour tracking or screening of the teaching and learning environments, you will no doubt have noticed a range of issues which need attention. Your behaviour tracking information should have helped you to identify not just who is regularly involved, but also when and where. Lesson changes, first thing in the morning and straight after lunch-break, are often key times for difficulties to arise.

Off the Premises Handbook

scameron — Thu, 19 Feb 2009 11:48:04 +0000

Written by Caroline Stagg, Anthony Thomas, Peter Smith and Chris Warn

The Off the Premises Handbook is a comprehensive and practical resource to ensure you have the confidence to plan, prepare, implement and evaluate off-site visits which will support learning and enrich your relationships with students, with the full support of national, local and school policies.

Checklist for NQT induction

scameron — Fri, 06 Feb 2009 15:22:47 +0000

It’s a make or break year for newly qualified teachers but just how effective are schools at delivering quality induction to every new entrant to the profession? As schools continue to evolve their personal and professional development practices, induction seems to be getting an overhaul, which is great news for the profession as a whole. Yet there’s still work to be done to ensure that individual NQTs receive the kind of targeted and consistently supportive induction that will see them launch into their careers with confidence and skill.

Language for developing team work in young learners

scameron — Wed, 04 Feb 2009 11:52:28 +0000

The Thinking Together Project

A team at the Open University, led by Professor Neil Mercer (now of Cambridge University), began investigating the nature and value of children's collaborative talk in the late 1980s. The early research focused on talk during computer-based problem solving, but talk in other activities across several subjects including mathematics, science, English, citizenship, design and technology and geography has since also been studied.

Advice on how to use necessary force with a pupil

scameron — Wed, 28 Jan 2009 15:28:29 +0000

Deciding how to use force

Passive intervention
If attempts to avoid the use of force or avert a difficult situation have failed, then the teacher or staff member may wish to attempt a passive intervention. For example, if two younger pupils are fighting, it may be that simply stepping between them will be enough to bring the situation to a halt.

Strategies for developing team work in young learners

scameron — Tue, 27 Jan 2009 10:16:25 +0000

This week we will look at strategies that can help young learners to start thinking and talking about the concept of 'team work'. As in previous bulletins, these strategies will help to make the ‘invisible’ qualities and skills associated with thinking and learning, both ‘visible’ and learnable. They are designed to help staff and students develop a common understanding of what the different PTLS skills and competencies mean, and a common language for exploring their value both in school and in every day life.

A ‘Fresh Start’ to your behaviour management approach

scameron — Tue, 13 Jan 2009 09:53:27 +0000

It would be very easy, especially at this time of year, and with the title ‘Fresh Start,’ to turn this ezine into another article on New Year resolutions that seem to be littering the papers and glossy magazines at present. But regardless of the time of year, ‘fresh start’ is a powerful component of any behaviour management strategy. Holding grudges, allowing problems to continue unresolved and failing to repair relationships can all have adverse effects on your ability to respond appropriately and to manage your own emotions.

A new start for those with BESD

scameron — Mon, 12 Jan 2009 09:29:02 +0000

The BESD (behavioural, emotional and social development) category as described by the CoP includes children and young people ‘who demonstrate features of emotional and behavioural difficulties, who are withdrawn and isolated, disruptive and disturbing, hyperactive and lack concentration; those with immature social skills; and those presenting challenging behaviours arising from other complex needs.’

Dealing with SEBD: positive handling

scameron — Fri, 09 Jan 2009 11:49:42 +0000

Many people’s mental picture of a school for children with social, emotional and behavioural difficulties will include an image of children – mainly boys – involved in regular outbursts of physical aggression towards adults and pupils. This often leads to the regular use of physical restraint. This was the reality at The Willows School. Over the past two years, however, violence has decreased dramatically, and there has been an increase in positive relationships and behaviour between children, and towards adults.

Learning about climate change: lesson ideas

scameron — Fri, 09 Jan 2009 11:25:12 +0000

The government recently announced a package of measures designed to revitalise geography in schools. During secondary education, interest in geography is declining – and it is an important area of study. While many of the government’s initiatives are designed for the KS3+ classroom, there is no reason why some ‘real-world’ geography issues cannot be introduced in the KS2 classroom.

What is climate change?

Self-harm at primary schools: what you can do

scameron — Wed, 07 Jan 2009 15:21:36 +0000

Depending on the size and demographics of your school, you may encounter very few or several pupils who engage in deliberate self-harm (DSH) as a coping strategy and, less frequently, children who become so desperate that they consider or even attempt to take their own lives when life appears intolerable to them. Generally the role of schools needs to be considered within the comprehensive child and adolescent mental health services (CAMHS).

When can you use force to control and restrain a pupil?

scameron — Thu, 11 Dec 2008 10:36:27 +0000

THE DCSF introduced updated guidance in November 2007 on the use of force to control or restrain pupils. This guidance replaces DFES Circular 10/98. The guidance applies to all schools in England and Wales.

Student happiness resource: what works well for them?

scameron — Tue, 09 Dec 2008 16:01:39 +0000

It invites students to assess what works well for them in school by beginning a Happiness Log with a Happiness Diary and a number of activities, and includes templates that are ready to print out and use.

Written by Ruth MacConville

Education employment law: statutory leave and pay entitlements

scameron — Fri, 05 Dec 2008 16:02:10 +0000

One of the defining features of the last 11 years of New Labour government has been its apparent commitment to, and promotion of, measures designed to encourage a work-life balance and to facilitate what is termed a family friendly working environment.

‘Good’ employers, therefore, have taken the view that the remuneration and benefits package should in some way exceed the statutory minimum requirements in terms of leave and pay.

Your positive moments in behaviour management

scameron — Wed, 03 Dec 2008 16:19:52 +0000

“At our school I have many positive experiences every day, every week so it was hard to pick one. I am in charge of Behaviour and Attendance so lots of pupils come to me when in trouble of some sort and if I ask to see a pupil for any reason they always assume they are in trouble!!! Sometimes I just want their help! I was asked to go on a Year 6 residential trip in June for 5 days to keep an eye on one of our special needs pupils. I am their Year Leader too.

Exploring subject-specific enquiry skills

scameron — Mon, 01 Dec 2008 16:25:45 +0000

This e-bulletin concludes our in-depth focus on developing ‘independent enquirers’ – the first of the six areas of the QCA’s Personal, Learning and Thinking Skills framework. The thinking tools and strategies shared in recent issues have all related to the different stages of a generic model of enquiry. (See the Enquiry Wheel).

SEAL activities to promote emotional health and wellbeing

scameron — Mon, 24 Nov 2008 16:11:42 +0000

The activities explore perceptions of happiness, encourage new friendships and groupwork, explore prejudices and challenge stereotyping.

Written by Belinda Heaven

Using the 3 Reminder Rule to encourage compliance

scameron — Mon, 24 Nov 2008 10:17:41 +0000

Looking back over various initiatives and techniques related to managing behaviour, it is easy to see how some pupils will find it difficult to follow the rules and why others are on a mission to challenge them. The following rules or directions may seem like perfectly acceptable and appropriate expectations, but for many pupils it is only the starting point of negotiation, argument, frustration and possible confrontation:

Investigating decision making as an integral part of enquiry

scameron — Tue, 18 Nov 2008 13:59:54 +0000

The model of enquiry shared previously – the Enquiry Wheel – shows the main stages of a generic enquiry process together with related ‘thinking tools’ to support each stage. These thinking tools can be used in practical, structured activities that help make the skills of enquiry ‘visible’ and explicit to students.

Sound control in the classroom

scameron — Tue, 11 Nov 2008 09:40:55 +0000

Excessive noise in the teaching and learning environment can not only indicate off-task behaviour and be terribly distracting, but it can also cause tempers to fray and confrontation to escalate.

Voice control and managing behaviour

scameron — Tue, 04 Nov 2008 09:35:22 +0000

Some readers will remember the frustration of a having a sore throat and perhaps even a loss of voice during the first half term of their teaching career; other readers will be experiencing the problem right now! Teachers should try to remember that when managing the behaviour of the pupils in your teaching groups, non-verbal skills are important.

Implementing positive psychology

scameron — Thu, 30 Oct 2008 15:37:07 +0000

The classroom is a microcosm of the school. It needs to be a positive, challenging, safe place where mistakes are regarded as normal, laughter is frequent, and people focus naturally on strengths in themselves and others.

Strengths
Strengths are capacities to think, feel and behave in certain ways. They represent what is best about us. When we use our strengths, we are energised, sparkle and soar. We achieve the highest goals of which we are capable:

Behaviour, manners and society: what schools can do

scameron — Wed, 29 Oct 2008 12:50:29 +0000

It is one of the core purposes of education to support social standards for the benefit of society at large. Although this poses some real difficulties in a plural society, I believe – optimist that I am – that there is still much that schools can achieve in this area.

Masters in teaching and learning (MTL): what you need to know

scameron — Wed, 29 Oct 2008 12:13:53 +0000

There is little difference in people, but that little difference makes a big difference. That little difference is attitude. The big difference is whether it is positive or negative.
W Clement Stone

CPD through teacher enquiry and research

scameron — Tue, 28 Oct 2008 15:22:38 +0000

Why should teachers use and engage in research activity? With all the workforce pressures on teachers, is such involvement an indulgence they can ill afford? In fact, there is an increasing body of literature and school practice which indicates quite the contrary. Rather than being an effete activity which diverts energies from the school’s core business, school-based enquiry and research are now being seen to make an important contribution to self-evaluation, improvement and the professional learning of staff.

The value of multi-agency working

scameron — Mon, 27 Oct 2008 11:21:39 +0000

One Friday night…

Enquiry tools for organising and making sense of information

scameron — Tue, 21 Oct 2008 10:55:34 +0100

The model of enquiry shared previously – the Enquiry Wheel – shows the main stages of a generic enquiry process as well as linking them to related ‘thinking tools’ to support each stage. These thinking tools can be used as practical, structured activities that help make the skills of enquiry ‘visible’ and explicit to students.

Starting lessons on a positive note

scameron — Tue, 14 Oct 2008 12:03:50 +0100

Picture the scene:

It is first thing in the morning (or straight after the lunch break). You have had a dozen things to sort out, messages to deal with, and it is now the start of the lesson. As you approach your room you can hear the pupils already in the room and they are most certainly not ‘on task’.

Revisit your behaviour strategies

scameron — Tue, 07 Oct 2008 12:04:43 +0100

We are now several weeks into the new school year. Without wishing to depress too many readers, it is true to say that holiday destinations and the summer break are now just a fading memory. Most of the pupils who made the transition into a new school in September have now ‘found their feet’ and their feelings of trepidation have, in many cases, turned into familiarity. The pupils and staff who did not change schools were nevertheless faced with all the challenges brought by the new term, but they have also settled into the routine of school life.

Enquiry tools for promoting emotional engagement and ownership

scameron — Tue, 07 Oct 2008 10:31:26 +0100

Previously, we have looked at resources and practical activities to help students develop their own understanding of what enquiry is and how it might be structured.

Managing challenging behaviour with CPD

scameron — Fri, 03 Oct 2008 10:21:00 +0100

If there’s one aspect of school life most likely to challenge us, it has to be behaviour management. The very fact that great teaching is all about relationships means there is no magic formula for transforming poor behaviour. Every school is different and every dynamic between pupil and adult is unique. While it would be great to advocate personalised, one-to-one coaching for staff and schools facing behaviour management issues, the reality of budgets is such that this isn’t going to happen.

Successful individual behaviour plans

scameron — Wed, 01 Oct 2008 09:28:31 +0100

Although the title of this article refers to ‘individual behaviour plans’, it should be noted that these same plans might have different labels in your school or service:

Leadership development

scameron — Wed, 24 Sep 2008 11:39:51 +0100

Dig a well before you are thirsty.
Chinese proverb

Introduction
The ‘baby boomer’ generation of teachers (those born in the fifties) are retiring, and their offices in schools are being left empty; that’s the message of the latest annual digest of statistics from the General Teaching Council for England (GTCE). So what are we to do about a profession whose age profile is falling ever downwards? This week we take a look at some home-grown solutions.

Developing independent enquirers: how to structure enquiry

scameron — Tue, 23 Sep 2008 10:00:29 +0100

If students are to become increasingly independent in, and empowered by, their enquiry work, you will need to make the way knowledge is constructed – the process of enquiry – the focus of classroom activity and dialogue. This may be unfamiliar territory for some students, constrained as many have been by a National Curriculum and testing regime that has seemed to promote a ‘banking’ view of knowledge in which knowledge is ‘deposited’ in students’ minds. Many have learned to passively consume what they are taught – the products of o

Engaging Parents Toolkit

scameron — Mon, 22 Sep 2008 15:19:31 +0100

Written by Julie McGrane

Getting you started on building relationships with parents

The Engaging Parents Toolkit is designed to help you start conversations with the parents of your students and your staff to make a difference to pupil attainment. The toolkit comes in 5 sections which are specifically designed to help you engage with parents in a way that will have a positive impact on students. The sections cover areas such as:

The role of ICT in CPD

scameron — Thu, 18 Sep 2008 13:33:03 +0100

Continuing professional development (CPD) among teachers is seen as something of a buzzword between education professionals, but what is it and are we doing it? Becta established that CPD refers to the process by which teachers acquire and develop the skills and knowledge to become effective in the classroom (Becta, 2004). Teachers are aware that developing their own knowledge, understanding and practice helps in both their learning and their teaching. Therefore, it is common sense that CPD leads to better teachers.

Lessons on China

scameron — Thu, 18 Sep 2008 12:44:45 +0100

With the Olympic flame already making its momentous journey through the world, eyes are now turning towards Beijing in China for this year’s Olympic Games. Newspapers, television news reports and magazines are full of information on the games and China – and with all this stimuli flying about now is the perfect time to look at the topic of China as a source of cross-curricular teaching and learning. Many curriculum subjects can be incorporated into a study of China, with a study of Chinese history and geography offering a wealth of inspiring lesson ideas.

How can we make science more exciting?

scameron — Thu, 18 Sep 2008 12:16:10 +0100

Government ministers are currently demanding that science must be made more engaging and exciting for primary school pupils. As if teachers have been deliberately trying to bore children in science lessons for the last 20 years! In announcing funding of £140 million over three years to further develop both mathematics and science, schools minister Jim Knight says that he wants to see lessons that are lively with more ‘flash bang’ excitement to bring subjects to life whilst maintaining academic rigour. ‘I want more science in action in the classroom,’ he says.

Supporting students with complex needs

scameron — Thu, 18 Sep 2008 12:04:16 +0100

St Nicholas School in Canterbury caters for students with profound, severe and complex needs. The therapy team at the school has grown over the last 10 years but our accommodation has not! This has provided an opportunity for joint working. So often we have found ourselves puzzling about how best to support a child only to discover another member of the team just inches away wondering about their role with the same child. Clearly, the way forward was to work together as closely in thought and deed as we were in physical proximity!