I will readily admit to anyone that I love (no, sorry LOVE) my job. It excites and enthuses me almost as much as a cup of tea does!! It is for that reason I find myself in June planning for my September lessons. I want to make them better than this year, because I have learned so very much thanks to the wonderful educational professionals I surround myself with both at work, at home, and online. Throughout some of my research this year, and thanks to Osiris Educational for their wonderful book, I have decided my initial lessons this year will be a prefix to building good, solid relationships with my classes. Don't get me wrong it has been noted as one of my strengths this year, however I am changing role next year and I think relationships will be even more important. So, herewith are some thoughts, ideas and ponderings over how I can ensure my class relationships are top notch!
Behaviour contract
I had done this in the past, but wanted to re-post as I think this is one of the most valuable relationship tools I use at the start of the year.
I start off not calling it a behaviour contract, in fact that is probably the wrong term entirely...Expectation Contract would suit better. I ask students first of all their expectations of me as a teacher. This goes on one side of the 'contract'. We then discuss expectations of each other. Class agree 'rules' and therefore are more inclined to follow them as they are self-initiated. I feel as well that asking them to set me 'rules' first, (which I sign and agree to...if appropriate!) allows students to know from the offset that that is how I teach; hopefully in a fair way, open to student input. After all...they are not MY lessons...they belong to the students!!
Interest Index Cards
(stolen from Osiris Educational, Engaging Learners. Fantastic book!)
I do always ensure I speak to my students about their interests. This time I am going to issue my classes with index cards with a set of questions on. I can keep these in an index card box, organised by class so that if, and inevitably when, I come across a student who is disruptive/negative/lacks motivation I can refer back to these cards from the beginning of the year to strike up meaningful and genuine conversation to hopefully let the student know I care.
I will be researching more on this topic...so I'm sure there will be more to follow!
Saturday 22 June 2013
Friday 14 June 2013
Creative Teaching Idea #3..Website hacking (breakfast, strong, splish of milk)
Making learning relevant to learners is a great way to engage and motivate them. One way I have done this is through 'hacking' websites. By 'hacking' what I really mean is temporarily changing the content of a website (any website) to suit your needs. This is not illegal as the changes made are not permanent and only appear on your computer. You will need to print screen the website after you have changed the content to then paste into your presentation to keep for future uses.
What is it?
Changing content of websites to suit your lesson.
How does it work?
Go to the page you want to hack and wait for it to be load fully. If you do it before, it will only edit what has already loaded. Delete the web address in the URL bar and copy and paste this code into the url bar:
javascript: document.body.contentEditable = 'true'; document.designMode = 'on'; void 0
Hit Enter. If it has worked you will now be able to alter the content of this website.
What can I use it for?
Starters, Plenaries, Student research...and a great deal more!!
What is it?
Changing content of websites to suit your lesson.
How does it work?
Go to the page you want to hack and wait for it to be load fully. If you do it before, it will only edit what has already loaded. Delete the web address in the URL bar and copy and paste this code into the url bar:
javascript: document.body.contentEditable = 'true'; document.designMode = 'on'; void 0
Hit Enter. If it has worked you will now be able to alter the content of this website.
What can I use it for?
Starters, Plenaries, Student research...and a great deal more!!
Tuesday 11 June 2013
Creative Teaching idea #2...(PG tips)
Loyalty Cards
You know those annoying little pieces of card that inevitably end up crumpled, dog-eared or forgotten about until you end up with a pile that Everest would be proud of? OK I am exaggerating, a touch. Forgive me. My computer has simply not been my friend tonight.
The psychology behind said loyalty cards is quite simply to motivate customers to return. Very often customers may get a 'bonus' stamper when they first get a card..which makes the customer happy, but more to the point- makes them feel like they have achieved something already. There is tangible, visible evidence that they are nearly, very almost (well...23 coffees away) from getting a shot of something peculiar and strong (always strong) and fresh (oh yes we don't sell anything not-fresh here you know) for FREE! And as you may well know or have guessed, customers like the word FREE. It feels good. So, they are motivated to come back again and use their card and hey presto, customer is happy and retailer is happy.
Apply this vague theory to teaching. Loyalty cards are given out at the start of the lesson. Instead of nonsensical squiggles which are stamped on top of however, there are tasks linked to your lesson. There is a task on there which is easy, which can be achieved simply and quickly. The student completes it, gets their card stamped et voila...the same sense of motivation is achieved. They are now wanting to reach that end point...the first stamp was so easy to get...they now believe they can achieve the rest of the tasks on said loyalty card to continue on their learning journey.
A simple little way to add a bit of creativity in rewarding students whilst motivating them at the same time.
I will not take credit for this idea, I found it in a book (will find out the name). I will also not take credit for any sarcasm within my post today. I blame that entirely on my computer who has refused to do anything I have asked it to this evening, and on my cat who is in a strop with me because I would not talk to him.
You know those annoying little pieces of card that inevitably end up crumpled, dog-eared or forgotten about until you end up with a pile that Everest would be proud of? OK I am exaggerating, a touch. Forgive me. My computer has simply not been my friend tonight.
The psychology behind said loyalty cards is quite simply to motivate customers to return. Very often customers may get a 'bonus' stamper when they first get a card..which makes the customer happy, but more to the point- makes them feel like they have achieved something already. There is tangible, visible evidence that they are nearly, very almost (well...23 coffees away) from getting a shot of something peculiar and strong (always strong) and fresh (oh yes we don't sell anything not-fresh here you know) for FREE! And as you may well know or have guessed, customers like the word FREE. It feels good. So, they are motivated to come back again and use their card and hey presto, customer is happy and retailer is happy.
Apply this vague theory to teaching. Loyalty cards are given out at the start of the lesson. Instead of nonsensical squiggles which are stamped on top of however, there are tasks linked to your lesson. There is a task on there which is easy, which can be achieved simply and quickly. The student completes it, gets their card stamped et voila...the same sense of motivation is achieved. They are now wanting to reach that end point...the first stamp was so easy to get...they now believe they can achieve the rest of the tasks on said loyalty card to continue on their learning journey.
A simple little way to add a bit of creativity in rewarding students whilst motivating them at the same time.
I will not take credit for this idea, I found it in a book (will find out the name). I will also not take credit for any sarcasm within my post today. I blame that entirely on my computer who has refused to do anything I have asked it to this evening, and on my cat who is in a strop with me because I would not talk to him.
Sunday 9 June 2013
Getting technology into your lesson...(Decaf, strong, in my favourite mug)
Following on from my research and the INSET I delivered there are a couple of ideas I would like to share with you to enhance creativity within the classroom. I will share them as individual blogs for ease of finding. Happy creativity!!
1. QR codes.
What is it?
A code that looks like the above.
How does it work?
Scan with a smartphone et voila..up comes the picture/text/URL/voice message that was hidden in the code.
Use a QR code generator to convert your picture/text/URL/voice message into a code.
Use Croak it (also available as an app) to convert audio clips into a QR code.
How could I use it?
Bell work-leave a code on the door for students to do in preparation for your lesson.
Independent help sheets differentiated depending on the help required.
Treasure hunt.
Revision.
1. QR codes.
What is it?
A code that looks like the above.
How does it work?
Scan with a smartphone et voila..up comes the picture/text/URL/voice message that was hidden in the code.
Use a QR code generator to convert your picture/text/URL/voice message into a code.
Use Croak it (also available as an app) to convert audio clips into a QR code.
How could I use it?
Bell work-leave a code on the door for students to do in preparation for your lesson.
Independent help sheets differentiated depending on the help required.
Treasure hunt.
Revision.
Saturday 1 June 2013
Creative Teaching isn't that creative at all... (Green, Hot)
Well, hello. I am blogging at 8.15 on the last Saturday night of half term having spent the majority of my day planning. Not a whole batch of planning, but for one specific lesson. I have not spent this long planning a lesson since my training. Now, the reason I have spent this long is because I was trying to make use of the research I have gathered over the last week on Creative Teaching in this lesson. So this has involved ideas that I have tried before, but new ones too. My findings? My lesson probably (hopefully) is full of creative strategies, but the very essence of what is there is no different to a normal lesson I would deliver. It has just been prettified; instead of powerpoint I have used prezzi. Instead of me talking, they scan QR codes to hear the dulcet tones of my voice. Instead of verbal plenaries, they will be tweeting me. (More on that later). But actually, the very essence, behind all of that creative sparkly wrapping is the same lesson I would have delivered anyway. I know the students will be more engaged, it will be a novelty...which is in my view what is at the heart of creative teaching. All of this 'novelty' does make me ponder...how long will it be until the 'normal' lesson becomes novelty again?
Cheers.
Wednesday 29 May 2013
Creative Teaching (Fair trade English, Strong)
I have been tasked with delivering an INSET session on Creative Teaching. Not to be confused with Teaching Creativity. When I was on my GTP, it became apparent that 'edu-tainment' was the way forwards. Entertaining whilst teaching to captive the imagination of the young minds we have the responsibility to mould. There is no question in my mind that creative teaching does hold a valuable place within the pedagogy of Teaching and Learning, however a recent scenario left me a bit flummoxed over everything I thought I knew and believed...that whizzy, creative lessons are the 'best' type of lessons...
In recent weeks, I have planned some of the most creative GCSE revision sessions I have ever delivered. Why? The same reasons that any teacher plans creative lessons. To increase engagement, to appeal to different learning styles, to contextualise learning and make their learning experience memorable. Whilst all of the students engaged and took part in the majority of these sessions, it got to a point a couple of days before their exam where they "just wanted me to teach". The students wanted me to talk at them whilst they took notes, they wanted me to put aside my activities carefully planned to appeal to VAK learning styles...they just wanted me to teach. So I did. I have been pondering this ever since...it was certainly a new experience for me...to have students dictating the way in which they were taught, but why not? They all sat, took notes and learnt. It felt strange for me to teach in such a simple way, but it did get me thinking about the student's perspective on lessons. What was their motivation for asking not to be taught how I had planned? Could they not see the learning for all the creativity? Did they think it to be a waste of time? Indeed....is it? Do students feel that they are learning when we blur that focus with creative teaching techniques, or are we tricking them into learning something and, if so, is that a problem? I find it interesting that these students who for recent years will have been bombarded with innovation and creativity within their lessons craved 'proper teaching'. This indeed maybe because they realised their exam was imminent, but regardless does this not tell us that when it comes down to it students acknowledge they can learn by being spoken at?
So what then is the purpose of teaching creatively? I suppose one would not know the different between a Breakfast and Earl Grey Tea unless they had tried both. Likewise with creative and non-creative (?!) teaching.
In the school I am currently in, the purpose behind my teaching creatively comes mainly down to behaviour management. I know my classes will not respond if they have to listen to me talk to them. Jazz it up a bit however, have the same information recorded like a radio broadcast and they will be attentive and engaged. Strange, these children we teach! There is no question though, that without creatively taught lessons the progress of my students would be limited. I would only capture the interests of a minority of students rather than the majority. I would probably be bored with what I was teaching, and OFSTED certainly would not approve.
However these musings do not and will not stop my day to day edu-tainment strategies which I dutifully and willingly put into place to support the learning happening in my classroom. I enjoy teaching in creative and innovative ways. I enjoy seeing students learn through a different approach, and on seeing them ever so slightly on edge as they line up outside my room not knowing what to expect from the lesson that awaits.
I teach in hope that students recognise how they learn from different teaching strategies. I know not all of my classes are responsible enough over their own learning to request a different teaching style, but maybe one day they will be.
In recent weeks, I have planned some of the most creative GCSE revision sessions I have ever delivered. Why? The same reasons that any teacher plans creative lessons. To increase engagement, to appeal to different learning styles, to contextualise learning and make their learning experience memorable. Whilst all of the students engaged and took part in the majority of these sessions, it got to a point a couple of days before their exam where they "just wanted me to teach". The students wanted me to talk at them whilst they took notes, they wanted me to put aside my activities carefully planned to appeal to VAK learning styles...they just wanted me to teach. So I did. I have been pondering this ever since...it was certainly a new experience for me...to have students dictating the way in which they were taught, but why not? They all sat, took notes and learnt. It felt strange for me to teach in such a simple way, but it did get me thinking about the student's perspective on lessons. What was their motivation for asking not to be taught how I had planned? Could they not see the learning for all the creativity? Did they think it to be a waste of time? Indeed....is it? Do students feel that they are learning when we blur that focus with creative teaching techniques, or are we tricking them into learning something and, if so, is that a problem? I find it interesting that these students who for recent years will have been bombarded with innovation and creativity within their lessons craved 'proper teaching'. This indeed maybe because they realised their exam was imminent, but regardless does this not tell us that when it comes down to it students acknowledge they can learn by being spoken at?
So what then is the purpose of teaching creatively? I suppose one would not know the different between a Breakfast and Earl Grey Tea unless they had tried both. Likewise with creative and non-creative (?!) teaching.
In the school I am currently in, the purpose behind my teaching creatively comes mainly down to behaviour management. I know my classes will not respond if they have to listen to me talk to them. Jazz it up a bit however, have the same information recorded like a radio broadcast and they will be attentive and engaged. Strange, these children we teach! There is no question though, that without creatively taught lessons the progress of my students would be limited. I would only capture the interests of a minority of students rather than the majority. I would probably be bored with what I was teaching, and OFSTED certainly would not approve.
However these musings do not and will not stop my day to day edu-tainment strategies which I dutifully and willingly put into place to support the learning happening in my classroom. I enjoy teaching in creative and innovative ways. I enjoy seeing students learn through a different approach, and on seeing them ever so slightly on edge as they line up outside my room not knowing what to expect from the lesson that awaits.
I teach in hope that students recognise how they learn from different teaching strategies. I know not all of my classes are responsible enough over their own learning to request a different teaching style, but maybe one day they will be.
The first instalment. (Breakfast tea with a splish of milk)
Well hello.
This is the first instalment of what I hope to be a series of blogs discussing and looking at what I have so far dedicated my life to...teaching. I thoroughly love my job. However, in the day to day activities of life; the starting of an idea, the finding of a new thought, or the realisation of a better way to teach or deliver something gets lost amongst marking, meetings and paperwork. Needless to say, there is precious little time to formulate thoughts on improving practice let alone be the reflective practitioner we were all taught was so important in our training year. I am hoping this blog will give me an outlet to discuss and conceive ideas, to vent if (and when) I need to and to hopefully offer some insight into my world to the non-teaching folk amongst us.
So, a bit about me. Well, I am relatively new to the teaching profession....I give it my all and hope to be the best teacher I can be. I really do love my job. Almost as much as I love Tea. I will be blogging in my out-of-work time which is also when I like to treat myself to the occasional cuppa. I don't intend for any blog to be longer than the amount of time it would take to drink a cup of tea. So... comfy? Tea ready? Let's go...
This is the first instalment of what I hope to be a series of blogs discussing and looking at what I have so far dedicated my life to...teaching. I thoroughly love my job. However, in the day to day activities of life; the starting of an idea, the finding of a new thought, or the realisation of a better way to teach or deliver something gets lost amongst marking, meetings and paperwork. Needless to say, there is precious little time to formulate thoughts on improving practice let alone be the reflective practitioner we were all taught was so important in our training year. I am hoping this blog will give me an outlet to discuss and conceive ideas, to vent if (and when) I need to and to hopefully offer some insight into my world to the non-teaching folk amongst us.
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