Institute of Education
Secondary PGCE (Core)
Initial Teacher Education
Induction Booklet
2015-16
AN INTRODUCTION TO TEACHING AND LEARNING
Contents
KEY INFORMATION __________________________________________________________3
THE
5
AIMS OF THE INDUCTION PERIOD ______________________________________________5
PART 1 WHOLE SCHOOL INDUCTION ________________ ERROR! BOOKMARK NOT DEFINED.
BOOKS, LEARNING RESOURCES AND JOURNALS_________________________________9
TASK 1A – PROFESSIONAL VALUES AND ATTRIBUTES ______________________________10
TASK 1B – THE SCHOOL PROFILE _______________________________________________14
TASK 1C – SAFEGUARDING AND PUPILS’ WELL-BEING _____________________________20
TASK 1D* –MEETING INDIVIDUAL NEEDS _______________________________________24
TASK 1E – TEACHING STRATEGIES _____________________________________________30
TASK 1F – BEHAVIOUR FOR LEARNING__________________________________________35
TASK 1G – THE NATURE OF GOOD TEACHING ____________________________________41
KEY INFORMATION – your professional mentor will share school expectations and introduce key
people. This page provides you with a space to record this information.
Your name: _______________________________________________________________
Placement School __________________________________________________________
Other trainees on placement with you __________________________________________
School information and Key Colleagues
Name of school
Headteacher
Number on roll
Type of school
Number of teaching staff
Professional Mentor
Subject Mentor
Form Tutor
SENCo
Other key staff
Age range
Number of Learning
Support Staff
Subject(s) taught
Subject(s) taught
Tutor group
Person Responsible for Safeguarding – how do you report a safeguarding issue?
School Policies
List here the key school policies and where they can be found.
Page 3
Health and safety training information
Fire evacuation and workstation assessment if applicable. How to report accidents.
How to report sickness or absence
Department Information
Head of Department
Subject(s) taught
Teaching Staff – Analysis in your subject area
Name
Subjects and age range taught
Responsibilities
Examination specification taught in your specialist area
Page 4
THE
AIMS OF THE INDUCTION PERIOD
An Introduction to Learning and Teaching
The tasks in this booklet are designed to help you to use your time in school effectively, to gain a
high quality experience, and to begin the process of focusing on the Teachers’ Standards. The
purpose of the induction period is to give you an understanding of your school and to provide you
with some information to inform your studies as an ‘early professional’. The induction period is
divided into two blocks – “school induction” (10 days) with 2 additional days in the final week
before half term.
Fig 1 – The induction period
w/b
07/09
14/09
Monday
PS
Subject
Subject
Tuesday
PS
Subject
21/09
28/09
05/10
12/10
Subject
Subject
19/10
Subject
Subject
Wednesday
Professional
Studies
Professional
PS
Studies
Professional
PS
Studies
School induction
School induction
Professional
PS
Studies
PS
Sch 1
S
Thursday
Friday
Subject
D
Subject
PS
D
Subject
PS
D
Subject
PS
D
Subject
Sch 1
Subject
The school induction programme should support you to prepare you for your first placement and
become familiar with the school. The focus of this initial period in school will be to address the
following key themes:
 Professional values and attributes: How are high expectations and professional values
communicated in the classroom? Are they addressed differently across the Key Stages?
 The school profile: What profile does your school have and how could this data impact on
teaching and learning within the school?
 Safeguarding and pupils’ wellbeing – what does this mean and who is responsible for
safeguarding and well-being in your school?
 Meeting individual needs – How are the needs of individuals met including SEND, EAL and
G&T.
 Teaching strategies - If Teaching does not equal Learning, how and why might knowledge
of a variety of teaching styles be of use to the classroom teacher?
 Behaviour: How do teachers manage the behaviour of pupils? What strategies do they use
to motivate pupils?
 The nature of good teaching: What are the characteristics of good lessons in your subject
area?
Page 5

Subject specific tasks provided by your subject tutor.
To help you do this we have provided some guidance on the different ways in which you could
explore these issues and collect information during the induction period. Your school may have its
own preferred sequence of induction activities and so tasks do not have to be completed in the
order that they are set out in this booklet.
It is expected that you will work on the tasks collaboratively with other trainee teachers in your
school sharing the information collected. You may wish to work together to complete the tasks.
The key is that you address all tasks and have enough material to be able to prepare you for
your teaching placement and to complete assignment 1 (PGCS4001 – Introduction to teaching
and learning).
It is useful to complete a pupil pursuit or trail where you follow a pupil for a day. Speak to your
professional mentor about this and see if this can be organised during the induction period.
Expectations
It is our hope that you will be treated as a full member of staff as far as is possible, but you must
remember that you are a guest in the school at this point. You arrive as a qualified graduate with
expertise to offer, but you should remember that your mentors are the experts in teaching.
Assertiveness and tact are really important! If for any reason you are absent during the placement
you should contact your subject mentor, professional mentor, university tutor and the course
administrator (Claire Rowlands – c.rowlands@worc.ac.uk). Please refer to the course handbook
and the code of conduct for further details (both are available on Blackboard).
The pattern of the placement
Fig. 2 is taken from the partnership handbook and is an indicative overview of allocation of time in
school. As a general rule you should have 17 hours of teaching experience (either collaborative
working, solo teaching or observation/direct time plus a weekly review and school based
professional studies programme) in any week. The ratio of these parts will vary depending on the
part of the course, your own individual needs and issues such as class rotations or assessment
periods.
What if I am on my own? If for any reason you do not have a subject partner, the subject mentor
will work with you more closely in the completion of the subject tasks. Very rarely you may be the
only University of Worcester trainee in a school. In this case we will support you in developing an
individual programme for this first experience. Your subject tutor will support you with this task.
Page 6
21-22 Oct
02 Nov – 11
Dec
Induction period
Placement 1
Observation or directed
time*
Weekly review meetings &
school based professional
studies
Study and preparation
Research
Induction period
Solo teaching
5 Oct – 10 Oct
Induction period
Collaborative working
28 Sept – 2 Oct
Part of the Course
Dates in school
Fig 2: Pattern of placements
0
0
17
0
8
0
2
1
14
2
6
0
These 2 days are for observation and planning in school
6
6
5
2
6
0
You should have a subject mentor meeting and professional mentor session each week and
although it would be helpful if these were on the Friday, it may not be possible due to the
mentors’ timetables. In such cases you should be flexible enough to accommodate lunchtime or
after school meetings or whatever suits your mentors best.
Observing
Observing entails listening, watching, asking questions and interacting with people. These are
important skills in themselves and it will be good for you to develop these at the start of your
training career. Making observations in a place like a school is not always easy; there is so much
happening that it is sometimes difficult to pick out salient points unless you have a clear focus.
Having a clear focus for your observations is important and the tasks in this booklet are designed
to help with that. Your induction experience is not governed by these tasks alone; you have not
finished observing once tasks are completed! Sometimes you will be observing teachers and at
other times you will be observing pupils – during the course you will come to understand that it is
the observation of the pupils that provides the key information about the success of a lesson. It is
good to be as actively involved as possible and you should discuss the ways in which you might be
involved during a lesson with the class teacher beforehand.
You will also need to make notes; both those indicated by the tasks, and others. As a matter of
courtesy you should explain to the teacher concerned what you are doing; it can be very
disconcerting to have someone making notes whilst you teach! Teachers are usually happy to
discuss lessons, and their comments will add to your observation notes. In completing these
tasks you must remember that they are open documents. Be discreet in your comments and show
respect for the school’s staff, pupils and procedures
Page 7
The outcomes from the induction placement
By the end of the induction period in school, you will have completed a range of activities
that will enable you to plan for your first placement and write assignment 1 (some of the
tasks can be included as appendices to assignment 1). It is hoped that the tasks will
strengthen your early learning at university and help you to make sense of some of the
initial reading you have undertaken about education.
Task 1D* should be put as an appendix for assignment 1 (PGCS4001 – Introduction to
teaching and learning). The remainder of the tasks should be put into your portfolio and
will be a useful benchmark for future reflection as you progress through the course.
All tasks are cross referenced to the Teachers’ Standards. Tasks do not have to be
completed in a particular order but should be added to your portfolio by October half term.
The tasks are:
1A- Professional values and attributes
1B – The school profile
1C - Safeguarding and pupils’ well-being
1D* - Meeting individual needs
1E – Teaching Styles
1F – Behaviour for learning
1G – The nature of good teaching
Books and online resources
Library & Learning Services supports students and staff and provides books, journals, online
resources, IT, print services and study spaces. You automatically become members of the
library on registering, and normally receive an ID/library card.
Library Search access to all library resources http://librarysearch.worc.ac.uk/ (also available
via the student portal and Libguides)
Library Subject Guides (LibGuides) http://libguides.worc.ac.uk
The Hive (joint academic/public library), near City Campus open 8:30 – 22:00, 7 days a week
(excluding bank holidays) http://www.thehiveworcester.org
Peirson Building, St Johns 24/7 PC access, study space, Firstpoint
Charles Hastings, City Campus 24/7 PC access, social study space
Riverside Learning Exchange PC access Mon-Fri 8:30 – 21:30, Sat and Sun 8:30 – 15:30
Library enquiries askalibrarian@worc.ac.uk
IT enquiries Desk on Level 1 of Peirson Building or via student/staff portal: ICT Service Desk
E-Learning Support Team (including Blackboard) eos@worc.ac.uk
Videos, screencasts and Facebook:
www.youtube.com/worcesteralt (Library resources)
http://quiler.omeka.net/ (Library Resources collection)
http://www.worcester.ac.uk/ils/guides.htm (IT help guides)
8
www.facebook.com/uwlibservices
https://twitter.com/uwlibservices
NB. Logging in to a computer at the Hive? Prefix your ID with uni\ eg. uni\OTHA1_00
Books, learning resources and journals
You can find your reading lists on Blackboard and the Hive, situated next to City Campus,
has an extensive collection of books. We also have a growing collection of e-books, available
to read online (accessible through Library Search). You will need your student ID card to
borrow material from the library, and loan periods include Short Loan (2-day), High Demand
(2-week) and Open (3-week). You can borrow up to 12 x High Demand, up to 12 x Open
loans and up to 3 x Short Loans at any one time.
The library holds a range of print journals of relevance to education, on Level 4 of the Hive.
However, many of our journals are accessible solely online (through Library Search) making
them more accessible to you when you not on campus or in the library building. You will be
expected to carry out online research.
9
TASK 1A – PROFESSIONAL VALUES AND ATTRIBUTES
Introduction
In the first few weeks of the PGCE course you will consider professional values.
Development of your professional values is a “journey” and is sometimes described as a
continuum.
Many aspects of the Teachers’ Standards address professional values and attributes but it
should be noted that Part 2 of the Teaches’ Standards states:
A teacher is expected to demonstrate consistently high standards of personal and
professional conduct. The following statements define the behaviour and attitudes
which set the required standard for conduct throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics
and behaviour, within and outside school, by:
‐ treating pupils with dignity, building relationships rooted in mutual respect, and at
all times observing proper boundaries appropriate to a teacher’s professional
position;
‐ having regard for the need to safeguard pupils’ well-being, in accordance with
statutory provisions;
‐ showing tolerance of and respect for the rights of others;
‐ not undermining fundamental British values, including democracy, the rule of law,
individual liberty and mutual respect, and tolerance of those with different faiths
and beliefs;
‐ ensuring that personal beliefs are not expressed in ways which exploit pupils’
vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and
practices of the school in which they teach, and maintain high standards in their own
attendance and punctuality.
Teachers must have an understanding of, and always act within, the statutory
frameworks which set out their professional duties and responsibilities.
Part two of the Teachers’ Standards (DfE, 2011)
Professional values can be communicated in a number of ways including





How we dress
What we say
What we write
How we say it
Body language
10


Teacher/pupil relationships (how it is established, sustained, challenged and
reconciled)
Work beyond the classroom
In this task you are asked to observe the key differences in teachers’ expectations between
2 key stages, so that you can begin to think about the differences in expectations teachers
have at the beginning and end of a pupil’s secondary education. You will consider how
teachers communicate their expectations of the pupils and how expectations and
professional values affect behaviour and learning in the classroom.
Recommended Reading
Green, A and Leask, M, What do Teachers do? Unit 1.1 (p.9-22) and
Allen, M and Toplis R, Student Teachers’ Roles and Responsibilities Unit 1.2 (p.25-34)
in Capel, S, Leask, M, and Turner T (eds)(2013) Learning to Teach in the Secondary School A
companion to school experience 6th edn., Abingdon, Routledge Ebook available
References and Further Reading
Abbot, I, The Professional Framework and Professional Values Section 1, Chapter 2 (p18-28)
in Brooks, V., Abbott, I. & Bills, L. (2012) Preparing to Teach in Secondary Schools: a
student teacher's guide to professional issues in secondary education. Maidenhead,
Open University Press. Ebook available
Links to the reading record
See - Professional values and attributes
11
Task 1A – Professional Values and Attributes
This task might provide evidence towards [parts of] the Teachers’ Standards:
TS1a, TS1c, TS8b, TS Part 2 a, b, c.
Who to observe?
Watch two lessons from two different Key Stages.
Observation
How does the teacher communicate high expectations to the class (e.g. showing exemplar
work, setting time constraints, communicating expectations concerning output or
behaviour, sharing learning outcomes etc)
Response
Response
List any ways that teachers define their professional values with pupils in class. In what ways
can this identity send messages about the teachers’ expectations for their pupils?
Response
Response
12
Analysis
From your observations of two age groups, what are the key differences in teachers’
expectations? Do the expectations differ from your own experience as a pupil? How do
teachers’ expectations affect pupil learning? What qualities did you see in the professional
values identified in your observation?
13
TASK 1B – THE SCHOOL PROFILE
Introduction
During the PGCE course you will go to at least two contrasting schools. On initial inspection
these schools may look similar but a closer analysis will demonstrate key differences. Use
the form to collect data on school 1.
The source of the data will be:
1. The School Data Dashboard – http://dashboard.ofsted.gov.uk
Ofsted explains the dashboard as: the School Data Dashboard provides a snapshot of school
performance at Key Stages 1, 2 and 4. The dashboard can be used by school governors and
by members of the public to check the performance of the school in which they are
interested.
The School Data Dashboard complements the Ofsted school inspection report by providing
an analysis of school performance over a three-year period. Data can be filtered by key
stage or by topic:




Expected progress
Attainment
Attendance
Narrowing the gap between disadvantaged and other pupils
Users are asked to refer to the guidance document for additional information on the
measures contained in the reports. (Ofsted website http://dashboard.ofsted.gov.uk –
accessed June 2013)
2. The schools latest Ofsted report – http://reports.ofsted.gov.uk/
3. Discussions with mentors and other staff.
If your school does not have Dashboard or Ofsted data, for example if it has just converted
to academy status or is an independent school ask your mentors about other performance
indicators that are available and adapt the table on the following page.
Independent school reports can be found at http://www.isi.net/reports/
Recommended reading
Haydon,G The School Curriculum Unit7.2 (p468-479) in Capel, S, Leask, M, and Turner T
(eds)(2013) Learning to Teach in the Secondary School A companion to school experience
6th edn, Abingdon, Routledge Ebook available
References and Further Reading
Dillon, J. Growing teachers: inspection, apprasiasl and the reflective practitioner Part 2,
Chapt 9 (p112-127) in Dillon, J. & Maguire, M. (eds.) (2011) Becoming a Teacher: Issues in
Secondary Teaching. Maidenhead: Open University Press. Ebook available
14
Links to the reading record
See– Becoming a Secondary School Teacher
Recognising and Celebrating Difference.
15
Task 1B – The School Profile
This task might provide evidence towards [parts of] Teachers’ Standards:
TS3b, TS5b, TS5c, TS7c.
What to do?
Look at data available on the Ofsted dashboard, from the latest school Ofsted report and
from talking with mentors
School dashboard data
Compare the school with “similar schools” and “all schools” using the following indicators
and then, in discussions with your mentors, answer the key question.
Exam results
Similar Schools (quintile)
All Schools (quintile)
Overall
English
Maths
Science
How are the pupils doing in exams?
Progress
English
Maths
Are pupils making progress
Attendance
Attendance rate for this year
Comparison with other schools
How good is attendance?
(%)
(quintile)
Is your school narrowing the gap between disadvantaged and other pupils?
16
Ofsted
Look at the latest Ofsted report for your school.
Date of last
inspection
Overall
Effectiveness
Judgements
Grade
Previous inspection
Latest inspection
Achievement of pupils
Quality of teaching
Behaviour and safety of pupils
Leadership and management
Identify key strengths of the school and areas for improvement.
17
Describe the profile of the school in terms of its social, cultural, linguistic, religious, and
ethnic mix. What is the relationship between this profile and the number of pupils eligible
for the Pupil Premium?
18
In discussion with mentors and other staff, explain how this profile impacts on the work of
the school. What are the school's particular challenges and opportunities? How is diversity
valued in the school as a whole, in the classroom, and in the pastoral system?
19
TASK 1C – SAFEGUARDING AND PUPILS’ WELL-BEING
Introduction

What does a school need to do to ensure the safety of children? Who deals with child
protection issues? How are visitors identified within the school? Are staff and pupils
required to sign in and out? Are staff and pupils required to wear identification?
 What responsibilities does a school have in relation to pupils’ health? What does the
school do to encourage pupils to adopt a healthy lifestyle?
 What responsibilities does a school have in relation to pupils’ attendance? What does
the school do to monitor pupils’ attendance at school?
 What evidence can you find that pupils are enjoying their schooling and achieving their
best?
 In what ways do teachers enable pupils to understand and contribute to school life, or
society outside?
These are questions that you need to have with a range of staff during your induction period
as well as drawing conclusions from your observations around the school.
Use the task form to collect information relating to safeguarding and well-being and be
ready to share this in your professional studies sessions at the end of the induction period.
Recommended reading
Leslie, D and Collins, S Accountability, Contractual and Statutory Duties Unit 8.3 (p.541-549)
in Capel, S, Leask, M, and Turner T (eds)(2013) Learning to Teach in the Secondary School A
companion to school experience 6th edn., Abingdon, Routledge Ebook available
Further reading and research
http://www.nspcc.org.uk/inform/research/questions/child_protection_legislation_in_the_u
k_wda48946.html
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-000642011
Links to the reading record
See– Establishing a safe learning and stimulating environment for all pupils.
20
Task 1C – Safeguarding and Pupils’ Well-being
This task might provide evidence towards [parts of] Teachers’ Standards:
TS PART 2: a, c, TS7 a, TS7b, TS7c,TS 7d, TS1a, TS1c
What to do?
Read and make brief notes of the summary report : Ofsted (2011) Safeguarding: Best
practice in schools
http://www.ofsted.gov.uk/resources/safeguarding-schools-best-practice
Read and make brief notes of the summary document DfE (2015) Keeping children safe in
education: for schools and college staff: part 1
https://www.gov.uk/government/publications/keeping-children-safe-in-education--2
21
22
In discussion with your mentors, list the names and role/responsibilities of other colleagues
in the school from whom you should seek information and advice in order to safeguard and
promote the well-being of pupils. In each case suggest possible information regarding a
pupil that you report, were it to be discovered.
23
TASK 1D* –MEETING INDIVIDUAL NEEDS
Introduction
In the professional studies programme we ask - What is learning? This is a difficult question
to answer. Theorists do not all agree what learning is and how it occurs, they offer many
contrasting and complementary theories about the ways in which young people and adults
learn, and these are constantly being refined in the light of research. Learning is a broad
concept and different perspectives on how it happens have been put forward by
psychologists, linguists, neurophysiologists and philosophers. A helpful definition as you
start a career in teaching is offered by Kyriacou (1997 p.22) who suggests
“Student learning can be defined as changes in a student’s behaviours which take place as a
result of being engaged in educational experience”
Talk to teachers about learning.
Theories about learning are not some sort of abstract notion, divorced from and irrelevant
to, ‘real life’ with ‘real children’. Our conscious, deliberate and purposeful actions are
always informed by ideas of what is right, or appropriate or ‘best’ in a given set of
circumstances. We may have formed these views through experience or from the examples
of others. These deeply held beliefs are part of us and how we think, and they guide our
actions. So even the teacher who says, ‘Learning theories – I’ve no time for that stuff. I’m
too busy teaching' will actually be using his or her own views (ideas and theories) about how
to teach. What is at issue, therefore, is not the existence or usefulness of ideas or theories
but rather the extent to which they are formalised and made explicit or left personal and
implicit.
(Source – UW PGCE Secondary Reading record)
During your induction period it would be useful to observe a variety of pupils learning.
Watch carefully and note some of the theories about leaning that teachers are
implementing. Note how pupils learn and the factors that contribute to them making
progress in lessons. Remember that teaching does not equal learning.
Recommended Reading
Burton, D, Ways Pupils Learn Unit 5.1(p.307-319) in Capel, S, Leask, M, and Turner T
(eds)(2013) Learning to Teach in the Secondary School A companion to school experience
6th edn, Abingdon, Routledge Ebook available
References and Further Reading
Pollard, A., et al (2014) Reflective Teaching in Schools. London, Bloomsbury
Pollard, A. (ed)(2014) Readings for Reflective Teaching in Schools. London, Bloomsbury.
Links to the reading record
See – The Teenage Brain.
24
Task 1D* – Meeting Individual Needs
This task might provide evidence towards [parts of] Teachers’ Standards:
TS3b, S2d, TS5b, TS5c, TS7c
What to do?
Plan for assignment 1 (PGCS4001 – Introduction about Teaching and Learning)
The purpose of this assignment is to develop your understanding as to what makes
effective learning and teaching in the classroom. For this assignment you are required to
reflect on your experiences in school during the induction period to develop your
understanding of theories related to learning. This will enable you to link theory and
practice so that you can begin to consider how you can be effective in the classroom.
Writing the assignment provides your first opportunity to integrate taught sessions and
reading, with the practical experiences you meet during your induction period in school.
You are expected to reflect on an appropriate range of literature about educational
theories to critically examine a selection of focused learning scenarios from your induction.
The assignment brief is (3,000 words):
How are theories about learning applied in the classroom? In light of early teaching
experiences and reading analyse at least three learning scenarios to consider if the learning
was effective. Critically reflect on your understanding of the relevant principles that
underpin learning.
Having considered this question how will this inform your emerging professional practice
and future work in school?
Draft the assignment (using bullet points or brief notes using the template below)
You can send this draft to your tutor or write the first scenario and send this to your
professional studies tutor for comments prior to the submission date
25
Learning scenario 1 – Describe a scenario
For example….
 A small group of pupils working together
 A focused example of whole class teaching
 An aspect of a practical lesson
 A pupil with additional needs being supported by a teaching assistant
 A starter activity or a plenary
 A homework task
Reflect on what was happening and apply the theories
 When was learning effective/not effective – how do you know? Can more
than one theory be applied? Are there any conflicting theories? Which
theory are you more strongly drawn to? Why?

Rogers would say…. but Blackmore would say… and Hattie would say… I think…..
Because…..
26
Apply to future practice:
 I will….. To achieve this I need to….
Learning scenario 2 – Describe a scenario
Reflect on what was happening and apply the theories
27
Apply to future practice:
Learning scenario 3 – Describe a scenario
Reflect on what was happening and apply the theories
28
Apply to future practice:
29
TASK 1E – TEACHING STRATEGIES
Introduction
If Teaching does not equal Learning, how and why might knowledge of a variety of teaching
styles be of use to the classroom teacher? The short answer is that the styles we adopt as
teachers, both in terms of the way we behave as well as the strategies we use, do have an
impact on the learning experience and progress of our pupils.
This task will link to educational theories on learning which will be developed in professional
studies.
Research shows that structuring learning, for example by dividing lessons into clear episodes
or sections, helps to maintain pace and challenge and thus enhance learning. Structuring
learning may involve teachers doing the following:








Getting lessons off to a flying start by involving the whole class in a lively, engaging
and thought provoking starter activity
Drawing from a range of approaches which help to make the learning active and
engaging for all pupils
Setting tasks which cater for different learning styles
Scaffolding the learning so that pupils can carry out challenging tasks
Providing activities which allow pupils to process new information and to identify and
apply patterns, rules and conventions
Using plenaries to crystallise and embed pupils’ learning
Providing opportunities to reflect on both what has been learnt and on the strategies
used in the learning
Helping pupils to transfer learning in order to encourage its wider application by
recognising connections between the thinking involved in one lesson and other
contexts.
In this task you will observe two different teachers in two different subjects. This could be
part of your pupil trail. This will allow you to consider the different styles and the pupil
response to the styles employed.
Recommended Reading
Leask, M, Teaching Styles Unit 5.3 (p345-359) in Capel, S. Leask M. & Turner T. (eds.) (2013)
Learning to Teach in the Secondary School (6th edition) London: Routledge
Burton, D, Ways Pupils Learn Unit 5.1(p.307-319)
Further Reading
• Fautley, M. & Savage, J. (2010) Teaching and Learning in Secondary Education:
Reflective Reader, Exeter: Learning Matters. Includes an extract from Bruner on ‘folk
pedagogy’. (Chpt 2)
30
•
Hattie, J. (2012) Visible Learning – Visible learning for teachers: maximizing impact
on learning. London: Routledge. Ebook available
Links to the reading record
See – Observing from the view of the learner
31
Task 1E Teaching Strategies
This task might provide evidence towards [parts of] the Teachers’ Standard:
TS2d, TS2e, TS4a, TS3a
Who to observe?
Two different teachers in two different subjects.
Observation:
Describe the teaching style(s) adopted by each teacher you observe (the bullet points on the
previous page might be useful to help you think about how the teacher is structuring
learning.
Teacher 1 - teaching strategy employed
Pupil response
32
Teacher 2 - teaching strategy employed
Pupil response
33
Analysis
Are there any connections between the teaching (strategy) you observed and the quality of
learning taking place? Did different teaching strategies suit different pupils or different
topics/subjects?
34
TASK 1F – BEHAVIOUR FOR LEARNING
Introduction
Some educational writers focus on behaviour management strategies, such as clear
classroom rules, routines and expectations, consistent and effective use of rewards and
sanctions. Others focus on the importance of creating a climate in which pupils want to
learn, feel safe and feel supported. During the PGCE course you will consider behaviour in
detail and how behaviour supports learning.
Capel et al (2013 p166) suggest that some of the things that bring about behaviour for
learning are:

Effective lesson planning

Knowledge of pupils – names, interests, backgrounds and attainment

A professional manner

Effective use of encouragement, praise and reward

Confident, calm and considerate use of reprimand and sanctions.
In 2012 the Government’s expert adviser on behaviour, Charlie Taylor, produced a checklist
on the basics of classroom management. It was intended so that teachers could use it to
develop between five and ten essential actions to encourage good behaviour in students.
He noted “Teachers who follow these guidelines find there is more consistency of approach
to managing behaviour, both in the classroom and around the school. When children know
that teachers will stick to the behaviour policy and class routines, they feel safer and happy,
and behaviour improves.
The checklist may seem too simple, but managing a school or a class is a complex operation
and because of this complexity it is easy to fail to get the simple, but essential, things right.
After all, who could have believed patients die in hospitals because staff fail to wash their
hands properly?”
The checklist is as follows:
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Behaviour checklist for teachers
Classroom
Know the names and roles of any adults in class.
Meet and greet pupils when they come into the classroom.
Display rules in the class - and ensure that the pupils and staff know what they
are.
Display the tariff of sanctions in class.
Have a system in place to follow through with all sanctions.
Display the tariff of rewards in class.
Have a system in place to follow through with all rewards.
Have a visual timetable on the wall.
Follow the school behaviour policy.
Pupils
Know the names of children.
Have a plan for children who are likely to misbehave.
Ensure other adults in the class know the plan.
Understand pupils’ special needs.
Teaching
Ensure that all resources are prepared in advance.
Praise the behaviour you want to see more of.
Praise children doing the right thing more than criticising those who are doing
the wrong thing (parallel praise).
Differentiate.
Stay calm.
Have clear routines for transitions and for stopping the class.
Teach children the class routines.
Parents
Give feedback to parents about their child’s behaviour - let them know about
the good days as well as the bad ones.
Source: Teaching Agency (2012)
Recommended Reading
Garner, P Managing classroom behaviour: adopting a positive approach Unit 3.3(P.166-183)
Gervis, M and Capel, S, Motivating Pupils Unit 3.2 (p.159-164) in Capel, S, Leask, M, and
Turner T (eds)(2013) Learning to Teach in the Secondary School A companion to school
experience 6th edn., Abingdon, Routledge.
Further Reading
Rogers, B. (2012) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour
Management and Colleague Support. London: Sage
Dix, P. (2010) The Essential Guide to Taking Care of Behaviour: Practical Skills for Teachers.
Harlow, Longman. Ebook available
Links to the reading record
See - Establishing a safe learning and stimulating environment for all pupils.
Effective behaviour management
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Task 1F – Behaviour for Learning
This task might provide evidence towards [parts of] Teachers’ Standard:
7a, 7b, 7c, 7d
Who to observe?
Observe two different teachers
Observation:
How does the teacher show pupils that he or she knows them as individuals?
Response (teacher 1):
Response (teacher 2):
What examples of the use of encouragement, praise and reward were used?
Response (teacher 1
Response (teacher 2):
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What examples of reprimands and sanctions were used?
Response (teacher 1):
Response (teacher 2):
Record at least two classroom incidents relating to learning behaviour. For each incident
note
•
•
•
What happened
How it was managed
The outcome – both positive and negative.
38
Analysis
From your observations write a list of strategies that you will need to employ in the
classroom to bring about behaviour that supports learning. Do they match with Charlie
Taylor’s checklist (see reading pack for further articles relating to behaviour)
Behaviour checklist for teachers
Classroom
Know the names and roles of any adults in class.
Meet and greet pupils when they come into the classroom.
Display rules in the class - and ensure that the pupils and staff know what they
are.
Display the tariff of sanctions in class.
Have a system in place to follow through with all sanctions.
Display the tariff of rewards in class.
Have a system in place to follow through with all rewards.
Have a visual timetable on the wall.
Follow the school behaviour policy.
Pupils
Know the names of children.
Have a plan for children who are likely to misbehave.
Ensure other adults in the class know the plan.
Understand pupils’ special needs.
Teaching
Ensure that all resources are prepared in advance.
Praise the behaviour you want to see more of.
Praise children doing the right thing more than criticising those who are doing
the wrong thing (parallel praise).
Differentiate.
Stay calm.
Have clear routines for transitions and for stopping the class.
Teach children the class routines.
Parents
Give feedback to parents about their child’s behaviour - let them know about
the good days as well as the bad ones.
39
Analysis (continued)
40
TASK 1G – THE NATURE OF GOOD TEACHING
Introduction
One of the greatest challenges for a teacher is ensuring that pupils have made progress. This
involves guiding pupils from where they are towards a number of possible goals and
achieving them. On the PGCE course you will look at ways to achieve this by
•
recognising that learning happens over time
•
a consideration of ‘the big picture’
•
identifying ‘where do I want them to be’ over a longer time-scale
This will involve setting suitable learning challenges, responding to pupils’ diverse needs and
overcoming potential barriers to learning as depicted in the diagram below.
National Learning Strategies/DfE (2006)
In this task we ask you to consider the nature of good teaching by observing the pupils
rather than the teacher.
Recommended Reading
Burton, D, Ways Pupils Learn Unit 5.1(p.307-319) in Capel, S, Leask, M, and Turner T
(eds)(2013) Learning to Teach in the Secondary School A companion to school experience
6th edn, Abingdon, Routledge
Links to the reading record
See – Observing form the view of the learner
41
Task 1G The Nature of Good Teaching
This task might provide evidence towards [parts of] Teachers’ Standard:
TS4 d, TS8d. TS6b, TS6d, TS1a,TS1c, TS7c, TS7d
Who to observe?
Observe a lesson in your specialist subject (repeat with other lessons if time permits)
Observation:
Answer these 8 questions giving examples to justify your answers. Use of the term
“because” in responses will help to focus your thoughts.
How well does the structure of the lesson, as evident in both planning and teaching,
promote learning?
Are pupils sufficiently challenged and engaged given their prior skills, knowledge and
understanding?
42
Do pupils understand what they are being asked to do in every stage of the lesson?
Do pupils have opportunities and means to indicate their understanding (or lack) of the
concepts being introduced?
Do pupils improve their understanding as a result of detailed and accurate feedback on their
learning?
Are pupils who are having difficulty supported to help them understand?
43
How well is the pupils’ subject knowledge developed in terms of knowledge, skills and
understanding?
Is the management of the pupils’ behaviour effective to ensure that they make progress in a
safe and secure environment?
44