Becoming a MoreEffective TeacherLessons from the Best Classrooms
Six Elements of EffectiveTeaching• forward momentum• explicit expectations• focus on learning• behaviour management in the...
Forward Momentum• not rush• in the best lessons there’s a drive on toward the next thing to  be done and learned, rather t...
Explicit Expectations• in the best lessons there’s no ‘do this, but I won’t tell you why’  or ‘guess what’s in my head, an...
Focus on Learning• it’s ironic how easy it is, in school, to lose focus on the learning• there are so many other activitie...
Behaviour Management inthe Service of Learning• this is a similar point, but an important one• the management of behaviour...
Engaging the Disengaged• some of the students make the choice not to work• in the best classes, they don’t get away with i...
Enhancing Autonomy• students have very little choice about what happens in school• that includes both the rules in the cla...
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Becoming a more effective teacher

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Becoming a more effective teacher

  1. 1. Becoming a MoreEffective TeacherLessons from the Best Classrooms
  2. 2. Six Elements of EffectiveTeaching• forward momentum• explicit expectations• focus on learning• behaviour management in the service of learning• engaging the disengaged• enhancing autonomy
  3. 3. Forward Momentum• not rush• in the best lessons there’s a drive on toward the next thing to be done and learned, rather than a sense of aimlessness• students know there’ll be something along soon so they’d better get on with it
  4. 4. Explicit Expectations• in the best lessons there’s no ‘do this, but I won’t tell you why’ or ‘guess what’s in my head, and if you get it wrong I’ll yell at you’• what the teacher expects – both in terms of behaviour and learning – is made clear and explicit for the students
  5. 5. Focus on Learning• it’s ironic how easy it is, in school, to lose focus on the learning• there are so many other activities involved in ‘doing school’ that sometimes learning slips off the radar a bit• in the best lessons, it’s clear that students are here to learn, and that the teacher knows what is to be learned and how to check that it has been
  6. 6. Behaviour Management inthe Service of Learning• this is a similar point, but an important one• the management of behaviour – what used to be called ‘discipline’ – is a not a goal in itself• behaviour is managed in the service of learning, and this principle will change the ways in which that happens• learning to behave well and do the right thing is also important, but it can’t be the main goal in the classroom
  7. 7. Engaging the Disengaged• some of the students make the choice not to work• in the best classes, they don’t get away with it• I used to struggle with this one, because I’m all about allowing students to choose… but (some) adolescents aren’t mature enough to make good decisions about this• the teachers who are aware of what everyone is doing and can gently engage those students are the ones who are meeting the goal of challenging all students to succeed
  8. 8. Enhancing Autonomy• students have very little choice about what happens in school• that includes both the rules in the classroom and what (and how) they’ll learn• most of the examples we did hear about from students were things like whether or not to have music playing in the room while they work• deeper forms of autonomy where they make real choices about how to learn would actually also help maintain forward momentum• this point doesn’t really contradict the previous one: they need scaffolding and support to make good decisions

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