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Park-it pad/jigging when listening

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Move around the room as much as possible so all feel included and you 'own' the space

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Spend the first few weeks getting to know them. Put the ipad down and play with them! (EYs)

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Spend the first few weeks getting to know them. Put the ipad down and play with them! (EYs)

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Should this not be agreed in the planning stage. A teacher has to explain what they have to explain in the time needed.

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Stand up its much easier to keep an eye on all children and move around 

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Stand up its much easier to keep an eye on all children and move around 

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Love this idea!  singing gives a warm fuzzy feeling and makes people happy

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Love this idea!  singing gives a warm fuzzy feeling and makes people happy

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The opportunity to visit other schools for all teachers 

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The opportunity to visit other schools for all teachers 

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'Blog' of successful newly tried strategies for others to give a go,

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'Blog' of successful newly tried strategies for others to give a go,

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eg Lucy's idea of putting your seat-belt on before a tricky roller coaster lesson

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Be responsive, change lesson when you need to.

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Be responsive, change lesson when you need to.

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Move around the class if speaking, don't always stand near front

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Move around the class if speaking, don't always stand near front

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Plan for regular (every 20 mins) brain breaks and energizers

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Plan for regular (every 20 mins) brain breaks and energizers

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Speak slowly, half the speed you think of as slow!

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Speak slowly, half the speed you think of as slow!

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Make connections all the time....you would have learnt that last year. Remember we have come across this before etc etc 

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Make connections all the time....you would have learnt that last year. Remember we have come across this before etc etc 

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Personal links for the children to remember

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Personal links for the children to remember

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Identify / point out metacognition skills as you go along. Why are we using this...? How can you do this...?

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Identify / point out metacognition skills as you go along. Why are we using this...? How can you do this...?

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Awareness of the dynamics of the class and who does(n't) cooperate well together.

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Awareness of the dynamics of the class and who does(n't) cooperate well together.

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Personalise the learning.....know what children are interested in and name check them.

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Personalise the learning.....know what children are interested in and name check them.

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Be silly and show them you make mistakes too!

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Be silly and show them you make mistakes too!

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strength but not always loud voice- variety

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strength but not always loud voice- variety

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Don't ask them things you can tell them 

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Don't ask them things you can tell them 

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Don't waste time saying "come up with a list of what we should include in this" when you're going to tell them what they need to do anyway. Use time wisely when it's teacher led.

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Engaging the children with tone of voice, good use of resources

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Engaging the children with tone of voice, good use of resources

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style of teaching to suit the type of learning- eg phonics- quick, systematic, synthetic, pacy- or thoughtful,  empathetic- eg one world

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style of teaching to suit the type of learning- eg phonics- quick, systematic, synthetic, pacy- or thoughtful,  empathetic- eg one world

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Auditory and Kinesthetic opportunities to learn

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Auditory and Kinesthetic opportunities to learn

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Unless you're in Christie's classroom (en suite printing facilities) 

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Unless you're in Christie's classroom (en suite printing facilities) 

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referring back to the learning outcome throughout the lesson

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referring back to the learning outcome throughout the lesson

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Have you been in teacher A role for too long?

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Have you been in teacher A role for too long?

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Clear LO so children know what they are doing

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strong team and class ethic - shared determination that everyone masters the learning

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strong team and class ethic - shared determination that everyone masters the learning

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Behavior management

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Divide teacher input into separate short chunks - with opportunity for students to practise in between

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Divide teacher input into separate short chunks - with opportunity for students to practise in between