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Visual labels on books - Know what 'Thema' is not call it 'red book.'

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Visual labels on books - Know what 'Thema' is not call it 'red book.'

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The tidy timetable at the end of lesson / day

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The tidy timetable at the end of lesson / day

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Create a 'job fair' - apply for jobs around the classroom

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Create a 'job fair' - apply for jobs around the classroom

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Routine - timetable that can be changed throughout the day. Try to keep it the same for the first few weeks of term 

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Routine - timetable that can be changed throughout the day. Try to keep it the same for the first few weeks of term 

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Provide students with opportunities to self-monitor

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Provide students with opportunities to self-monitor

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Develop peer and self assessment - which strategies are useful?

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Pupils encouraged to share their ideas and thinking, using their own learning style

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Use questioning as scaffolding to independent learning

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Use questioning as scaffolding to independent learning

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Use high-order, open ended questioning to develop deeper understanding

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Include time ( digital and analogue) on the visual timetable 

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Include time ( digital and analogue) on the visual timetable 

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Take picture of 'resource box' an put on table and inform students that's how it should look like at the end of the day - prize.

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Take picture of 'resource box' an put on table and inform students that's how it should look like at the end of the day - prize.

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Boost confidence by offering feedback in a variety of ways, limit focus on grades.

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e.g. Teacher to explain how they are organising their thoughts / ideas on the board.

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children have a fear of failure. They need to be able to see failure as an opportunity to learn.

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I don’t “baby” my students. I don’t “rescue” them by doing tasks for them.

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I don’t “baby” my students. I don’t “rescue” them by doing tasks for them.

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Spend time looking back over their work from the year, identifying small steps and progress in learning to improve confidence.

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Pupils to write a paragraph that reflects on their level of independence throughout the lesson - rate between 0 and 5.

Wall display - graph displaying the levels of independence, plotted by the pupils.

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Focus on quality group work, encourage pupils to learn from each other. Allow pupils to develop a feeling of empowerment over how they are learning.

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This will help pupils to have a responsibility for and involvement in their own learning, increasing motivation.

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Be sure to praise children for trying even if they are making mistakes. Offering praise in front of other students for independent behaviour can encourage others to copy and imitate their behaviours.

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Children are more likely to keep trying when they encounter difficulties when they receive praise

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Checklist mat - write a set of questions for pupils to reuse in lessons.

Type of questions:

Questions upon completion of work - Have I answered in full sentences?

Literacy focused questions - Have I checked my spelling? Do my sentences make sense? How good is my selection of vocabulary?

Subject-base questions - e.g. maths lesson. Have I shown my working out? What method have I used to check my work?

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Train students in problem-solving and thinking techniques will provide them with a go-to strategy - mind-mapping, lists and diagrams.

Which ever technique you use it is essential that you model several times

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playing dumb will get the children to question and think actively about the topic.

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Peer-teaching :

Lead a starter activity

Lead a whole-class discussion

Create presentations

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encourage children to make their own improvements when they have finished.

role play as a teacher

create an improvement checklist

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Taking responsibility for your learning

Being self-motivated

Self-driven

Promote discussion and collaboration in order to solve a problem/clarify thinking

Whilst developing independence, children also learn other key life skills, such as organisation, resilience, motivation, confidence, creativity and problem solving

Children must enjoy their learning

Guide, don't direct - take a step back and let the pupils guide their learning

The 3B's - Brain (have you thought about this) Book (look in your book/resources for support) Buddy (ask a friend)

Challenge cards - open ended tasks/problems

Ongoing project

Time to reflect - both self and peer

Setting their own goals

Model independence (think out loud)

Classroom environment - labelled resources, word mats/banks, working walls