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I was focussing mostly on Teacher Respect / silent study for this round, and went to see Jack's Y8's who were a class with some very challenging characters in it.

See - I saw a really calm working environment which was kept really positive throughout by Jack highlighting the students who were doing as was asked the first time and as soon as he had asked. I could then see other students recognising this and following suit in terms of getting on with what had been asked and clearly wanted to succeed and be praised (although lots of these characters wouldn't like to admit it!!).
I saw clear routines for learning, as the students had a 'Ninja' booklet to work through for their connect task, I spoke to a student who said they use them at the start of the lesson; this to me showed a sense of consistency which I feel these students needed as all were on task and knew what was expected of them - it also meant they were engaged from the start. I also saw students who I have seen around college not doing the right thing all the time, however I saw them doing what was asked, without arguing or questioning what Jack had asked them to do, and I believe this was down to the positive, calm approach and mutual respect shown to students.

Hear - I heard QUIETNESS! I could actually hear the birds outside whilst the students were engaged in their silent study, it was a delight compared to the different atmosphere I'm used to teaching in! I also heard lots of praise from Jack; praising those who were on task straight away. I heard mutual respect as a student quietly asked Jack to help him - rather than just sitting back and not completing the work, he actively wanted to engage in the lesson.

Feel - As soon as I walked in the room felt calm, focussed and positive... it even made me feel more calm once I'd sat down for 3 mins! Observing Jack's lesson made me feel I need to focus my own energy on bringing a sense of tranquillity to my voice at times, and really highlighting the students who are getting it right straight away.

Thanks so much Jack :-)

Emily Kelly

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I went to see a Kens Yr 10 class on Wednesday afternoon, I wanted to see how some of the students I teach were in a different department.

See: Really good demonstration and explanation, basic instructions but it meant there was no confusion or queries. Ken moved around the room to demonstrate so the students were out their seats and more focussed, and then he circulated whilst the students worked.

Hear: students greeted at the door, nice, friendly conversation and checking in on students. Objectives shared very clearly. Clear reminders of expectations and on what the task was, and light hearted approach which seemed to work with these students.

Feel: a calm start to the lesson, some students were late but Ken didn't let it affect the lesson and avoided any confrontation. Felt relaxed but productive,

Thanks Ken! Andrea Hirst

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Louise delivered and amazing lesson on the history of racial equality. The lesson was fascinating, the class was engaged, and all this despite several disturbances from outside at the beginning of the lesson due to the nature of her room.

See: it was a small group of year 8 students with literacy needs but they were purposeful from the outset. Louise's connect activity captured their interest immediately with an image of the sprinters making a Black Power salute on the podium at the 1968 Mexico Olympics. Louise had their full attention as she explained (with great knowledge) what had happened and why it was relevant.

Hear: The students were answering Louise's questions fully, also linking back to prior knowledge, and they were asking insightful questions about the image. Louise targeted individuals with her questioning and the others were very respectful of who's turn it was to answer or talk. When they moved onto the next task, they were willing to read out loud despite their difficulties in this area. All conversation heard was on topic.

Feel: The overriding feeling was one of calm. The students were clear about the routines put in place by Louise, they were confident in what they were being asked to do and they were interested in the subject matter. The strong relationships built by Louise were obvious.

Thank you for letting me visit.
Ken

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I wanted to see a lesson with a completely different learning environment to music.

See: Paul modelled lots of exam questions, showing methods for arriving at the correct answer. The questions were written out in exam format to get students used to how the paper is laid out. He clearly has a positive relationship with all the students.

Feel: It was a really calm environment with all students focussed and demonstrating 'teacher respect'.

Hear: Paul targetted questions to all students, ensuring they all contributed to the lesson. Where they struggled, he gave extra prompts whilst maintaining the need for them to arrive at the answer themselves.

Thank you!
Caroline

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I arranged to watch a Performing Arts lesson with Amy as this is a completely different environment to mine.

See: I saw a really lively learning environment. Students warmed up by doing a Connect task whereby they ran to different areas of the stage. All students were engaged and took part in the activity During script reading all students were listening intently and people who didn’t have parts also had to follow on because they could have been picked to read at any point.

Hear: there was a really positive buzz about the studio. Amy made clear that ClassChats points were on offer. Students got really into the script reading and into the story with some students putting on accents to fit the period of time.

Feel: The lesson was positive and I felt at ease watching the class. There was never any tension and all students were engaged in the learning.

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See - a well organised and calm environment. Books and folders were out on the desk, the students had everything they needed to being the lesson. The connect was clear and immediate utilising tier three vocabulary.

Feel - a purposeful and calm learning environment. The blinds were down so no external distractions meaning there was a real sense of focus.

Hear - students were engaging with prior learning and using other key vocabulary to explain their thinking and tackle the connect with their table partners.

Thank you for having me!
Charlie Davy

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L.O. Environmental Changes in Rio de Janeiro.

Lesson aims clearly identified and learning mode/lesson cycle icons displayed on every slide. Very calm, purposeful environment as Clare introduced the topic in an enthusiastic, engaging manner. Good use of personal anecdote about attending the Olympics to reel the students in. Great use of short embedded video to set the scene before moving on to the main question of waste. Questioning: Clare then asked "WHY is there so much rubbish?" and clearly indicated this was a one minute quiet pairs activity which would then be shared with the group. All students immediately engaged with task set and Clare circulated room, picking up misconceptions immediately.

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I went into Andrea's lesson to watch a year 10 construction lesson. I wanted to watch groups working together. The room is perfectly set out for this type of activity, where approximately 4 pupils sit around one table. The room was calm, the pupils were responsive and the pupils worked well discussing the connect activity. Praise and credits were rewarded for teams who worked well together which kept the groups focussed.  Teams were asked to explain their ideas, and with some superb questioning, a lot of concepts and ideas were explored and developed within the first 15 minutes.
Clare King

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I organised to watch an IT lesson with Ryan as this is an area I am constantly trying to develop and a subject area very different from the Performing Arts.
See - A very organised working environment with colourful, informative displays consisting of student WAGOLLS, IT role models to inspire students and time lines. Power points included lesson cycle icons, coloured backgrounds or coloured writing to support students with dyslexia.
Hear - Ryan re-capped the learning from last lesson and engaged the students in Q&A, referring continuously to the mock exam paper. Good use of humour used throughout and all students were quiet and respectful.
Feel - A very positive, calm atmosphere where students have a strong rapport with their teacher and feel confident to question if they are unsure.
Thank you for letting me observe your wonderful class and teaching Ryan.
Amy Thomasson

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See- a calm, settled class. Lovely displays in the classroom. Bright and colourful resources. Attractive slides on the whiteboard. A strategic seating plan as key characters were sat nearer the front or near to hard-working pupils.

Hear- class were listening well. Questioning by Fiona was skilful and checked prior knowledge before moving on to the next stage of the topic. Students were keen to share their answers and receive praise.

Feel- students were being challenged in their learning. Expectations were clear. The lesson cycle was being used to recap and build upon learning.

Thanks for having me Fiona!
Jo Brugger

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See: Class was engaged and organised. Clear routines had obviously been built up with the group. They had their folders and equipment ready. Connect activity was ready for them and it linked to the last lesson. They used a model answer to improve their work from last time using green pen. The polite table groups helped and supported each other and it was clear they had done this before and become experts.

Hear: The class were quiet and respectful. I loved the school prayer at the start. It really set the tone for the lesson. Again, the class were used to doing this and happy to read the prayer. This led nicely into the main part of the lesson on miracles. Becca used targeted questioning to draw out the meanings of the key words for the lesson and asked pupils to give examples of miracles.

Feel: the feel of the lesson was calm and I could really feel the Catholic ethos. Pupils were comfortable and settled and willing to learn. It felt a lovely lesson by someone guiding and shepherding the pupils to a better understanding of the key building blocks of our Catholic Faith.

thanks Becca,
Fiona Cameron

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Maths (Nurture) Cathy Myland/Paul Jennings - Polite Table Groups

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Maths (Nurture) Cathy Myland/Paul Jennings - Polite Table Groups

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See: Calm, quiet environment. Students were sat either in working pairs, encouraging and helping each other or on their own. They were focused on working out money; adding up costs and working out change. CM helped one side of the room and PJ, the other. Task clear on the board with the correct lesson cycle icon displayed on the board. A model answer was also displayed.

Hear: Talking and language which was focused on the task from other students and staff. No off task chatter.

Feel: A positive and progress-driven learning environment. Students were happy to ask questions and Cathy was nurturing in her approach - confirming answers but appropriately guiding the working out when their answers were not quite right. You could feel the progress happening!

Louise Collinson

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History  (Y8 Nurture Group)              with Fiona Cameron                                     Focus on:   Teacher Respect

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History  (Y8 Nurture Group)              with Fiona Cameron                                     Focus on:   Teacher Respect

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See:   Fiona has learned through many weeks of experience with this Y8 Nurture Group, not to challenge their disjointed arrival, but to greet each student warmly and answer their many weird and wonderful questions about all their troubling issues;  she did this calmly and patiently, giving them all the chance to settle into learning mode.  Once they were all ready, Fiona immediately reminded them of key names like Martin Luther King, Equality and Segregation, and involved each student in turn by asking them what they could all remember since last week.

Hear:   These students can lose concentration very quickly, but Fiona used her skill to keep the class on track by using one of the boys as an example of a slave who had lost his family name because he belonged to the slaveowner, Ms Cameron; and so from now on, this student was going to be known as John Cameron!

Feel:   After watching and listening to a video on the differences in the Civil Rights movements, one or two of the boys became restless, but Fiona reminded them to show respect to everyone in the room, and they did.  She made it clear and easy for them by summarising what they had just watched, on the board, engaging with them all to contribute their ideas.

Thank you Fiona, for managing to build up the knowledge of this lovely but very challenging group;  you are a kind and wonderful teacher.

Cathy Myland.

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Polite Table Groups
See: Calm environment, supporting when necessary, encouraging all to participate, giving each student a role.
Hear: Encouraging language, modelling answers (it was a speaking task), helping with pronunciation
Feel: positive atmosphere, calming.

I loved watching Cathy. She was very supportive and encouraging, whilst also not helping too much, allowing the students to work independently as a group.

Carmen Weston

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I went in top see the first 20 minutes of Jordan's lesson with a Y10 group- the group has students I deal with a lot so was keen to see them in lesson.
See: Jordan met everyone at the door with enthusiasm and eye contact, students arrived on time which, for some, is atypical. They were met with a colourful PowerPoint and clear guidance for how to connect to the lesson.
Hear: Jordan had calming music playing at students entered. I heard a lot of repetitive key phrases to students reminding about expectations. "Thank you", "Eyes on me". I also heard a lot of positive comments to the group that reinforced high expectations.
Feel: High energy lesson from the teacher. I saw students, who don't always buy in, trying. The lesson has a lot of kinaesthetic activities which enthused the students. It felt like a lovely lesson to see as HOY, but also for the students.
Thank you for letting me come in.

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Observed polite table groups. Great topic and really interesting resources. Pupils in groups discussed their work and collectively came up with ideas to complete their worksheets. Clear rules for working were reiterated. Pupils had to move around to collect more information. Nathan supported one group who needed extra help. A really calm environment and a real working environment too. Thank you.

fiona cameron

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Faye Loureiro - English (key stage 3 base)

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Faye Loureiro - English (key stage 3 base)

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Faye created different groups within the classroom that were based on ability. This is something that I had not thought about before, but I saw the importance of this, particularly with the key stage 3 base group. Teaching assistants were used effectively to work with specific groups of students so that their strengths can be pulled out and support offered to those students who needed it.

The lesson was based around phonics which required a lot of teacher interaction. This was made easy by the positive environment that has clearly been created in Faye's lesson by herself and Lisa V-J and Pam B. Students were encouraged to expand on what different words meant and how they could be applied to different contexts. As a result of feeling comfortable students started to ask their own questions related to the information they were given. I teach the same group and making sure students remain focussed on the task is something that I have struggled with.

It was clear that as well as they information students were reading to teacher sin the classroom, the teacher's had thought outside of the box before the lesson and had some ideas to talk about related to the work which kept the students engaged.

Going forward, as I teach this group, I have implemented a new seating plan so that group work is easier to conduct and teaching assistants in the room can be utilised fully. Meanwhile, other students are encouraged to collaborate between themselves and increase their levels of independence.

Thank you for giving me some important tips with this group, but also on a wider basis too.

Nathan Coy

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Such a culture of respect and expectations in the class I observed.

Entry to the class was smooth and the CONNECT was ready to go. Derv did not need to reiterate what was expected as it was so clear that her high expectations are already clearly embedded into her lessons. Tricky characters just got on and did what they needed to do.
Derv used the learning modes and moved the icon so pupils knew it had to be completed in silent study. She moved around the room and during questioning teased out extended answers from a variety of pupils.
Key words were highlighted and noted by pupils at the start of the task.
Pupils had done a pre-learning task for homework to help them access the lesson.
Pupils ticked the correct part of their learning journey sheet meaning they could track what they were learning.
Great to see an experienced teacher make it look so easy! :)

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I  went in to observe Ryan's 'Connect' and 'Introduce' delivery.

See: Students were well-versed in the routines of the lesson and immediately logged on to commence the lesson. Students  were alert and engaged throughout. The 'Connect' activity was already up on the board, and during the 'Introduce' task a model and demonstration was used to aid learning. The seating plan was clearly effective in encouraging good behaviour and peer support.

Hear: Students were greeted warmly, by name, and Ryan was clearly in tune with his class as he asked those who had been absent last lesson how they were feeling by now. During the tasks, any lack of focus was addressed subtly and quickly, which led to a sincere apology from the student. Questioning about the 'Connect' activity clearly fed into previous learning, and most students were confident in answering questions. Those who needed a prompt were given a follow-up question to help.

Feel: The lesson was calm and well-managed. Enthusiasm was evident both in delivery and in student participation.

Thanks for having me Ryan! Will definitely be taking on board the organisation that was evident at the start of the lesson, as well as the interleaving questioning.
Leah :)

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See: an organised start to the lesson. Students had a connect task handed to them as soon as they walked in the room. They all knew the expectations and began working immediately. There was a clear seating strategy being employed and evidence of lead learners supporting others.  Learning modes were use on all visual resources - board and hand out.

Hear: Poppy greeted all students at the door and said hello. All students were receptive to this.

Feel: a calm environment built on mutual respect; every single student was engaged immediately and it was clear they were aware of the expectations.

Thanks you, Poppy!

Charlie Davy

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Thank you very much for having me in today Charlie.
There was a calm safe learning environment throughout the time I was in the room. CDA circulated the room constantly checking pupils understanding of instructions and work being asked of them which again ensured a positive learning environment for all students.
It was clear that students are in very good structured routines with their connect activities in this lesson.
Charlie’s use of whiteboards meant that every student was participating and this was also a great opportunity was Charlie to address misconceptions where appropriate.
A lovely student/staff mutual respect seen, heard and felt.
Thanks again Charlie
Fabulous teaching and a fabulous lesson! X
Poppy Hepworth

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I wanted to focus on the connect and activate aspects of the lesson.
see - on arrival to the lessons students were greeted and given a worksheet with an image on it. They had to annotate it with what they could see in the picture. The students were working in silent study mode. Q was used to share and model answers.
This activity led into the introduce stage, where students shared the reading of an information sheet. Once completed the activate stage consisted of students completing a table of keywords and using the comprehension task to find the definitions.
Hear - Jenny clearly stated which learning mode and stage of the lesson cycle they were in. It was evident that this is an embedded part of the lesson routine.
Feel - The atmosphere was calm and the relationships with students that Jenny has built were positive.

Thanks
Caroline Stott

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The focus of the lesson was religious groups at the time of Jesus.
See? The PPT clearly displayed the Consolidate icon as well as the Learning Intent.
Students were clearly focused on the task - those that weren't, Derv's excellent classroom management as well as warm and encouraging relationship with students got them quickly on task.
Evidence of pre-learning booklets used, helping with the task as well as understanding being developed  throughout the lesson. Robust planning and attention to how the students are able to progress and be stretched and challenged.
Hear? A buzz - a productive learning environment. I asked students what they were doing and could clearly explain without referencing either the sheet or the board. Throughout the Who Am I? task, Derv challenged misconceptions (scribes/Pharisees) as well as model key examples (John the Baptist).
Feel? A very welcoming, safe environment where the priority was on the progress of the students and minimising any low-level disruption. I felt the Consolidate activity (Who Am I?) was appropriately pitched for the class and all students were able to access and get answers right in the task.
A thoroughly enjoyable lesson - thank you, Derv, for letting me witness an exceptional teacher at work!

Louise C

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y8 RE with Derv Farrell - focus on Consolidate

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y8 RE with Derv Farrell - focus on Consolidate

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The students were working independently to summarise the most important features of different groups, such as the Pharisees and Scribes, then using The Bible to find quotes on each groups' attitudes towards Jesus.
The layout of the work was very clear (and clearly marked with the consolidate icon). All students that I spoke to knew what they were doing and why they were doing it, and knew what they had to do next.
The task had a high level of challenge but the students were so focused that the quality of their work was also very high.
The atmosphere was very calm and purposeful, and Derv's relationship with the students shone through.
Brill to see and well worth a visit!
Thank you, Derv.

Ken W

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Hear: The class were so engaged with the debate lesson and the atmosphere was electric! All students were on task and Sarah allowed all students to have a chance to contribute to the lesson in a skilled manner. The class were very animated and Sarah used that positive energy to engage all learners and guide them in order to make progress.

Feel: The classroom environment felt safe and all learners were engaged. Polite table partners is one of the learning modes that I want to improve on and watching Sarah do it with skill provided me with a fantastic opportunity to improve my practice.

Thank you Sarah for allowing me to observe your lesson - you are a skilled practitioner and your pupils are very lucky to have you as a teacher.

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I went in to see Jess teach a complex Y10 group.

See: I was really happy to see the students engaging with Jess and the learning activities positively- all students were listening to their teacher and showing teacher respect. These are students who don't manage to do this all the time so it was really impressive.

Hear: The students were in teacher respect mode so I could hear Jess clearly explaining the work to students. Students would ask questions which jess would answer clearly and positively. It was lovely seeing Jess' positive humour engage the students in what she was saying.

Feel: The classroom felt positive. Both students and teacher seemed to be working as a team to get to the goal of acquiring knowledge.

Thank you, Jess, for inviting me in to this group (following the RAG document) and showing me the progress some of these students have made with meeting your clear expectations. It was fantastic!

Sarah Hudson-Frost.

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Focus was connect and activate.
My intension was to see theory lesson delivered to year 11 that engaged and helped them move on with their learning.
See: the room was calm and focussed. There was a very positive feel in the room. Some of these students are in our practical lessons and it's interesting to see their behaviour in a non practical environment. The connect activity was done in silent mode. Students did not need to be reminded of this once. the activity was timed sufficiently to keep good pace in the lesson and prevent students wandering off task. It was discussed and key vocabulary noted in their exercise books.
A range of Q+A led nicely into the activate section of the lesson. This helped continue their concentration whilst supporting their literacy skills - reading together from a text.
Feel: It is clear that students respect the teacher and they respond willingly to the questions asked. There is a very positive atmosphere in the room with students keen to complete the tasks set.

Thanks to Mrs Kesterlian for allowing me the opportunity to be part of her lesson at very short notice!
Jackie Preston

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Y8 Maths lesson   - observed the last 15 minutes with a 'consolidate' focus

Feel -  pupils hardly took note when I entered the lesson as all were engaged in their learning with a real sense of purpose; this is obviously a ‘safe’ learning environment where the pupils feel comfortable and where positive respectful relationships have been built. Expectations and clear routines of work and behaviour are obviously embedded and respected by all.

See – all pupils were on task and following completion of the ‘demonstrate’ part of the lesson which was self-assessed, there was a smooth transition to the consolidate task where pupils were reminded of today’s learning and were challenged with appropriate GCSE questions to check this learning (the pupils enjoyed the challenge of addressing ‘GCSE’ work). Consolidate task printed on coloured paper and stuck in books; this allows quick and highlighted reference for pupils when they are reviewing their learning journey.

Hear – prior to the consolidate task, Poppy’s purposeful movement around the room quietly checking the understanding of particular pupils but also facilitating great ‘flow’ to the lesson with effective and enthusiastic targeted questioning and use of pupil responses was great.

What a teacher!
Thanks Poppy

Claire Wilson

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Maths with PHE

Thank you Poppy for having me in your class! The Connect task was engaging, fun and really challenged the pupils regarding previous tasks covered.

All pupils were engaged and working hard to ensure they had completed all the tasks in the time frame given by PHE. Every pupil in the class was asked to answer a question which prevented any of the students fading into the background or dominating the answering of questions.

Fun and fabulous lesson by PHE....

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Immediately when I entered the room I could feel that Derv had created a happy, warm learning environment. This was clearly built on strong relationships with the students, and laid-back humour.

A was particularly impressed with the calm and focussed independent work that the pupils completed, which was scaffolded with sentence starters and a fact sheet for those that needed it, so that every student could make a good effort. There was a real sense of purpose during this work.

What a lovely lesson to observe!

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I wanted to see how the learning modes and cycle were used in another practical based subject.

Learning modes were emphasised and students reminded what that meant specifically in a music lesson, for example when performing how the others could show respect.

Students were working in partners really well and even when they were all doing their own beats and clapping etc it was a calm atmosphere.

It was clear to see the learning cycle being used and students becoming more confident through each step, building on their beats and some even performed to the class to consolidate.

Students were very respectful when others were performing and could pick out key parts of the performance. Some students were really enthusiastic and wanting to add more techniques into their performances, and those who were less confident were helped by partners.

I liked the way students were using skills from previous lessons and putting them all together- if students had forgotten what a  technique was they could ask another pair for help.

Thanks for having me!

Andrea Hirst

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What a wonderful experience!

Feel: I could honestly feel the room buzzing with energy, enthusiasm and dedication from Y11! It felt like such an inclusive environment in which all pupils could safely express their creativity to produce a piece based around a scene of a hectic train station (from a play adaptation of 'The Curious Incident of the Dog in the Night-Time').

See: I saw engagement from every single Y11 pupil in the group. They were all committed to their learning and to a vibrant and exhilarating lesson. Physical rehearsal was done with care, thought and sensible behaviour. The 'Demonstrate' section of the lesson was a joy; pupils performed their workshop piece and received instant and constructive peer feedback which they can act upon to hone and refine their performance. Pupils were aware of how to improve and were confident enough to perform in front of a safe and accepting peer group; Amy fosters such a nurturing and wonderful classroom climate!

Hear: Amy's feedback throughout my time in the lesson was clear, concise and allowed pupils to improve. A pupil I spoke to said how much he enjoyed Performing Arts because it was "such an active and exciting lesson". Pupil teamwork and verbal communication was efficient, collaborative and respectful; this is something I would love to emulate in my own classroom as collaborative learning is something I am constantly trying to develop. Amy also used the Corpus Learning Mode terminology to re-focus pupils before performance by counting down from 5, but then adding "Teacher Respect Mode!" which was effective and something I will definitely be trying P4 and P5 today!

Thank you SO much, Amy!

Lauren Carry :)

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Focus: Silent Study

Students were working on a practice exam question. Icons on the board, reinforced by the verbal explanation of the work, made it clear that this was a 'demonstrate' task.

Before moving into silent study mode, students were well engaged in verbal questioning designed to revise key background knowledge relevant to the written task. The pace was quick, with lots of short, low stakes questions involving students from all parts of the room and keeping everyone focussed.

Written prompts on the board, as well as the class discussion, provided scaffolding for the content and structure of a model answer and success criteria were very clear.

When it was time for silent working to start, the 'silent study' icon was used on the board and was reinforced with a clear verbal instruction. Silent study was given a clear purpose and made relevant to the students' learning: "silent study now, so that you can experience what it's like answering these questions in the exam".

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See - I organised to see Carmen's 'introduce' and 'activate' parts of the lesson cycle.
Students responded well during the 'introduce ' Q and A tasks using key terminology. They also used 'connect' to reflect on their Drama lesson two weeks prior so they were focussed and could see the 'bigger picture' context.
During the 'activate' phase, all students were engaged in group rehearsal working on applying mime conventions to a set scene.
Hear - Carmen continually reminded students and referred to each stage of the learning cycle throughout the lesson. When I questioned a student, they could tell me what stage they were working on and why!
Amy Thomasson

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See - immediately from the start of the lesson, the students were greeted at the door with positivity from LGR which automatically gave the lesson a purposeful learning environment. The Connect activity was up on the board which meant learning could begin straight away, and had also linked to a 'pre-learning' activity from the previous lesson.
During Q+A from connect activity, it was evident the students had a lot of respect for LGR and clearly wanted to impress her through actively wanting to participate in answering questions and wanting to improve their own ability.

Hear - LGR reminded students of the learning modes throughout the lesson and what these meant / how they were supposed to act in the different modes, which really helped the students to know exactly what they should be doing - and also why e.g. LGR talked through with students what is meant by quiet partners and how this is supposed to look and discussed with them why this was important for that stage of the lesson. As a result, the lesson was structured, calm and students on task.

Feel - the way LGR approached the lesson, made the learning environment feel calm and positive, along with elements of fun and humour but still had the 'Teacher Respect' to keep the students engaged and on task. Students' were encouraged to be resilient and there was a real 'give it a go' attitude felt throughout.

Overall I really appreciated being able to watch Louise. She had full respect from the students, and it was nice for me to see some challenging students in a completely different light and how she gained their attention throughout the learning modes. I will be sure to take elements of her teaching through into my own practice.

Gracias :-)

Emily Kelly

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See- Really clear instructions, these were backed up with the correct lesson cycle pictures on the board. Lesson modes were clearly referred to and the students responded to this well. They were clearly used to doing this.

Hear - I heard about the 'nappy variable' it is always on the bottom and needs changing! This phrase was used to help consolidate previous learning and was used with good humour and definitely helped the students remember a quite difficult concept. White boards were also used as a quick and effective way for Mr Cohen to see what his students knew.

Feel - A purposeful climate for learning with engaged students. Students were comfortable in the lesson and were happy to answer questions in front of their peers.

Simon Collings

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My focus of this observation was teacher respect as I sometimes struggle to make sure all students are paying attention and not disrupting the lesson.

See- As students enter the classroom they are reminded of the teacher standards and that they should get started with their connect task in silence. One of the students entered in the wrong manner and this was instantly addressed by making them re-enter the classroom.
As the kids were settling down Louise was very good at praising the students that were working hard which made the remaining students focus.

Hear- To ensure teacher respect was in place Louise made sure to remind them of what teacher respect meant and what her expectations were from students. Statements such as "we are in teacher respect" or "remember teacher respect involves tracking the speaker, sitting upright and listening silently" were really helpful and ensured all students followed this learning mode. My favourite quote was "That's your take up time it is now your chance to turn it around" and when the student showed the change in behaviour it was praised "really good answer".

Feel- I feel Louise has earned the pupils respect reinforced by a positive attitude and maintaining high standards. It was very heart warming to see the level of engagement she has created for my mother tongue with all the pupils by making sure they all take part in the lesson.

Miguel Vilches

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Feel - calm, positive atmosphere for learning - students engaged.
See - polite table groups - the task developed the learning and Amy was able to identify misconceptions.
I really liked the way Amy asked the students for gaps in their answers to make sure all students understood the vocab.
Clear links and connections made to prior learning. Connection between the connect and introduction modes to the polite table groups.
The 'Polite table groups' was a speaking game - this made it fun!
Students had to confirm the correct answer and use memory skills from the lesson and previous learning.
Clear consolidation of learning through the task.
Roles were given to make sure all students were engaged in the task.
Stretch and challenge for ALL students.

Hear - students recalling prior knowledge, linking their learning and making connections.

Thank you Amy - It was a pleasure!

Jenny

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I wanted to see one of Miss Carry's lessons because I
got the impression from others that she is always positive with students.

See - Really clear instructions on the board and lesson logos used. Quick connect task means that students can get on with a task as soon as they enter the room. Task is also very clear on the board. Super vigilant as to what is going on in the class and giving out positive points for people on the ball e.g. sticking things in books quickly.

Hear - LC referred to the class as "team" which I thought was a nice touch. She asked questions to the class by picking names in register order to ask questions to. This meant that students had to be ready for an answer. Questioning was really effective, keeping students on their toes.

Feel - There was a really calm atmosphere in the classroom and everyone was super clear on what they should be doing. Students were really engaged. All students were really respectful throughout. The class felt confident as they were able to  choose the task they wanted to complete

Overall, this was a really positive experience and I can definitely take some tips from this lesson.

Thanks Lauren!

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Feel - An excellent climate for learning. Pupils were met at the door and welcomed individually in Spanish. All pupils responded in a positive manner. It is clear to see Amy has an excellent relationship with her pupils.

See - Pupils settled quickly and began logging on to the computers. The lesson was a mixture of pre-learning using active learn and consolidation tasks from a previous STAR/DART marking. As the photo shows icons for activate, consolidation and silent study were visible to pupils. Pupils began to work independently on the variety of tasks. Support and stretch and challenge tasks were provided.

Thankyou for letting me come and watch at such short notice. It was a pleasure.

Dave Pollock

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Feel - Calm and relaxed start. Routine is embedded with students arriving and sitting in their designated seating plan. Books already on the table with the connect activity on the board

See - Whiteboard activity was split into 4 sections with a title "Regular Recall". The 4 sub sections had headings "last lesson" "last topic" " last term" and "last year". After a brief introductory to the headings students were spoken in both Spanish and English on the task at hand. Having looked at a student book, you could see that the expectations were high on presentation and green marking

Hear - Follow up on AfL on the connect task with asking students with clear answers. Manner and tone from students was polite and no raised voices no-one shouting out. Was surprised they knew what conjugate sentence meant and I had to think twice!

A nice relaxed start to a lesson on a Friday at period 4
Sameera Ladak

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The start of the lesson was very calm and focused. Pupils received written feedback on last lesson's work and the STAR marking policy was explained. Pupils had meaningful feedback tasks to work on, which were tailored to meet their individual needs.  The lesson felt productive from the start.

Speaking to a few individual pupils, they all knew how well they had done and had positive points to look at in their work. Everyone seemed to know how to improve and work upon their targets. Even though some pupils had not scored very highly, they felt encouraged and knew what they needed to work on next.

Thanks for letting me pop in Louise!

Joanne Brugger

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Year 8 Activate focus

Feel - good atmosphere in the room very calm and kids engaged well and weren't shy when questions were asked.

See - Students involved in activate where misconceptions on root hair cells were being addressed in a very organic way, the next task was then relayed in which they worked in pairs on a retrieval task the kids were cooperating well together.

After this an demonstrate and a consolidate task was done to ensure they took in and understood the information gathering task.

Hear - Calm throughout students were very inquisitive and engaged in the work being done.

Was a pleasure popping in Thanks Phil.

Samuel Stephenson

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Year 7 Connect Focus

Feel - Very calm and controlled start, students felt like they were productive and industrious.
This felt very "routined" with students understanding the expectations.

See - Students collected their books from the back of the room and then moved to their seats, getting their equipment and planners out, before starting on task that was clearly on the board.
MCO was at the doorway welcoming students into the classroom and reminding them of expectations. After initial entry of students MCO entered the classroom and rotated to ensure students were getting started. Then moved to complete the register.
MCO had 2 support staff members in the room assisting with rotation in the classroom and ensuring all students were getting started - this again felt routined with the staff being deployed effectively.
Questions on the board were all clearly recall from last lesson as well as from previous topics. Most multiple choice answers to effectively allow all to access a task. These were followed up with "vote" for the correct answer to see whole class opinions and knowledge.

Hear - Very calm and measured voice as students entered the room: "Good morning." "Planners and equipment on to your tables" "Connect task on the board to complete"
Follow up AfL on the Connect task with asking students to clarify choices, explain some of the terminology to pull out further knowledge and allow other students to benefit from each others knowledge.

A very strong connect task!

Phil Hudson

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I have noticed in the past couple of weeks pupils in my class are less engaged in the connect activities. I therefore  wanted to see how other subjects engage their pupils in connect activities.
I watched the first 10 minutes of a year 8 lesson (8X1). On arrival, pupils were given a small worksheet with 10 maths questions. Having a sheet to complete the task, rather than a question on the board seemed to settle the class and make them more engaged. Similar worksheets are used on a weekly basis. The same command words e.g. evaluate, solve etc. are used on each worksheet. This allows the pupils to get familiar with the command words and understand what is being asked of them. This style of connect also allows the teacher to assess areas of strength and weakness in the class. This was evident when the answers were being discussed and Charlie went into much more detail with the answers that the class struggled with in the previous week.
Clare King

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See - I was looking at Connect and Activate. The connect activity was handed to pupils as they entered the room. It was linked to the recent learning and was instantly accessible and provided the right amount of challenge. It was also the right length to start the lesson.

The Activate activity link really well to the introduce - a video showing life in 1930s USA - pupils making notes on what they saw. I liked how a specific outcome was given (write 8 things you found out). This will support pupils with expectations. Pupils had to engage in watching the video. LC also stopped the video early on to point out where some pupils had written a point. This will have given others the understanding of what they needed to do.

Hear - LC had an excellent relationship with the class - she engages them really well with her style of teaching. There is a mix of abilities and her questioning was well targeted.

Feel - The lesson was well structured, pupils knew the lesson cycle. Again LC has a good relationship with pupils - even some who could be quite challenging.

I really enjoyed it Thank you Lauren!

Ged O'Donnell

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Students were practicing tackling in rugby.
Clear instructions given and good engagement from students as a result.  I was particularly impressed with the commitment the students showed with their tackling.
EKE regularly gave tips / reminders of good form when needed and engaged students in explaining the whys as well.

The plenary engaged all and recapped the important aspects of tackling (and being tackled) clearly and quickly.  Students demonstrated their understanding.

Overall, I thoroughly enjoyed watching your PE lesson and was particularly impressed by the 'teacher respect' aspect of the lesson; all students were listening well and were engaged as a result of clear instructions and a firm but approachable manner from EKE.

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Year 11 R.E. Consolidation focus

See?  A calm, productive, respectful atmosphere with students getting on with easily identifiable Connect and Activate task on board, all new learning icons present and correct on clear presentation, complete with L.O, key words and key quote from the Bible.

Hear?  Great relationships, nipped an attention issue in the bud immediately with good humour.  Strong questioning when moving on to Consolidate task.  Clear RET link identified to Mock exams coming up when doing the recall task, effective interleaving and checking prior knowledge from previous years with different teacher.

Feel?  Warmth, humour, positive relationships, Catholic ethos and sense of purpose.  In the presence of a great teacher!  Thanks Derv.

Amy MacMahon

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-Consolidate really pin pointed the main LO of the lesson.
-The task was individual to each to student and personalised which I loved!
-The activity was interesting, not just a simple question to check - students had to create a bar chart of key dates and justify why they had chosen specific dates which really made them think!
-All students very engaged and good conversations were had "Why are you choosing that date, I've done this date..." etc
-I loved it!

Carmen Weston

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-Pupils were all engaged.
-Very calm environment.
-Good relationships with all students (having a laugh at times which is lovely to see!)
-Loved that you stuck the consolidate into books to so each student could personalise it to their own learning! Definitely going to try this myself!
-Overall a lovely experience.

Carmen Weston