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Please find the powerpoint for toaday's session

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sharing classes- difficulties that arise with that. Using google docs or online word docs to liaise with other teachers

CPD- attending meetings, sessions with exam boards, WalkThrus

Realising that what your doing is good enough

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It is nice to know that we are all in a similar boat! I will make sure to lean into wider CPD opportunities outside of school

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It has been nice to know that I am not alone in feeling overwhelmed. It is important to make sure that I am staying up to date with the exam board and to include that on my lesson plans. There should be a clear distinction between a teacher and a tutor.

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Spend more time getting to know tutees while trying to also fight fires with other teachers and pupils which get brought into form.

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We have students with EduMics which are real game changers, but it also takes a lot of practice to get used to when to have it on/off, speaking volume etc. I have found that just being in conversation with the student, and making sure that they know they can always tell me if I'm not doing something well for them etc. The training was brilliant for it, but it's important to remember that we don't necessarily know what it is actually like for them!

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Hi all, please find attached the powerpoint for Wednesday's session

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OTSH M2_LLC_Exploring yourself as a role model (1) (1)

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I think History is really important, and wanted to have a positive impact on young people.

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Being able to make a difference, I remember teachers from when I was at school and I also wanted to have an impact on a child's life

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I am really passionate about Philosophy and think it is really important for students to learn how to use critical judgement and defend + explain their own ideas/thoughts

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I enjoyed studying my subject at school, and I remember teachers who had a positive impact on me and wanted to do the same

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I started teaching because I believed I could make a difference in a young person's life. I had some dreadful teachers and wanted to make sure that I was never let down like I was then. I want to be the person who says that their version of success is successful.

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I wanted to encourage students to realise the importance of their own voice and worldview, and to inject some hope back into the student who are feeling like they've got nothing and no one on their side

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Was half way through an open university degree and needed a job with lower hours. Became a TA while finishing my degree. Realised Teachers get far better pay so decided after 10 years of being a TA and loving working with student I decided to give it a go

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It's a job with a wider social purpose - helping young people grow into into kind and responsible adults

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It is nice to know that students see me in a positive light, and I can see my relationships with students have developed since the session we had in September

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Have considered how emotional and academic outcomes are linked and how it might be important to prioritise them differently depending on the class, key stage, subject and individual students.

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I think it is important for me to recognise that I am also responsible for developing social/emotional development in the classroom as well as outside. I.e., teaching manners + respect, open-mindedness, as well as teaching academic content. Even for sixth formers.

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Can definitely use more praise rather than sanctions to channel positive behaviour amongst students

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It's been interesting to consider how my priorities (academic/pastoral) change and why

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OTSH M3_LLC_The role of powerful disciplinary knowledge (1)

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Please find attached the session ahead of Wednesday

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I have made better use of questioning and misconceptions in my DNA. I would like to think about how to better collect whole-class feedback.

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Developed questioning by targeting questions to boost student confidence i.e., 'easier' questions for lower attaining students, and 'difficult' questions to higher attaining students to model/explain to others. I have also used more follow-up questions and hows/whys.

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Leaving longer wait times for questioning, especially with sixth form lessons - responses from students have been better articulated

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Been working on including more socratic questioning to really push students to be aware of the origin of their worldview

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Been working on including more socratic questioning to really push students to be aware of the origin of their worldview

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I have improved and become more confident in targeted questions and becoming more consciously strategic around who those are for. Also challenging opt-out answers and making them stick and bouncing when needed.

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Drilling down into responses. I find I have more confidence to do this now.

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OTSH M5_LLC_Effective use of adaptive teaching (1)

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OTSH M6_LLC_Assessement and patterns of performance