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Establish your routines for lessons. Ensure that you are clear on how lessons start and make sure you are following what the department does as this links into whole school policy too.

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Consider two TEEP activities to delivery into your your 9 theory lesson. Activities to incorporate either - Present new Information; Construct new meaning ; apply to demonstrate and / or Final review;

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Consider

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Consider how you are going to give your students effective 'feedback' whilst still balancing your own workload. What does 'feedback' look like? Does this have to be a comment on every child's work? For next week, trail using a whole class feedback sheet and summarising your classes strengths and weaknesses - try setting a target for the class to close a gap in their learning. This should mean feedback is timely, effective and also not a burden on your workload.  

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Consider how you are going to give your students effective 'feedback' whilst still balancing your own workload. What does 'feedback' look like? Does this have to be a comment on every child's work? For next week, trail using a whole class feedback sheet and summarising your classes strengths and weaknesses - try setting a target for the class to close a gap in their learning. This should mean feedback is timely, effective and also not a burden on your workload.  

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Ensure you have the Behaviour policy and can summarise the process for positive rewards and the process for consequences

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Ensure you have the Behaviour policy and can summarise the process for positive rewards and the process for consequences

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Build relationships with the new children.
Set and establish expectations for behavior and attitudes.
Implement school policy into classroom practice.

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Be friendly, have a smile and let them feel welcome to alley fears. Establish your 'daily routines for learning' including and emphasizing your expectations of good behaviour, good work ethic and the consequent rewards that go with these plus the vice versa. Be seen to be 'singing'from the same hymn sheet as the rest of the teachers in the school and more so your department or faculty [READ/BE FAMILIAR WITH POLICY BY ASKING COLLEAGUES QUESTIONS

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Ensure you read school policies and comply with them. Discussion of various policies and their implementation and effect.

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Use a range of feedback techniques in the classroom to provide meaningful targets for formative and summative assessments.

Get students to engage with the process and "own" their individual targets.

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As well as being prepared with seating plans and learning the data on a child, start to build positive working relationships with firm, but fair routines and ensure praise is used consistently.

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Working on good practice from ITT, establish clear rules and routines for new classes in September. In particular, this week, focus on trailing laminated seating plans to support and embed school behaviour and achievement policy. Make students aware of their use and focus on the praise aspect to create a positive learning environment.

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Children like routines. Especially children with behavioural problems. Ensuring children have routine within the classroom for example knowing what lessons are coming, or what is happening later in the week can make a day run more smoothly and may avoid distribution within the classroom.

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Find out about their likes, interests and hobbies. Talk to your children to develop your relationships with them, which will in turn help with behaviour management and class relationships as a whole.

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Make marking effective. Aim to mark live where possible; build self marking in for learners and use peer marking where appropriate. 

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Make marking effective. Aim to mark live where possible; build self marking in for learners and use peer marking where appropriate. 

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Find out which chn made less than expected progress; barriers to learning; vulnerable chn; SEND needs.  Make sure you know who your invisible and coasting chn are.

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Building relationships with the children, families and adults that work in the classroom.

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Building relationships with the children, families and adults that work in the classroom.

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How are you going to quickly learn names, needs and ensure every child matters. What will you do to make all of the students feel individually valued and individually empowered. How do you make sure no student is lost.

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In primary the teachers have to be able to teach a wide range of subjects.  How do they effectively assess prior learning without losing too much learning time.

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Create an effective marking grid linked to assessment objectives

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Establish a routine where KS3 pupils start paragraphs with fronted subordinates, discourse markers or adverbial openers, eventually expecting pupils to identify these within peers' writing.

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Work hard to use effective praise in the classroom

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Make sure each lesson has a clear and specific objective - and stick to it.

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Implement routines.

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Establish clear routines.