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A few classes that we were supposed to observe had exams on and we were told to try and observe another classroom. This caused us to have to find available classrooms with teachers that had agreed to have prac students and took some time up.

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Teachers should have a plan and lesson structure. There was no clear outline or lesson plan projected or discussed at the start or during their class. Teachers are very lenient and let a lot of Bad behaviour slide. From an outside point of view there hasn’t been a lot achieved in the lesson time and it was confusing what the class was used for.

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A range of ICT options where utilised in classes including: Transum, Blooket, CAFE email, Quizziz, drawing on TV with whiteboard marker, QR codes, regular use of iPads, Kahoots

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Positive: The Behaviour and culture of the school has been far better than I expected. The vast majority of students seem to adhere to the high expectations teachers are setting of them and are engaged in learning and show a desire to do well. When there was the odd disruptive student most classmates around them would not encourage their behaviour and actively discourage it.

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A strategy that I noticed worked effectively was a 5 minutes of silence. The teacher address the volume in the room and set a timer for 5 minutes. After this timer went off she allowed for quiet talking and the volume remained that way for the rest of the lesson.

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- Uniform was not always pulled up
- Multiple students in one class were pulled up for chewing gum
- Student behaviour was very closely related to the relationships teachers had with the class.

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Professional learning development programs have been extremely helpful and useful. It was beneficial to have this program in the morning as it sets your day off right and gives the chance for teachers to remember and use the strategies throughout the day. It’s nice to see the school taking time out of the school day for the programs and not expected to stay back before/ after school. Also this gives students a break by starting later to organise and refresh

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Positive: For the afternoon classes some teachers have alowed for brain breaks to give students time to relax or organise some fun games/activities related to the content they are working on to keep students engaged in a period they might otherwise check out in.

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- Was used by some kids to play games
- Having iPads as opposed to laptops meant they had access to a lot of the same things a phone does which can obviously be very distracting
- One kid had a noticeable addiction to technology and seriously struggled to put devices down
- One teacher was physically arguing with the kid to put it down (they were like tug-of-waring for it)
- ICT was used to conduct games (like Quizizz etc.)
- Phone use was very low (perhaps because students had access to iPads)

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I think my favourite and most benefical observation was David Englert, his classes were respectful, engaged, keen to learn and everything you would out of a class, he let us get engaged with students, outline the learning expectations and intentions, and he gave us a background into what they are doing and what they have done.

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Dave Englert showed several types of engaging activities for revision. The class is constantly responding to questions and shows great understanding. He also dealt with a lunchtime conflict before the lesson started and clarified the situation.

A few classes were not controlled well, with students playing games, constantly chatting and disrupting others in the room.

Some teachers will approach a student quietly about an issue (such as being unprepared or disruptive) whereas others will yell across the room to address it in front of the class. Some allow for brain breaks during long videos to have some water and discuss, yet others ask for silence the whole time and single out students who stop paying attention.

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Over the past week and half, every class i have had, we have had no behaviour management problems, they have all behaved really well, listened and followed instructions. The teachers all provide good classroom management and teaching in an appropriate manner

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Most teachers incorporated ICT in someway into their lessons.
-kahoots, one note, QR codes, quizlet, presentation activities, documentaries
-students seem engaged in ICT activities

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Mrs Green was amazing for brain gyms, she had a new break game for every lesson, which really allowed her class ti reach full potential when doing class work!
Dave Englert, was really helpful, explained what the lesson was about for us, got us engaged in his lesson.

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- The Apple technology at this school is really cool to see in action. Students being able to screen share onto the TV is a helpful tool during class that minimise the time it usually takes to project things between devices.
- Keeping students occupied once they are seated seems to be pretty important. For teachers that had no instructions prepared for the students, the kids seemed to be a bit slow to pull out their things and get ready.
- Teachers who followed the routine of giving instructions outside and having the kids line-up seemed to have the best control over their students.
- 4/5 of teachers had the learning intention and success criteria projected
- the Wednesday classes we went to (SET and RTE) were a little unorganised and students didn't seem very engaged with the work. The teachers also didn't seem very passionate about the lessons and the topics weren't delivered well or even completely.
- Some students were not managed effectively in terms of their behaviour. Relief teachers especially struggled to control some students who were distracting the entire class.

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The Co-teach classes I observed seemed like a great way to fully include students of different ability levels, with how teachers organised group work within them, letting some students who were more competent do work alone or stepping in and assigning roles to group members based on their ability.

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-A lot of teachers do not correct uniform
-Some teachers are more strict about phones than others. Some pick their battles
- A teacher asked a girl to remove her nail polish
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The teaching styles are extremely varied which surprised me. Some very old school styles and relaxed methods and some very modern teaching. I can see why behaviour management and positive reinforcement is so important for the students. I can see how the mood and encouragement of the teacher sets the scene for a successful lesson or not.

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Overall, student behaviour has been well above satisfactory, students are engaged in classes and pay attention, students overall in each class I've been in are very good. The only complaint I would have (and thats me being a full on Karen) is the language that is used amongst students I think the use of profanity is quite high but then again thats quite common around most schools.

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Plus - Over the two weeks there have been no large behaviour problems. All of the students have been well behaved, which was as a result of the teachers behavioural strategies.

Minus - In some classes I think that seating arrangements could be better.

Interesting - That being too stern or getting angry at the students is really counterproductive for behaviour.

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Positive: All teachers have have been consistent in setting high expectations of the students during their lessons, requiring students to line up and be quiet before entering the classroom and giving clear instructions as to what is expected from them during the lesson.

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I have noticed that teachers have utilised the following strategies with varying affect:
Keeping volume low, remove distractions, single out disruptive students, devices down, buddy class to remove disruptive student, (substitute sends) notes to teacher, wandering around to keep students on track, establish rules before entering class, remind students to raise hand, 3-2-1 to silence, talking in normal voice (class quiets down to hear), instruct students to sit close to the front of the room, too many tasks to keep students occupied, sound monitor software that DINGs when classroom volume gets too loud, reminder to students to “make smart choices”

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Exams are structured, some teachers suggested how much time students should spend on each question.
Exams are taken seriously not allowed to talk. Consideration for others is expected
Students that have a first language were offered an exam paper in their language (maths assessment)
Provided scaffolded version of assessments for students with learning disabilities
When students were away they sit outside the classroom to complete their exam away from other students

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we came across a few students who “didnt know” what class they are meant to be in, so they went to a class with there friends, and 10 minutes in the teacher did the roll and noticed they weren’t meant to be here, so he redirected her to the correct class.

We had a co teaching class and the teachers had done an amazing job on setting an example from the beginning and they were well behaved

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One thing I really noticed was after the PD's about behaviour management and then going into the classes, some teachers would do the opposite to what was said in the PD's. This made a noticeable difference in the disruptiveness of the classroom compared to the teachers who adhered to the information given in the PD'S.

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Behaviour management around the school was pretty good, i found that the teachers who had a background in primary school teaching had better control over their class and utilised seating plans more often.

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I had only oversaw one exam, and it was quite straight forward, the students sat in their respective places, the teacher handed out the task explained the 'rules' before the began and it was done pretty easily.

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Most Teachers have learning intentions and success criteria written on the board and make it clear to students when lining up outside to the classroom what they are before entering the classroom.

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Most students are quite engaged and  eager to learn, there have been a few issues with gum but not many. I find the concept of buddy class quite interesting because at my school you would stay in the class unless you got sent to talk to the head of discipline before coming back.

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Classroom structure:

The teachers who began their lesson by two lines, learning objective and behaviour standards had a class who listened and knew what they were doing. They all sat down quietly effectively with everything out. A few teachers had a beginning task or a quick task for the students to complete as soon as they got in, which really helped the organisation of the room, for the teacher to then do the roll.

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Jigsaw strategy
“Celebrity heads” for content words
Think pair share

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Over the observation it was evident that whatever task is set the students will complete, I find that majority of the teachers here have an excellent way to display there knowledge, and they can effectively help their students to learn more about the subject there are teaching.

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In terms of Behaviour management, overall the teachers deal with the students quite well and efficiently, I would argue our first class was the class with the most hassle as we had a sub teacher and the students (male students) were pushing her boundaries but she dealt with it well. There isn't much to say in regards to Behaviour as my group had majority excellence classes and the behaviour was extremely good.

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Positive: some teachers use positive reinforcement and talk calmly when dealing with bad behaviour.

Negative: some teachers are not discreet about correcting behaviour in private conversations (standing outside class speaking loudly, telling them off in front of class)
- sometimes word choices used by teacher aren’t appropriate to control behaviour

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I have noticed that teachers organise students into two lines, provide clear rules before entering the classroom, and some teachers have utilised “entry/exit ticket” activity. This has provided clear structure and expectation at the start of the lesson, and teachers who have done this have had noticeably calmer classes.

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The teachers utilised a collaborative way of learning which increased the overall engagement of the class.

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What are some of the things you have noticed at Southport State High School?

Consider:
*Behaviour/Classroom Management
*Learning activities- learning intentions/success criteria, get ready, group work
*How exams are structured or set up
*Engagement levels and what staff do to engage
*Use of ICT
*Student behaviour and uniform- phone use etc.
*Students at lunch- behaviours, norms

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Jo's professional development on anxiety and panic attacks was very informative. I have previously tried to find information on these topics without success. I'm so happy I was able to learn strategies for diffusing panic attacks, and how to approach talking and asking questions of students with anxiety.

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- Teachers had their students line up outside in around 3/4 of the classes we attended
-  A male teacher used inappropriate language/sayings towards multiple female students and he told some male students to 'shut up'
- Teachers used positive reinforcement strategies to encourage good behaviour during the lesson (Kahoot and Quizizz etc.)
- Some teachers have great strategies to encourage participation in group discussions
- Some teachers engaged their students really well by giving them interactive lessons
- Dave Englert was a fantastic help for pre-service teachers. He took the time to explain what he was doing and why. He also allowed us to interact with the class and take over certain duties like letting them inside and dismissing them for break
- Relief teachers struggled with some classes (especially when it was to do with art)

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Classroom Management
- 2 Lines outside classroom, setting expectations before entering the room
- It was clear teachers had set clear expectations when upon entering the class they all sat down and got out the required equipment

Lesson Structure
- Entrance and exit passes
- Starter questions written on the board for students to start immediately when entering the room

Use of ICT
- ICT was used well in a year 7 ACE math class when students were able to complete independent work at their own pace

Engagement
- Using activities during the lesson to get students to move physically i.e. using an activity to decide who answers a question (Dave Englert had good strategies for this)
- Monique Williams gave us a lot of guidance in regard to Brain Gym. She also provided us with an understanding of how she structures her lesson preparation, and advice on how to manage the workload which was helpful.

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Dave Englert has amazing class management. Every student was so engaged in learning and students were enjoying his classes. I have taken a lot away from watching him teach, and he took the time to explain certain strategies he uses to the pre-service teachers. Some other teachers asked us if we had any questions, but Dave really went the extra mile with teaching us. I would have liked to sit in all of his classes so that I can learn his way of teaching more in depth.