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Define coaching and mentoring relationship

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Define coaching and mentoring relationship

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What will feedback look like? Incremental coaching technique and planning.
What would you like to work on?
What are your worries?
What are your strengths?

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Years 9 and 10 behaviour issues
Pace of lesson - falling behind
Workload and time management - stress level
Confidence in delivering new GCSE content - not taught it before
Checking of subject knowledge

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Focus: Define the techniques for guided practice and independent practice

1. What does Rosenshine say about the optimal success rate? What are the key differences between guided practice and independent practice?

2. How much closely supervised guided practice do you support in your lessons? How do you ensure you notice if a student is struggling or making repeated errors in the early stages?

3. What resources do you have available to support students who are clearly ready for more extended practice or who need additional support to achieve a high success rate?

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Focus: building student habits and learning stamina

A common behaviour management challenge is keeping students focused on a task with the required effort, intensity and independence, for a sustained period.

This is easier when the task is a form of guided or independent practice and harder when students continually struggle. It is also easier when students have good habits and stamina built around a familiarity with the experience of working hard for an extended time.

Driving questions to investigate:

1. At the individual level - How many students are engaging with the lesson? What behavior do they display? What motivates them to be independent learners? How does each individual student behave? Why does individual learner behave the way they do? Do they need help? Do they need to be taught successful habits for learning?

2. Do you have a systematic approach to reviewing prior learning from a week ago or a month ago? What strategies help to sustain student effort and attention for the double period? If a student in your class wants to study and is motivated to succeed, what resources will they have available to them to support them?

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TLAC Technique 28, page 211
Brightening Lines is a technique to ensure changes in activities and other mileposts are perceived clearly by making beginnings and endings of activities visible and crisp
There are two key ideas implicit in Brighten Lines: Clean Start
The first way to Brighten Lines is with a clean start - shifting from one activity to another on a clear verbal cue.
Scripted Example: "Okay, class. You have three minutes to write a response to this question. Ready (pause, stand in your 'Perch' position using 'Radar' and 'Be Seen Looking' techniques). GO!" Advantages of a script like this:
The short pause between the 'Ready' and 'Go' makes the beginning of the activity 'pop' and can build anticipation and urgency so that students start immediately on cue.
10 Action Steps to ensure a Clean Start
The short pause can cause students to work more industriously once they are 'allowed' to.

1. Give clear 'What to Do' instructions, ensuring economy of language

2. Give a clear time limit for the task

3. Ask one or more pupils to repeat the instructions back to you, as well as the time limit (an opportunity to check on those pupils who like to feign ignorance of the instructions and remove this as an excuse not to begin)

4. Ask pupils 'Is there anybody who is still unsure what to do?'

5. Repeat, very briefly, the task and the time limit

6. Give a clear 'GO' signal (perhaps include a pause beforehand to build anticipation, or include a brief preparatory instruction like 'pens in hand...go!'

7. Stand still - do not move

8. Very obviously scan the room - (Be Seen Looking) - to check whether pupils have begun

9. Narrate compliance - praise those who begin straight away ('James has started. Well done, Courtney. Thank you for starting Ahmed.')

10. Anonymously challenge the non-starters ('Just waiting for two pupils to start', '90% of us have begun, let's have 100%')

Clean Finish
Students see their peers 'snap to it' - normalising the idea of starting work immediately and making productive use of their time.
A SINGLE MOMENT ending
Additionally, you build a strong disincentive against a slow start and time wasting/daydreaming. If it is unclear whether everyone else has actually started something, there is an incentive to take your time to avoid being an outlier (the first to start).
Preliminary Reminder

Before you start your 'Clean Finish' you might provide a preliminary reminder that you will be enforcing a "hard stop". For example:

"I will need pencils down in 20 seconds. Try to finish that last thought"

When you get to the end of the allocated time, ideally there will be a signal

A timer could go off and you would say: "I hear the timer and that means pencils down and eyes up, please"

Or, you could use a 3-hand clap as a call to attention

Finally, if everyone begins on the clear verbal cue, there are no grounds for a student strategically choosing to delay starting their work. 'Everyone has started working so I better catch up'. This takes advantage of the most powerful student motivators - peer influence!
Combining BRIGHTENING LINES with other techniques:

Perch: stand in the optimal position that allows you to see all of the class with minimum head swivelling required

Radar: deliberately scanning the room for compliance

Be Seen Looking: using an appropriate 'dance move' so students know you are looking for compliance (Tip Toes, Invisible Column etc..)

Least Invasive Intervention: Clear Non-Verbal Interventions to get compliance as well as Anonymous Individual Corrections ('waiting on three people'), Positive Group Correction ('check your SLANT') etc..

Make Compliance Visible: Your instruction involves the students completing a specific, observable and sequential actions so you can check easily for student follow-through. For example: 'Pencils down, hands free, eyes up please in 3, 2, 1'

3:30i:30g: Once students are working, take between 1-3 minutes to stand in your Perch position and deliberately scan the room to ensure students are focused and working hard before you start any checking for understanding. You may need to repeat instructions and/or use Least Invasive Interventions to correct students early (small problem = small solution)

Narrate the Positive: commentate on immediate compliance to build momentum:

'Great to see lots of pens moving already - great start class'. 'I'm excited to read your responses'. 'Excellent start Alex, Chloe and Ben - great to see you working immediately and maximising your writing time' Video Examples
When setting pupils off on a task, once you have their full attention (pens down, eyes on you) in absolute silence and with you stood at the front of the room:

Being able to end an activity reliably on cue is also a critical skill for several reasons:

If you are transitioning from writing to a group discussion or Q & A, you do not want a third of your students to continue writing. You want the writing to end on cue, in a SINGLE MOMENT, so everyone can immediately start looking forward to the next step together, in unison.

Whatever the signal, every student can see every other student transitioning on cue, making it far less likely for a student to continue doing something under the guise of lack of clarity

Brighten Lines Clip 24

Brighten Lines TLAC Field Guide Clip 30

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08. Brighten Lines - Wilmslow High School

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Focus: Brighten lines

Why is this the focus? When students are given instructions on a task but don’t know how to follow them correctly; giving clarity to students on specific behaviours for different parts of the lesson.

What is the problem this will overcome? Students develop independence and know what to do in different situations e.g. see 3 before me

How will this be modelled? Observe BeS’s Year 10 lesson

Guided practice (I DO, We DO, YOU DO):

How is the concept of brighten line used in this lesson?

What makes the line bright and clear to students?

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Observe Ben modelling guided practice & Brighten lines

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Observe Ben modelling guided practice & Brighten lines

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Guided practice (I DO, We DO, YOU DO):

How is the concept of brighten line used in this lesson?

What makes the line bright and clear to students?

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Theory into practice - Plan & Teach Y10 Lesson on isotopes

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Theory into practice - Plan & Teach Y10 Lesson on isotopes

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Theory: Modelling handover - I do, We do, You do

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Theory: Modelling handover - I do, We do, You do

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Presentation: https://docs.google.com/presentation/d/1Ifs-1dsYiB2zYzmjjE4LelDAa2tRWz9RjwSRz6C5Hao/edit?usp=sharing

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Theory into practice - Plan and Teach Y10 Electron configuration & Periodic table

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Theory into practice - Plan and Teach Y10 Electron configuration & Periodic table

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Theory: Explaining & modelling - Securing effective demo

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Theory: Explaining & modelling - Securing effective demo

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Presentation
https://docs.google.com/presentation/d/1Y678GqJx01JTMAN6iNk0eVaTVewAfhher15LGb_u7NI/edit#slide=id.gd85e6de1a3_0_39

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Observe Ben doing alkali metals demo 5/12

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Observe Ben doing alkali metals demo 5/12

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Theory into practice - Demonstrate alkali metals to Y10

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Theory into practice - Demonstrate alkali metals to Y10

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Securing progress through modelling

https://teacherhead.com/2022/06/15/five-ways-to-secure-progress-through-modelling/

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Module 3 of the ECF addresses Teachers’ Standard 4: Plan and teach well-structured lessons and Standard 5: Adapt teaching.

The topics within this module are:

1. Completion of Module 3 audit

2. Implementing effective modelling

3. Introducing new material in steps using exposition and questioning

4. Modelling metacognitive strategies including through homework

5. Developing high quality classroom talk

6. Reviewing the learning for Standard 4

7. Understanding the role of key professionals in meeting the needs of all learners

8. Using grouping to support specific needs

9. Building on pupils’ prior knowledge through formative assessment

10. Making new concepts accessible through targeted support

11. Meeting individual needs and balancing workload

12. Reviewing the learning from Standard 5

The module begins with a self-assessment audit against Module 3 ECF content. Through this module you will consider the fundamental principles of planning well-structured lessons to ensure that your ECT meet the needs of all learners, and how to adapt their teaching to ensure that pupils don’t get left behind. You will work with your mentee to extend th activities, with opportunities to consider research on how to structure lessons and adapt their teaching, including using modelling and scaffolding, as well as developing metacognition in pupils. You will use this so your ECT can evaluate their own approaches to ensuring that pupils can build on prior knowledge and address misconceptions before they become a barrier to learning. This will lead to the practical application of theory to their practice, applying new and refining existing approaches in the classroom. There will be opportunities for both collaborative and individual planning, reflection and evaluation, through which your ECT will further develop their practice.

This module is 12 weeks long. Within the sequence of this programme, the module is designed to be run in the spring term of Year 1. There will be another Mentor Self-Directed Study session mid-way through this module.

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GOAL

What is the goal or subject you would like to talk about?

What is it that you want to achieve?

What is important about this goal for you?

What outcome are you looking for at the end of the session?

How much on a scale of 1 to 10 do you want this?

What is the timeframe for you to achieve this goal?

REALITY

What is the present situation in more detail?

Who is affected by this other than you?

Do you own the goal?

What obstacles do you need to overcome to achieve it?

What resources do you have / need?

What strengths have you got to help you achieve your goal?

In what ways are you already applying elements from the ECF?

OPTIONS

What are all the different ways in which you can approach this issue?

Which specific elements of the ECF – as expanded upon in the Research and Practice Summaries – can you draw upon?

On a scale of one to ten, what would be your top three?

What else could you do?

WILL (“I will”)

What are you going to do?

Who needs to know / be involved?

When are you going to start?

What personal resistance do you have?

How does this meet with your original goal?

Adapted from: John Whitmore, Coaching for Performance, 2007, London: Nicholas Brealey.

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3rd January - Module 3: Developing quality pedagogy

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3rd January - Module 3: Developing quality pedagogy

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Plan

Theory in practice

Mentoring and coaching
Give the ECT an opportunity to observe you teach a class – how do you model a difficult area of the curriculum for your own pupils?

Script and rehearse some simple routines – for setting up effective and content-rich classroom talk?

Discuss in your phase or subject team how you model metacognitive strategies.

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WC 9th Jan - Module 3: Developing quality pedagogy

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WC 9th Jan - Module 3: Developing quality pedagogy

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https://funkypedagogy.com/free-cpd-content/