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- Differentiated teaching and learning
- Digital technology
- Structure and routine

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HG - questioning where are students books for the first 2 sessions.

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- Asking personal questions about their life.
- HG: Wishing them a good day.
- Greeting students in the yard
- Prompting conversation based on interests (motor bikes, basketball)
-Engaging in students future pathways
- Differentiation of in class and home work.
- Competition and displaying of work.
- Block learning as an option for implementation

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- Following school values of being prepared to learn.

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Reflecting on success criteria and using exit slips so students can reflect on and measure their own learning. 

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Reflecting on success criteria and using exit slips so students can reflect on and measure their own learning. 

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- Connecting or relate to the content
- Listening to students and their opinions
- Providing options for learning (student agency)
- When students experience success
- Feedback leads to student buy-in
- Teacher being enthusiastic
- Good resource and good GVC

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- Not bringing equipment.
- Seating choices
- Maintaining an exersice book for continous learning

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binders needs to be reflected on and to see if there is an alternative to not having to carry a heavy folder around. eg magazine holders in lockers and students just collect the two books they need for the sessions.

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-Busy classroom, students asking questions
-Self efficacy, confidence
-All students are engaged and working
-Students are giving positive body language, wanting to learn more
-Students being on time to class because they enjoy it
-Mutual respect shown in classroom between students and teacher/ students and other students

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Hook activities
Understanding that teachers want to see their best effort
Seating plans
Organisation (encouraging students to bring equipment)

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corners
class discussion

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lateness should be explained at the end of the lesson once the rest of the class has been dismissed.

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lateness should be explained at the end of the lesson once the rest of the class has been dismissed.

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collect the books of students who are constantly forgetting their books.

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Being ready and prepared on time for lessons. Eg. as soon as bell goes get students in and starting on an activity. 

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Being ready and prepared on time for lessons. Eg. as soon as bell goes get students in and starting on an activity. 

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- Not being prepared for class (using it as an excuse)
- Struggling to find the relevance of the content
- Finding difficulties in the content
- Lack of enthusiasim for learning (no love for it)
- Low cognitive ability
- Low self esteem and resilience

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getting students up to write on the board

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weekly homework tasks

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routines
consistency
commendations
students knowing that the teacher in the class is checking in with students, trust to know going to get help
know where the student is at and helping

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Setting positive tone with student choice.

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Setting positive tone with student choice.

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pens and paper always available from teacher in case students are not ready to learn. Conversation can be had with student at the end of the lesson.

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pens and paper always available from teacher in case students are not ready to learn. Conversation can be had with student at the end of the lesson.

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Establish an orderly learning environment including entering/exiting the classroom.

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-Praise and positive reinforcement
-Rapport based on learning - "this teacher helped me learn something"
-5c's
-Questioning rather than challenging
-Building a safe place/classroom where students can be open about emotions

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- Teacher enthusiasm
- Engaging/ challenging activities
- Culture
- Time of the day

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Flexibility of learning for different learning styles

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Flexibility of learning for different learning styles

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student choice for some activities
rewards

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provide clear expectations

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- On topic discussion
- Feedback
- Body language
- Understanding where your students are at
- Listening to each other
- Engaging hook

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routine and consistency
consistent teacher
absenteeism
timetables and room allocation, consistent classrooms for resources and routines
seating plans - can't do consistently because of non consistent rooms
students bringing books and pens to class

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-Disengagement because work is too easy
-Disengagement because work is too hard and students do not understand
-Being easily distracted in friendship groups
-Wellbeing concerns
-Lack of rapport with teacher

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The ELF structure used in lessons effectively.

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The ELF structure used in lessons effectively.

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student teacher relationship by having general chats with individual students

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student teacher relationship by having general chats with individual students

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students chat so that they do no expose their weaknesses in the subjects

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regular home contact for both positive and negative behaviours

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regular home contact for both positive and negative behaviours

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Ego

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-More practical based approaches e.g. playing games and relating them to the topic
-Giving responsibilities to each student
-Always having something ready for students to do. Ensure you're set up before class starts so they come in ready to learn
-Entry activities
-Thank students who are doing the right thing to remind others, rather than making negative comments
-Consistency: check student work to ensure students know how much needs to be done/what's expected
-Extending students who are disengaged because the work is too easy
-Give students time to discuss w/ elbow partner and ask them to share their partner's answer
-Cold calling - keeping students accountable but finding out which students need clarification
-Playing music at a lower level and asking students to stay at a lower volume than the music
-Finding a reason to praise a student

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Students not knowing the purpose and benefit of the lesson

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Students not knowing the purpose and benefit of the lesson

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Limited attention span

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- Participation in the class
- Listening to the teacher discussion
- Showing evidence of completed work
- Asking on topic questions
- Assisting in other tasks/hand on tasks
- Busy talk - all students on task but are talking about the work
- Preparedness for engagement
- Positive attitude (eager for learning)

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Students not being able to access the work. 

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Students not being able to access the work. 

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Low literacy, low comprehension

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students actively participating in class discussions

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Cold calling students
Multiple activities in class
Engagment improves from positioning in the classroom

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talking in class - not listening to instructions

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could engagement look like streaming students like literacy?

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could engagement look like streaming students like literacy?

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skill holes
lack of engagement
class sizes
ability

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students can be passively disengaged.

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sleeping in class

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participation

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When students are all collaborating and contributing. 

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When students are all collaborating and contributing. 

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Students complain about the class work being too hard. PAT data shows differently.
May feel singled out as high achievers.

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student paced

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Student voice, giving choice in a class. Student agency.

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Student voice, giving choice in a class. Student agency.

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self motivated learning

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Hooks