Teachers should participate in extra training days, courses, conferences- this will go towards your continued professional development. (CPD) Teachers should always be looking to develop professionally and engage in extra activities. (Lauren R)

Teachers should communicate with families. This could be informing them with the activities that are happening with their class, child or around the school, keeping them up-to-date. They should also keep the families updated with any concerns or worries about their child, whether it be related to their academic work or well-being. It is vital that teachers also have parent meetings, where they discuss the level of achievement the child is doing, allowing good communication to take place. (Rebecca B).

Decision making- Wragg (1997) “Stated that decisions about how pupils should learn and how teachers should teach need to reflect both purpose and context.” When deciding on how to teach a particular topic the teacher needs to understand their class. They must make the decision on what way to teach. For example if reading a story and tasks are going to be made from this story the teacher must decide if the class will understand better with reading the story in groups or to the whole class.(The pedagogy of teaching English in the Primary school) (Cliodhna McK) 

From reading 'Effective Primary Pedagogical strategies in English and Maths in KS2', It is clear that having great organisational skills when teaching can make a difference to children's development and progress. Teachers should have clear learning objectives/outcomes/goals which all pupils understand, they should be related to the lesson and taken from an area within the National Curriculum.

Resources should be well thought out to fit the needs of the pupils, and prepared before lessons begin to enable effective use of lesson time. (Lauren R)

From further reading, "Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2," It is stated that having a positive classroom climate is important. This is implying that the classroom should be a happy place for the children to come and learn, somewhere that they feel is safe and welcoming for their thoughts and ideas. It is stated that having a well presented classroom will result in a less disruptive class, making behaviour to be managed more sensitively, promoting mutual respect between the teacher and students. 

(Rebecca B).

As a result of reading 'The pedagogy of teaching English in the Primary school' it is clear to me that it is important to have good curriculum knowledge as well as resources that are well thought out and linked with the current topic, this will help to provide the best teaching possible. The report talks about bright interactive working walls that will help to keep children focused within English, therefore having bright, colourful resources and working walls is just as important as pedagogical knowledge. (Cliodhna McK)

‘The pedagogy of teaching English in the primary school,’ states that a classroom should

promote the love of learning for english, therefore, the layout is important. Having a book corner, which is made exciting and welcoming is vital to ensure the children are enthused about reading and encouraging reading for pleasure, throughout all key stages. Having working walls is a great way to display the pupils’ work in the classroom, e.g, these could be story maps they have made on a specific topic. (Rebecca B)

From reading, ‘Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2,’ Being organised in the classroom is not only beneficial for the teachers, however, the children as well. The teacher should have their routines well- established for a guide to follow for them personally and the pupils, e.g. they could have the routine on the board or a display which is visible for the entire class to see, as some children may find it difficult and distressing to learn without knowing the structure of their day. (Rebecca B)

Teachers should make good use of lesson time, this means they should focus on the students' learning outcomes.(The pedagogy of teaching English in the primary school). It is not about how many questions the pupil can do, rather they should focus on their quality and understanding. E.g, the teacher should not rush the students to get 10 questions of a comprehension done in 20 minutes, the teacher should focus on their own abilities and knowledge. Then the questions that they have not completed can be set for homework, or completed in free time. This will appear to be more effective for the pupils and enhance their own abilities. (Rebecca B)