-Protect our reputation and the schools

- Even drinking a soft drink out may be exaggerated by a parent or student

Political views

- Can’t give quality teaching when bringing your views into a classroom

- Even if you have the views you just need to hold back

Social media

- Professional behaviour with students not social

- Confusing boundaries

Banter

- Could get confused with harassment

- Being aware of how far you can take it

Willingham, Daniel T.. Why Don't Students Like School? : A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for the Classroom, John Wiley & Sons, Incorporated, 2021. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/edgehill/detail.action?docID=6532364.

PAYNE R, 2015, Using rewards and sanctions in the classroom: pupils’ perceptions of their own responses to current behaviour management strategies - Sanctions such as asking pupils to miss breaks, or giving detentions, are seen to be counter-productive in encouraging pupils to work hard in class. Some rewards, such as the giving of “stamps” work well in relation to how much pupils like the teacher, but they are not found to promote hard work in older pupils

SARI T.K, RAHMANI P.H 2024. The Role of Positive Reinforcement on Students in English Language Learning: A Skinnerian Behaviourist p1-5  -Study done on english language teachers in Surakarta city. This study showed that positive reinforcement (‘words of affirmation’ praise their work). Makes them more comfortable in the classroom and more motivated and show what they know.

I think this chapter agrees the common view that education is just about preparing people for jobs or making them fit into society but instead help people grow as independent, responsible individuals who can think for themselves.

I agree because

• Depend on what are defined as capabilities.

• In a maths point of view you can change over the course of years. eg 2+2 in Yr 2 vs now

• Reading and writing will be with for life. Opens more windows in life.

I disagree because

• Depends whether the learn is useful.

• To much towards exam results and doesn’t help you in life. school doesn’t allow you to make mistakes

To be organised and may help with behaviour and structure in the classroom.

This video explains how you have to have specific goals, keep children motivated and engaged, use formative assessment to track progress and have a lesson structure (start, middle and end). However, not all of these will work in every classroom. Some strategies may be too rigid or not suitable for all classroom settings, as effective lesson planning often requires flexibility. If the video presents a one-size-fits-all approach, it may not account for different teaching styles, subjects, or student demographics.

Starting of lessons -Things that will get the children thinking and capture their interests could be games

Endings of lessons -Bring the whole lesson together by questioning, games, and discussion.

Flexibility -You have to be very flexible, timing will not always run smoothly, children may change the direction of the lesson.

Learning Objectives -will be available for the children all the time, kids want to know what they are doing.

Progression -need to understand that some kids won’t progress as fast as others

Reflecting/Evaluating -you need to know if you need to change your lesson for a future class.

Structure -doesn’t always work how you want it to work; you don’t always have to follow a 3 part structure.

What can go wrong? -everything can go wrong!!

• Long Term Planning- RE curriculum

• Medium term Planning- Terms eg Autum, spring and summer

• Short Term Planning- What your doing each week

• 3-part lesson- Starter, middle and end

• Starter and Plenary- What have you learnt and where are you going

• Adaptive teaching- Teachers teach differently, Students learn differently

• Learning about and from religion- Learning about the religion and what we take away from it personally.

• Name the scheme of work something engaging

• Starts with a game- Children are interested in things like this

• Looking at there self-worth

• Able to do their own research

• Gay marriage

• Extremism

• Indoctrination

• Sexual ethics within religion

• Faith Schools

• A theistic Vs non-theistic world view

• Mediatisation of religion (religion in media)

• RE as part of the NC rather than LA

• Secularisation of religion

• Fear of religion

If a teacher presumes that a student can or will achieve, this theory suggests they are more likely to invest time, effort, and energy into that student.

It discusses how high but realistic expectations can drive students to achieve more, while low expectations can limit their potential.

However, expectations must be fair and inclusive, avoiding biases that could unintentionally hold certain students back.

I think the article makes a crucial point about the power of teacher expectations. It highlights how students often internalize the beliefs their teachers have about them, which can significantly shape their motivation, confidence, and academic success.

In particular, A history teacher was very engaging with his students. Before the lesson started, he was waiting by the door and greeting all the students. He named his lesson something that the students were interested in. One student was misbehaving, and he followed through with the discipline. His classroom seemed to have a good environment where students could ask questions if they needed help. This is a teacher I would like to be.

When doing this with students, I would visit the place first, allowing me to set up activities and get a better understanding of the place. I would create activities that would take enough time to fill the day and create clear boundaries where the children are not to go to keep them safe.

This article focuses on real-time adjustments within a lesson plan to accommodate all learners. This allows those who might struggle a little more to understand tasks and are able to engage with the lesson. Many may argue that this will oversimplify the work, and, therefore, they won't get the content they need for assessments or exams. However, I would argue that all students will get to the same point, but they will just reach the goal at different times, and there is nothing wrong with that.

This article emphasises the importance of maintaining high standards of personal and professional behaviour as a teacher. We are there to be role models in and out of school. This article provides clear guidance on how to navigate the expectations of being a teacher and how our actions impact our students. However, the article does not address specific challenges that are faced by teachers. For example, dealing with parents' expectations, social media and adapting to policies held by different schools.

This article presents a comprehensive view of effective teaching. However, when putting it into practice, it could be quite hard as very often the school needs you to meet criteria by a certain point, and students further up in the school need to be exam-ready in a very short amount of time.

A way to overcome these barriers is to do retrieval practice, introduce key concepts and terms gradually, and connect new learning to students' existing knowledge.

Revisiting content over time strengthens memory and prevents students from forgetting what they have learnt. Bloom (1963) suggests that students achieve competence before moving on, which aligns with Bruner's approach of revisiting and deepening understanding.

Why Might a Spiral Curriculum Be Problematic?

• If concepts are revisited too quickly, students may not be able to grasp the full concept.

• Many curriculums do not have the time or space to go back at look at what students have learnt.

• Some students may find it pointless to revisit topics if they have already got the full concept.

Safety needs- Children can come from unsafe homes. So when coming into school as a teacher we should provide a supportive atmosphere and encourage all students to feel valued and heard.

Love and belonging- Many students feel like they don't belong. This could be in their homes and schools. As teachers, we should create an open-door policy where students can come and talk to you at any time. This all starts with having a positive relationship with your students and getting to know them on a personal level without setting boundaries. If you are concerned with anything that is brought to you, you should report it.

Debates

Kahoot

Whiteboards

Outside learning

Roleplay

Think, Pair, Share

Metacognition- How you know the content

Repetition- Revisit information over a couple of months.

Spiral Curriculum-Revisiting content as you go up the years to build on Knowledge.

Learning styles- Learning in a certain way eg visual. No scientific evidance to back it up.

Key concepts that run through the curriculum, helping students connect different topics. These include ideas like beliefs, practices, and sacred texts, which appear in multiple religions. By revisiting these concepts regularly, students build a deeper understanding and see how religious ideas are linked across different traditions.

Overall Feedback

This is a well-written piece which shows a good understanding of key concepts and principles. You have used well some of the referenced readings to your advantage. At times it is limited and requires further analysis than description. For example, when discussing escaping the cycle, the role of the Buddhist society in Britain, the cross-cultural clash on p.3, and when talking of women, patriarchy & feminist theologian (pp.5-6) and not getting senior roles on p. 2 & Buddhist identity on pp. 4, British Buddhism and misrepresentations.  

Good evidence of understanding of the challenges that face Buddhists today.

Areas for improvement

References/ style- format- as shown in class- (Surname and Year)

incomplete sentence p.7

Limited references shows limited engagement critically with certain statements.

70%

Chloe, you’ve produced a really good set of blog entries which demonstrate how your thinking and engagement with the topics we’ve examined in class has progressed and deepened. Your arguments are balanced and even handed, but there’s also evidence of your own reflexive voice coming through your analysis.

You show excellent potential going forward- just keep an eye on important details like referencing and proofreading.

Targets:

·        Make academic reading a regular habit. Reading is key to academic development and progression.

·        Proofread your work in detail prior to submission.

• Create a positive school culture- good behaviour starts with clear expectations. High expectations need to be set and need to be consistent throughout the school.

• Teach good behaviour- we are the role models. reward positive behaviour to reinforce it

• A fair response to misbehaviour- We as teachers should be predictable and fair. sanctions should be proportionate and linked to behaviour.

• Support over sanction- some children like children with SEND, may need more support. early intervention is encouraged to prevent repeated issues.

Behaviour management is about setting clear expectations, responding fairly, and creating a supportive, safe, and respectful school culture where every student can learn and thrive.

1. Build on prior knowledge

2. Supports long-term understanding

3. Encourages confidence

4. Links ideas across subjects and years

Children can learn a lot when going to places of worship. They can get a first-hand experience of religious practices, learn to respect and tolerate different cultures, learn the meaning of symbols, architecture and tradition and learn the role that religion plays in the community and daily life.

• Be mindful of how you present yourself- even off duty as you are still a role model.

• Keep your personal views private. Focus on a balanced, respectful discussion.

• Keep humour inclusive, respectful and professional. Avoid anything that can be misinterpreted or make someone feel uncomfortable.

• Always speak with respect, even when stressed.

• Always be punctual and these attitudes reflect your professionalism.