Managing Pupils in Science Lessons (2010:173)

Teaching Secondary Science (Ross, Lakin, McKechnie and Baker) Notes - Chapter 19

Starting the Lesson

Enter the lab - establish and maintain routines.

Start work quickly - engage / starter work. Register. Ground rules set and strategies developed to avoid potential dangers.

Variety of activities → achieve learning outcomes

Sts move promptly form one task to another.

Make sure they are clear about what they are learning 'tell each other what you expect to see/have to do'

Identify critical moments - moments or turning points when  comment or action is decisive in determining the flow of the rest of the conversation or interaction, e.g. student indicating complete lack of understanding.  Checj uderstanding with everyone in class 'tell each other what you think'.

Crisis points & critical moments

The unexpected → put to the test

Childern can sense weakness.  Expect higher standard from teacher than themselves or parents.

School bags!  >>> under benches
Eye protection

Disruptive pupils or disruptive behaviour

Know problematic students and the school behaviour management system (e.g. Ready to Learn p48 at CVHS).

Criticise the behaviour and not the pupil. Take the opportunity to praise the pupil as soon as possible after the incident for behaving appropriately.

Rewards and punishments - ratio of 20:1

Provide a purposeful, challenging and useful set of learning activities → happy and well-behaved classroom.

Keep them busy, focused and challenged and they will have little time to be disruptive.

Ending the lesson

Consolidating a good lesson requires the allowance of time to review the outcomes of the lesson. 
→ The pupils and teacher need to know to what extent they have met initial learning outcomes (Formative Assessment!). SHort quiz / true/false questions / mind map etc.

Teacher intuition

LEARN NAMES!

• Seating plan with names written by the students → to know their handwriting;
• School photos → seating plan;
• After correcting work/jotters put in pile so handing out is easier ie follows seating plan;
• Each lesson ask 3-5 pupls something about themselves → record (e.g. dog, brother Joe, football).

Develop a knack for ignorong low-level unacceptable behaviour and praising acceptable and desirable behaviour. 

Summary

Plan and execute a well-prepared lesson.
Reflect.
Ask for advice.