Hi everyone,
Just a quick word to say that we’ve sorted out the glitches and the online staffroom is back up and running. Apologies for the delay.
New additions include:
Notes on the PDM sessions by T (Expectations) and Kate (Discipline and Classroom Management). Both on the PDMs page.
I’d like to say a big thank you to everyone who shared a takeaway from Kate’s session. I’d like to share them all with you here:
Takeaways from Kate’s session
Victoria:
It’s sometimes such a relief to hear how other peoples classes are going and issues that they have because you realise that your daily challenges are not just ones that you are dealing with but ones that other people are too! I think sitting down and sharing them and asking the consensus for advice in a supportive atmosphere is great!
I really liked discussing the nitty gritty issues in the classroom with everyday examples of annoyances/problems and how to handle them. The issues that come with different age groups are exactly the ones that I’ve have witnessed in my classes e.g. teens – lateness, no homework, no interest! Also I have tried some of the suggestions mentioned so it’s good to hear I am on the right track.
I know I need to work on L1/L2 control, giving clear instructions and handing over some control to my students.
T:
terrible as it may sound, my takeaway was that I enjoyed hearing about the problems other people are having with their groups as we can often feel a little isolated in our classes and like problems we’re having are only happening to us. No matter how long you’ve been teaching, you can still be faced with difficult situations and so it always feels ‘nice’ to hear that colleagues don’t have perfect classes all the time too!
Kasia:
The ideas that I liked were:
- giving 3 points to SS who finish first, to encourage them to do an activity they were reluctant to do.
- writing a list of stages of the lesson on the board so that SS know what’s coming up.
Andy:
I’ll remember for the future that if I have particularly difficult teens or adults in class, I can be quite straightforward about discussing their reasons for being in class. Should the problem persist I could even invite them to leave. Hopefully this would get them to reassess the situation.
Dani:
My takeaway..a steal from Ceri on there being support around for those problem classes. ,I noticed that people felt comfortable to share experiences on those classes-not always easy to do. Loved the fact that the room`s brimming with ideas on how to deal with those issues.Great brains! 🙂
Nick:
AL support was my takeaway.
Always good to meet up as, by choice, I’m in SFN.
Kate:
My main takeaway as a co-ordinator is that I’ve become aware of some problems which teachers are having with students. I knew about 97% of them but a couple came to light which were new to me! Hopefully, some of the teachers’ takeaway will be to share their problems with co-ords and colleagues.
Simon B:
My takeaway…it’s helpful for the new teachers that there are sessions like this and they can use all the ideas in their classes. It backs up what co-ords say and you can see confidence growing in them.
Carmen:
I enjoyed the whole session for its usefulness and timeliness. Some of the questions raised are exactly what I am facing in my classroom right now, from bored teens to a particular 8 year old I have who doesn’t see the point in doing any written work. It was good to share ideas with my little group and with the wider room. My favourite bit was when Kate went round the room and we each had our idea (classroom management solution) put up on the board. I wish I’d taken a photo now!
[Ceri: here’s the list from my notes, may be missing one or two: L1/L2 control, instructions, monitoring, routines, variety, flexibility, adaptability, groupings, consistency, teacher energy, mood, attitude, handing over control, learning about the students’ motivations, realistic expectations, positive approach, resources, rapport, support, groove, reward system implementation ]
Jill:
my takeaway was the moment near the beginning when we had 20+ factors up on the board that determine/affect classroom management. ugh sooooo many. struck me that it’s quite awesome that we are sometimes able to get all (or enough of) these factors right at the same time and actually achieve a well-managed classroom, and it therefore shouldnt be at all surprising or disappointing (demoralising…heartbreaking…sigh) when we don’t quite manage it! a little emotional detachment in that sense is a good, important thing. as is reminding ourselves of all those things that we ARE doing right while still struggling to find that magic combo of factors that will make for a smooth, effective and happy class.
Edel:
One of my takeaways was I was going to email you about what you said you’ve done in the past with teen classes about the homework excuse I’d love to use it with a teen group who can’t seem to arrive on time.
JG
My takeaway was definitely the affirmation that I’m lucky to be surrounded with so many brains to pick. Every problem / challenge that was raised was offered a practical solution. Thanks to T and Amy for my sentence lengthening technique for the teens
Lucy G
Points that stuck with me is that there is support for classes that are a bit more challenging and also to bear in mind the difficult/challenging days that the students may be having themselves.
Ceri:
I think my main takeaway was the reminder that if we do have challenging (or puzzling) classes, students, levels etc, we should remember that there is always someone who’ll be happy and interested to talk about them, and that the academic coordinators at all the centres are there to offer help and support.
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