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NOTE: There are multiple tabs to this spreadsheetCoping with stressUse of voiceBody languageMoving around the classQuestionningPraiseBehaviour ManagementSelf-Assessment & reflectionPace of delivery
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Need to improveI get angry and frustrated with students and myselfMy voice isn't very clear, I often get a sore throat after lessons. I use one tone and volume throughout.
My body doesn't move much, and I tend to keep my arms by my sides. I have minimal classroom presenceI stay rooted to the front of the class. I rarely walk around to assess learningMy questions tend to be closed, short-answers and I give no thinking time. I usually ask the same students for answers and allow some to never engageI rarely say anything positiveI am inconsistent, I let students get away with too much. I issue many warnings, I fail to follow things up. I get angry a lot.I rarely consider my own teaching, I don't want to know what I do wrong. I am not an enthusiastic about teachingI rarely vary the pace of my lessons, except when I'm bored or not well-planned (too slow) or panicking to get students ready for a test (too fast). I often end up interrupting the flow of the whole lesson to deal with individual problems or behaviour issues.
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Starting outI am able to recognise when I'm starting to get stressedI can be heard clearly by students, in different contextsI know a few simple ways to keep my body 'open' to the whole class.I sometimes walk around a bit when I speak to the class. I circulate some of the time while students are working.I can ask direct, relevant questions to assess basic understanding. I try to mix up who I askI acknowledge hard work and good answersI explain my expectations and stick to them most of the time. I follow up incidents and treat students fairly.I will reflect on my teaching if I am observed or if something goes very wrong with test results. I react to problems by asking what I am doing wrong.I am starting to give students time to think, and I give some time prompts to keep students focussed
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Getting more confidentI am able to use a few physical methods to relax (e.g. deep breaths, relaxing muscles, straightening up)I can vary the volume of my voice without shoutingI am beginning to use hand gestures and facial expressions to support basic classroom instructionsI move around the room and stand near students whose attention is wandering to keep them engaged in whole-class activities.I can ask open questions to find misconceptions, use thinking time, targeting questions appropriatelyI make sure I praise students for any contribution or good behaviourI explain my expectations and reinforce them with praise. I have clear expectations and fairly rigid rules to deal with problems.I sometimes think about how I could have taught a lesson better. I occasionally ask students if they have enjoyed the lesson, and chat to other teachers to hear what they do.
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ExperiencedI am able to identify when students or I (or both) are getting stressed and have a few tools to deal with itI can consciously vary the speed and pitch of my voice for emphasis and interestI combine hand gestures and facial expressions with tone of voice to emphasise key points and vary pace of deliveryI use methods such as flashcards, mini whiteboards, fist-of-five, snowballing, etc. to get feedback from everyone in the classMy praise is specific: I explain what I am pleased with. I aim for the magic 5:1 ratio of positives to negativesI have high expectations that are reinforced every lesson with praise. I see behaviour management, discipline and respect as a requirement before any learning happens, and prioritise it accordingly. I manage behaviour flexibly and take circumstances in to account, but I consistently follow up all bad behaviour. I challenge poor behaviour quickly, and aim to manage behaviour mainly through a pacey, engaging lesson.I ask students for their opinions on my teaching. I examine my students' data critically to look for strengths and weaknesses in my teaching. I try to read magazines, articles or blogs to get new ideas a few times a year.
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OutstandingI am able to use some mental tools to deal with classroom stress, e.g. considering student viewpoint/emotions' effect on situation, focusing on positive interactions & contributionsI have a repertoire of tones including calming, stern, enthusing, questionningI use a wide range of clear and unambiguous whole-body movements and facial expressions to reinforce all elements of teachingI move all around the class, taking questions and talking from many locations. I let students take control of the board quite often, and can pre-empt difficulties from occurring by subtle movements and gestures near 'trouble spots'. I vary the way I move, to alter the mood and energy level of the class.I often ask very open-ended, deep, conceptual questions (high on Bloom's taxonomy). I ask students to create questions, markschemes and rubrics, self-assess, peer-mark, etc. and I use graphic organisers to make questions and answers challenging and concreteI have built up an aura of respect around me. Students know my rules and respect my classroom. I challenge poor behaviour within my classroom and outside it - students know I really mean business! I follow up every incident. I only ever criticise behaviour, never the student. Every student knows I believe in them, but that I will immediately act on poor behaviour. I reinforce my expectations as part of every activity. I share them with students and parents. I always listen to the students' side of the story and have a reputation for being fair but firm.I video myself and watch it back, sometimes with a colleague or mentor. I am very aware of my strengths and weaknesses. I ask students for suggestions about how to improve my teaching. I am always on the lookout for new ideas. I write my own reflective blog and/or tweet on the subject. I invite colleagues to watch me and give me critical feedback.I comfortably use long pauses and waits while students ponder ideas. I can move from slow, reflective thinking to fast-and-furious games. If there are behaviour issues I will tend to slow down the pace and calmly re-establish control.My praise is related to students' academic and behaviour targets. My students have learned to praise each other. All my praise is meaningful, and I praise verbally, with gestures, and in written commentary. I share praise with other members of staff and parents.
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