Planning, Teaching and Class Management in Primary Schools

Denis Hayes

• Publisher: David Fulton Publishers
• Year: 2013
• ISBN:
  9781134006816
• Edition: 1
• Topic: Education
• Subtopic: Education General

First Published in 2004. Written new and trainee teachers, Planning, Teaching and Class Management in Primary Schools does not attempt to provide you with simplistic answers to complex issues. It does, however, offer important insights and strategies that can be used as a framework for monitoring and strengthening your progress as a teacher so that time on school placement becomes a first rate preparation for the day you have your own class.

PART I

Areas of Competence

Fragmenting a teacher's competence into discrete units does not reflect the complexity and dilemmas involved in the job but, for practical purposes, the different components are separately itemised so that you can focus on specific aspects of your planning, teaching and class management. Part I is set out for ease of use under seven chapter headings:

Chapter 1: Planning (preparing lessons)

Chapter 2: Teaching Approach (the way that you go about your work)

Chapter 3: Teaching Methods and Strategies (the skills you employ)

Chapter 4: Special Educational Needs (ensuring that all abilities are catered for)

Chapter 5: Assessment (monitoring children's progress in learning)

Chapter 6: Reporting (communicating assessment information to others)

Chapter 7: Critical Reflection (closely considering your own practice)

Each chapter consists of a number of sections, each of which has its own code. For example, the nine sections under ‘Planning’ are referred to using the letter P. Thus: P1, P2, P3, and so on. Similarly, the sections under ‘Teaching Approach’ use the prefix TA. Thus: TA1, TA2, TA3, etc. Throughout Part I of the book, there are a number of cross-references indicated to show major links between sections in different chapters.

Each section is laid out in the same way, starting with the identifying code, then the nature of the standard (based on DfEE 1998b), suggestions about the issues and practical factors that you need to take account of to meet the standard and a Keynote statement. For instance, under ‘Teaching Methods and Strategies’ (TMS), there are twelve sections, the first of which (TMS1) relates to the standard: Use teaching methods which sustain the momentum of pupils' work and keep all pupils engaged. For this particular standard, there follows six subsections explaining what you need to take account of, each of which has a Keynote statement attached.

In addition, at the end of each section, there is a Competence check with a summary of three key points for the standard.

The letters FPT in the text show that further information is available in Hayes (1999), Foundations of Primary Teaching.

Finally, it is essential to stress that the information contained in Part I is intended to provide a helpful framework of principles and ideas within which your creativity can flourish, and not as a dreary checklist of unattainable ideals to depress your spirits! Before going into school, you are advised to read straight through Part I and use the information as the basis for thinking, discussing and determining the implications for your classroom practice. Once you commence teaching, use the Competence check as a quick method for determining your progress, and the content of the sub-sections as the basis for evaluating the process of planning, teaching and class management in detail.

CHAPTER 1

Planning (P1–9)

Planning your lessons requires competence in nine key areas:

P1	What is taught.
P2	What teaching and assessment strategies are employed.
P3	What tasks are set to challenge and motivate pupils.
P4	How pupils' targets are set.
P5	How pupils with learning difficulties are dealt with.
P6	How lessons are structured.
P7	How continuity is provided between lessons.
P8	How a lesson incorporates the affective domain.
P9	How a lesson conforms to the National Curriculum programme.

P1 Identify clear and appropriate teaching objectives and content

What you need to take account of…

Terminology needs clarifying

Words such as ‘aim’, ‘goal’, ‘objective’, ‘purpose’ and ‘intention’ are liberally scattered throughout educational literature. Most commonly, the words ‘aim’ and ‘goal’ are concerned with final outcomes. The word ‘objective’ is most often used to describe the steps on the way to achieving the aim. For example, if the aim is learning to use a protractor, objectives may include an understanding about direction, the ability to employ appropriate terminology, an understanding of angular measurement, identifying, constructing and measuring angles using crude instruments, before finally using different types of protractor in problem solving or investigations. The words ‘purpose’ and ‘intention’ are used interchangeably as broad terms describing what a teacher hopes to achieve in the lesson with particular reference to children's learning. It is worth clarifying what you mean when you use terms and ensure that the tutor reading your lesson plan shares that view. In reality, pupils who appear to have succeeded in achieving the aim (target) on one occasion may still have only a tentative grasp of the subject area and require regular reminders and opportunity to rehearse and practise their skills.

Keynote: To use planning terminology consistently.

The main lesson purpose

If the lesson does not have a specific purpose it is difficult to know how to go about teaching it. You should be clear about whether the principal purpose is to extend pupils' knowledge, develop their conceptual understanding, practise skills or consolidate former learning. Even if it is a combination of some or all of these elements, it is worth clarifying this in your lesson plan by stating the intentions under the three headings: knowledge; concepts; skills. In broad terms, most of the knowledge will be provided by you through direct teaching or pupils finding out for themselves from books and databases. Most of the concepts will be developed through conversation, question-and-answer sessions and investigative play. Skills enhancement may take the form of consolidating knowledge and concepts through problem solving or improving ability through application to specific practical tasks.

Keynote: To be clear about the lesson purpose.

The likely learning patterns

In lesson preparation it is important to be clear not only about its purpose but about the way in which the purpose is to be realised. Some forms of learning can be mastered by means of following a well-defined sequence (such as using computer software); some learning takes place by means of overlapping stages in which a presentation of new ideas is necessarily preceded by reviewing earlier ones (such as in a science investigation); some forms of learning are more random and do not follow an obvious pattern (such as a problem-solving activity which can take one of many possible directions). Many lessons take the form of an initial teacher introduction, followed by set tasks and a conclusion, though note that if your introduction is only used to explain the tasks without improving pupils' understanding or sharpening their appetite for discovering more, an important opportunity for learning has been lost.

Keynote: To think about the way in which pupils learn best.

Mismatches between teaching objectives and learning outcomes

Lessons should be planned in such a way that the teaching approach helps to bring about particular learning outcomes. However, teachers cannot legislate for what children will learn and it is sometimes different from their original intentions. Sometimes, lessons take unexpected turns and the anticipated learning outcomes are not achieved. This can happen for many reasons, such as an interesting diversion due to a pupil's discovery, the posing of a thoughtful question or the re-interpretation of a task that provides for an exciting appraisal of existing methods. If the lesson involves a lot of direct-transmission teaching in which the teacher dominates the talk, the outcome is more predictable. If the lesson involves a lot of interaction between teacher and taught, especially if pupils are being encouraged to ask questions and pose problems, it is sometimes more difficult to predict outcomes, as conversations may take unexpected directions. Due to the unpredictable nature of learning, it is important to spend part of each lesson assessing (through what pupils say, write or do) the extent to which your teaching objectives have been matched by pupils' learning (see A1).

Keynote: To take account of the way in which teaching intentions may have to be modified.

Teaching about learning

There are occasions when the lesson content is less important than the process of learning. For instance, pupils may be involved in collaborative ventures or discussions where the purpose is primarily the development of social and interactive skills. Although the National Curriculum requires that pupils acquire specific skills and concepts, there are many occasions (such as structured play activities) when ‘learning about learning’ through social interaction is essential. Similarly, it is important for children to learn how to work independently without relying too much on their peers or an adult. Some children take time to gain the necessary skills and confidence to make their own decisions; others find it hard to take anybody else's opinions into account! You have to decide how much time to devote to activities which enhance the pupils' competence in collaborative and independent learning modes. It is rare that these skills can be accomplished in a hurry; nevertheless, part of your job is to help children to help themselves (see TMS9).

Keynote: To ensure that pupils have the necessary skills to complete tasks successfully.

Competence check

❑ I am clear about the main purpose of the lesson

❑ I have thought through the likely patterns of learning

❑ I have taken account of other learning that might take place

P2 Specify the teaching approaches and assessment strategies for achieving stated objectives

What you need to take account of…

Your intentions and children's capability

All teaching approaches must bear in mind what you want the children to learn and the abilities, speed of work and motivation of the children in the class. Planning lessons and taking account of teaching approaches needs to be guided by what pupils have achieved and are capable of achieving with your help. It is important to know what children already understand and what they have already experienced. Lessons cannot normally be pla...

Table of contents

• Cover Page
• Half Title page
• Title Page
• Copyright Page
• Contents
• Dedication
• Preface
• Abbreviations
• Introduction
• Part 1 Areas of Competence
• Part 2 Standards for Qualified Teacher Status
• Important Note
• Bibliography
• Index