Teach Secondary 13.7

+ How the sciences and the arts can be perfect partners + The importance of regularly revisiting your classroom rules + Why your students should get to know more about the logistics sector + Ross Morrison McGill shares his thoughts on why we ought to rethink teacher feedback + Are schools doing enough to connect students with the natural world? + The English education system’s segregation problem + 5 more ways of reframing classroom behaviour ADAM CONNORS Software engineer and author ROBIN LAUNDER Behaviour management consultant and speaker BETHANYWINDSOR head of Generation Logistics and Skills Policy, Logistics UK ZEPH BENNETT PE teacher and school achievement leader S ome common misconceptions around lesson planning include the following: • You’re aiming for a convenient, one-size-fits-all approach • It will inevitably involve copying resources from the internet • It should be structured as a lesson ‘to do’ list consisting of multiple tasks In actual fact, it should involve: • Actively adapting lessons to suit the needs and abilities of different students • Managing time effectively • Keeping as well-organised as possible to reduce instances of stress • Ensuring your classroom management remains smooth and positive • Reflecting on and improving your teaching so that you can achieve better outcomes in future I remember that when I first started teaching, I thought the lesson planning would be simple. We now have access to all these helpful online resources – some through the school, many we find for ourselves – making it easier than ever to get everything prepared and ready to go. But then, reality hits. The tech fails, and you suddenly find yourself standing in front of 30 students on a hot summer’s day, attempting to fix IT issues while at the same time desperately trying to keep everyone’s attention fromwandering... That’s what taught me the value of having alternative options to call on, and why my trusty teacher planner has become a great friend. The technology might let you down, but your planner won’t. It’s more than just a backup – it’s my go-to guide. Having everything noted, written down and immediately to hand makes it much easier stay on track. I’ll use my planner just before class to review my upcoming lesson plan, making sure I’m absolutely clear on what I want to cover. After the lesson, I’ll then jot down notes of what worked, what didn’t and any changes I’ll need to make for next time. This keeps me organised, saves me time, and above all, helps me stay calm. If you’re a new teacher, or even a seasoned veteran of many years, I can’t stress enough how much a planner can help you. Using one doesn’t just see to it that you’re more prepared; it also enables you to better adapt, stay focused and manage your stress levels, so that you can focus on teaching your students and helping them succeed. Planning isn’t just about getting through the day more effectively or efficiently; it’s also about devising roadmaps to success for you and your students. A well-kept teacher planner will help you manage your time, handle unexpected challenges and reflect upon your teaching every step of the way. So why not get yourself a planner today, and take control of your classroom, your time and your teaching outcomes? You’ll thank yourself later… LEARNING LAB INTHIS ISSUE TEACHER PLANNERS CONTRIBUTORS Thinking about… ABOUT THE AUTHOR Gloria Dalafu is a lead practitioner in maths, overseeing teaching and learning L E A R N I N G L A B 75 teachwire.net/secondary