There are more questions than answers…

We have been using TEEP (Teacher effectiveness enhancement program) to plan and deliver lessons this year. It’s early days yet, but there are definitely more cutting and sticking, role play, expert challenges, groups problem solving tasks, jigsaw and home group events and I must mention my screwed up paper snowballs and balloon challenges (yes, real balloons). We keep the pace lively, engage the students and endeavour to ensure that not one second of their precious learning time goes to waste. It’s invigorating and I have felt that things were definitely moving in the right direction, as long as the photocopier can keep up! I have shared picture of Mice and Men imagery analysis on @pedagoofriday and commented on collages that my year 11s have made to help them understand characterisations in An Inspector Calls.

Today we had outside agencies come in to deliver some interesting PSHCE and citizenship content. The information they provided was good and the sessions I sat in on were ok. I was surprised therefore to hear the crit from one of my year 11 girls stating that if we ( the normal teaching staff) had delivered the session then it would have been more interesting. I asked why. ‘Well,’ She started, ‘We would have started in groups with something to think about, then we would have watched or read something then we would have done an activity and fed back about it knowing what we were looking for.’

I was really impressed, in one short discussion she had managed to TEEP the visitor’s session and make it sound as if it were what they expected from anyone coming in to deliver a session. It made me think that when a school becomes more proactive or dynamic in its approach does that put extra pressure on visitors to be able to be charismatic and engaging. Is it true that a DVD and a chat is no longer acceptable as a visiting speaker. You have to engage just as much as a regular day to day practitioner? Is it up to us to demand high end engagement for our students and let them know that the students only fidget if they feel detached from the tasks? Or are we over stimulating our students so they need constant pace, change and activity and will struggle when they come to sitting 2 hour silent exams? You see, I have more questions than answers…



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I have been teaching English for 20 years. HOD. T and L. Runner.

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