I would like to see more children actively engaging in partner talk. I could encourage this by telling children that I will be asking them what their partner has said and feedback to ensure they are attentively listening to and communicating with their partners.
I would also like to see more children putting their hands up to answer questions instead of shouting out. My class are always eager to talk but when it comes to answering questions it can become very noisy. One thing that helps me with this is using lollipop sticks. This reduces the amount of calling out and children rather sit and pray their name gets called so they can speak.
I would like to see more children listening and respecting each other’s ideas and not talking over them. I could encourage this by modeling an example with my TA on what good listening looks like clearly.
I would like children to read more books and understand the significance of reading. Unfortunately, due to modern technology children spend hours online rather than read a good story. Additionally, some of the non-fiction texts such as magazines and newspapers are sold at high prices. With the current situations , of Covid 19, it is difficult for children to borrow books from the library and that again reduces their chances of reading good quality books. I would like children to understand that reading develops their imagination, vocabulary and spellings. It exposes them to good grammar and text or sentence structure. I tried promoting good books in class, I also tried enhancing the books corner and watch News-round where they promote Book of the Week. In our school, we have whole class reading and Read Aloud which are great to get children listening to stories and read.
I would like to see the transition between carpet time to tables quieter. I would also appreciate less calling out. I could encourage this by distributing rewards.
I would like to see the children in my class become quicker and more quiet during transitions from tidying up after one lesson and beginning the next/ lining up. In order to encourage this I have set out my expectations of how they should tidy up and introduced a ‘tidy up trophy’ which one table wins at the end of the class day. The pupils find this exciting and so they have responded well to this.
I would like to see the children be more quicker and quieter during transitions of tidying up and getting ready for the next lesson or for lining up. In order to encourage this, I have set out clear expectations of how I would like to see the children tidy up and I have introduced a ‘tidy up trophy’ which one table wins at the end of the day. My class find this exciting and so they have responded well to this.
I would like to see more pupils putting their hand up to talk instead of calling out. I have found that positively praising pupils who do not call out/listen consistently has successfully reduced the number of interruptions in the classroom.
I would like pupils to be able to remain quiet on the carpet during times when I am not directly engaging with them, such as when talking to another adult. We have a class charter that they have signed so that they understand the expectation, but I trialled a new technique today. I chose a ‘secret student’ and if they made the right choices throughout the whole lesson, including on the carpet, then the class would earn two marbles for their reward jar. Pupils were enthusiastic about making the right choices when knowing that they could be the pupil who had responsibility for earning those marbles.
I would like to see the children in my class line up quietly when going to break, lunch and after school. To achieve this, I praise the children who are lining up as expected and also remind the children what is expected of them.
For me, I would like to see the children in my class line up quietly when going to break, lunch and after school. To achieve this, I praise the children who are lining up as expected and also remind the children what is expected of them.
I would like children to reduce the chatting when it comes to them doing their independent task at their tables. I don’t mind them talking but more times than not this is prioritised over the learning. I think by communicating and voicing my expectations has helped, but also drawing attention to those individuals who settle down and make the most of their learning time, by praising them specifically during mini-plenaries so that the whole class can hear.
Over this half term I have developed silent signals for the children – 3,2,1 fingers for getting ready to return to whole class talk / listening; hand up for silence – it has benefited the class through less talking having to be done, children have to be more perceptive and less time wasted as they all have to keep one eye on the adult. There is an element of competition re who can spot first the signal.
I found that after the summer break the children were more frequenctly calling out in the lesson when they have an answer. I had to go back to basics with raising hands and waiting for the teacher to ask you to speak. The children who called out were asked how they should be correctly asking a question and over the weeks realied they would not gte chosen for calling out. The class were much calmer over the weeks and were calling out in the lesson far less than at the start.
Since returning from the October half-term children began to become more chatty and low-level disruption increased. To deter this kind of behaviour I have given the class more incentive to behave correctly by giving additional time to complete fun tasks at the end of the week if they reach a certain amount of dojos (The fun task being Art/Science related lessons/tasks anyway)
I would like to see more children putting their hand up to answer a question or share, rather than them just calling out.
I would like to see more children putting their hand up to answer a question or share something, rather than them just calling out.
I would like to see more children actively engaging in partner talk. I could encourage this by telling children that I will be asking them what their partner has said and feedback to ensure they are attentively listening to and communicating with their partners.
I would also like to see more children putting their hands up to answer questions instead of shouting out. My class are always eager to talk but when it comes to answering questions it can become very noisy. One thing that helps me with this is using lollipop sticks. This reduces the amount of calling out and children rather sit and pray their name gets called so they can speak.
I would like to see more children listening and respecting each other’s ideas and not talking over them. I could encourage this by modeling an example with my TA on what good listening looks like clearly.
I would like children to read more books and understand the significance of reading. Unfortunately, due to modern technology children spend hours online rather than read a good story. Additionally, some of the non-fiction texts such as magazines and newspapers are sold at high prices. With the current situations , of Covid 19, it is difficult for children to borrow books from the library and that again reduces their chances of reading good quality books. I would like children to understand that reading develops their imagination, vocabulary and spellings. It exposes them to good grammar and text or sentence structure. I tried promoting good books in class, I also tried enhancing the books corner and watch News-round where they promote Book of the Week. In our school, we have whole class reading and Read Aloud which are great to get children listening to stories and read.
I would like to see the transition between carpet time to tables being quieter. I would also like the children to call out less.
I would like to see the transition between carpet time to tables quieter. I would also appreciate less calling out. I could encourage this by distributing rewards.
I would like to see the children in my class become quicker and more quiet during transitions from tidying up after one lesson and beginning the next/ lining up. In order to encourage this I have set out my expectations of how they should tidy up and introduced a ‘tidy up trophy’ which one table wins at the end of the class day. The pupils find this exciting and so they have responded well to this.
I would like to see the children be more quicker and quieter during transitions of tidying up and getting ready for the next lesson or for lining up. In order to encourage this, I have set out clear expectations of how I would like to see the children tidy up and I have introduced a ‘tidy up trophy’ which one table wins at the end of the day. My class find this exciting and so they have responded well to this.
I would like to see more pupils putting their hand up to talk instead of calling out. I have found that positively praising pupils who do not call out/listen consistently has successfully reduced the number of interruptions in the classroom.
I would like pupils to be able to remain quiet on the carpet during times when I am not directly engaging with them, such as when talking to another adult. We have a class charter that they have signed so that they understand the expectation, but I trialled a new technique today. I chose a ‘secret student’ and if they made the right choices throughout the whole lesson, including on the carpet, then the class would earn two marbles for their reward jar. Pupils were enthusiastic about making the right choices when knowing that they could be the pupil who had responsibility for earning those marbles.
I would like to see the children in my class line up quietly when going to break, lunch and after school. To achieve this, I praise the children who are lining up as expected and also remind the children what is expected of them.
For me, I would like to see the children in my class line up quietly when going to break, lunch and after school. To achieve this, I praise the children who are lining up as expected and also remind the children what is expected of them.
I would like children to reduce the chatting when it comes to them doing their independent task at their tables. I don’t mind them talking but more times than not this is prioritised over the learning. I think by communicating and voicing my expectations has helped, but also drawing attention to those individuals who settle down and make the most of their learning time, by praising them specifically during mini-plenaries so that the whole class can hear.
Over this half term I have developed silent signals for the children – 3,2,1 fingers for getting ready to return to whole class talk / listening; hand up for silence – it has benefited the class through less talking having to be done, children have to be more perceptive and less time wasted as they all have to keep one eye on the adult. There is an element of competition re who can spot first the signal.
I found that after the summer break the children were more frequenctly calling out in the lesson when they have an answer. I had to go back to basics with raising hands and waiting for the teacher to ask you to speak. The children who called out were asked how they should be correctly asking a question and over the weeks realied they would not gte chosen for calling out. The class were much calmer over the weeks and were calling out in the lesson far less than at the start.
Since returning from the October half-term children began to become more chatty and low-level disruption increased. To deter this kind of behaviour I have given the class more incentive to behave correctly by giving additional time to complete fun tasks at the end of the week if they reach a certain amount of dojos (The fun task being Art/Science related lessons/tasks anyway)