GCSE Maths Teacher
London, England
Joined October 2022
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“Sir, can I move back to your class? I’m not learning anything in my class.” “Stop messing around then.” “How can I? My teacher’s not strict”
mathsteacher retweeted
My hypothesis.
Everyone had a major reset over lockdown and realised the pace of life pre covid wasn’t healthy.
Schools then went right back to exactly the same as they were before, but the children didn’t.
I can’t believe we didn’t take stock and implement changes in schools.
mathsteacher retweeted
So our big behaviour reset happened last week. Thank you to everyone for your good wishes. Lots of folk have asked how it went, so here goes.
mathsteacher retweeted
The single biggest impact that a small change to my teaching has made is to “check” books each lesson instead of “marking” them every few weeks. No red pen needed. My teaching is more adaptive; I can address misconceptions immediately; I know the students better. Game changer.
mathsteacher retweeted
Students thrive in quiet, calm and focused classrooms.
Typicality & predictably are essential.
Rigid systems carried out with high expectations allow for this.
I really do think rows are far more effective that grouped tables.
I also do zero group work.
mathsteacher retweeted
Just LOOK at how TAL students leave their classroom after they finish their lesson. ☺️
mathsteacher retweeted
It is a chain, improve behaviour and you improve T&L, there is less cognitive load for teachers and eventually well-being is then improved, if well being is improved so is retention as you are less likely to leave a culture where you are happy.
mathsteacher retweeted
This blog has generated a lot of discussion & debate. In this thread I’ll try and address some crucial points about the two strategies:
1.*All* hands up cold calling
2.Checks for listening
THREAD 🧵 1/
*Another NEW post*
Two strategies to secure 100% attention in your classroom.
One of them involves banning traditional hands down cold calling.
*Runs and hides*
bunsenblue.wordpress.com/202…
mathsteacher retweeted
1 - Sweat the Small Stuff
Picking up on untucked shirts, undone top buttons, no underlined date... help set the bar high
It gives the impression that because you can't get away with small things that there is no way you can get away with anything more
mathsteacher retweeted
NOTE
Explicit instruction has a bad rep in some circles, often because it's painted as just 'telling them' or 'transmitting knowledge'.
However, EI is way more expansive and can even involve forms of 'discovery', as long as they are tightly constrained and success is likely.
mathsteacher retweeted
When it comes to task design in teaching, less can often be more. This is the basis of @Doug_Lemov's 'Take the Shortest Path' principle.
Let's break it down:
↓
mathsteacher retweeted
🚨Big claim altert🚨
I have done 200+ episodes, and this is easily Top 5. How to plan a maths lesson with @Teach_Solutions.
3+ hours of chat about mistakes we've made, Do Nows, checking for understanding, responding, practice & more. Enjoy!
mrbartonmaths.com/blog/how-t…
