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Thought for the day.
I've never had a difficult bottom set. I cannot recall any SEND pupil unhappy at being in my class despite a strict traditional teacher led approach.
I am convinced the calm quiet environment eases anxiety and allows them to settle into that learning space.
I've never had a difficult bottom set. I cannot recall any SEND pupil unhappy at being in my class despite a strict traditional teacher led approach.
I am convinced the calm quiet environment eases anxiety and allows them to settle into that learning space.
I've had the odd individual needing individual strategies but after a while all settle and thrive. I can target and tailor my teaching precisely to the needs of the class and go into surprising depth given the attainment gap is so narrow.
This further settles the class.
This further settles the class.
As they begin to experience real learning on a depth (unfortunately) unfamiliar to them it changes their mindset. Intrinsic motivation builds, books begin to tidy and a clam quiet environment builds.
A headteacher once commented that he thought he'd walked into a top set.
A headteacher once commented that he thought he'd walked into a top set.
Calm quiet environment.
Old observation rubrics (driven by what OFSTED wanted to see) used to reference purposeful learning environments, pupils engaged, motivated, enthusiastic.
You can have all that is a calm quiet environment.
Old observation rubrics (driven by what OFSTED wanted to see) used to reference purposeful learning environments, pupils engaged, motivated, enthusiastic.
You can have all that is a calm quiet environment.
I once knew a teacher asking for bottom sets so that a bespoke curriculum could be created to allow low achieving SEND et al pupils to learn.
The curriculum focussed on activities, investigations, pupil led and rich with gimmicks and concrete manipulatives.
The curriculum focussed on activities, investigations, pupil led and rich with gimmicks and concrete manipulatives.
The rationale that these pupils had been failed by a traditional teacher led approach or that such an approach would not be appropriate.
Schemes of work were developed, online packages bought, physical manipulatives purchased and a new teaching approach began for all bottom sets
Schemes of work were developed, online packages bought, physical manipulatives purchased and a new teaching approach began for all bottom sets
One year 7 boy had KS2, FFT and CAT data placing him at the extreme low end of the continuum. He misbehaved every lesson and spent a lot of his time in corridors or in removal rooms.
It was suggested that he move up to my group because he would respond to a calm quiet classroom
It was suggested that he move up to my group because he would respond to a calm quiet classroom
When I looked in on the brave new world that this new curriculum brought all I saw was observable chaos. Some pupils working, others gossiping, but the noise...
The one pupil who may have benefitted from the philosophy of the curriculum design was let down by it.
The one pupil who may have benefitted from the philosophy of the curriculum design was let down by it.
His behaviour was a function of the classroom environment. He couldn't cope with the noise. A different character might have sat in tears, another might have truanted. His character was to face things, go to lesson and inevitably misbehave out of agitation.
He wasn't *choosing* to misbehave. His behaviour was a product of the anxiety that the lesson was causing him. Some behaviour is a choice but for him the choice was in what he had to do to avoid the *trauma* of the classroom.
Isn't it normal to have quiet learning environments?
About two thirds of my career has been in challenge schools and I can say from my experience it's not normal.
And I am not alone in creating calm environments within such settings, but often not an explicit school expectation
About two thirds of my career has been in challenge schools and I can say from my experience it's not normal.
And I am not alone in creating calm environments within such settings, but often not an explicit school expectation
A calm, quiet learning environment can be so transformative for pupil learning and behaviour yet so hard to bring about.
Hard to instil but can be very quick to instil. Pupils respond rapidly I have found, and once instilled easy to maintain.
But more than that...
Hard to instil but can be very quick to instil. Pupils respond rapidly I have found, and once instilled easy to maintain.
But more than that...
A calm quiet environment will allow the teacher to focus on teaching, and allow the pupil to focus on learning.
Off course teaching is more complicated than just a quiet classroom, but it's one hell of a support for teaching.
Another ramble, thanks for listening.
Off course teaching is more complicated than just a quiet classroom, but it's one hell of a support for teaching.
Another ramble, thanks for listening.
