Which marking pile would you prefer? Which do you think would motivate the students to taking ownership of their books and their work?.... Time for a poll I think...
One thing I have found over the years that makes a big difference to class motivation is praise, sometimes, but not always, followed by a small reward. (In my school we are NOT allowed to hand out sweets, so we have had to find other methods.)
I use the methods below as well as the school reward system of Vivos and Success Tickets.
I just did some easy maths and had one of those moments where you realise that you really can make a difference, that what you are doing in a small way can have a BIG impact.
What was the maths.... well
I have 4330 followers (13/4/14 @10pm)
If each of my followers did just 1 RT a week of something I have tweeted or RT'd that would impact on their teaching, and I of their followers picked it up as well...
Then that is 4330x2 teachers I have had an impact on, making 8660 teachers.
Now if each of those 8660 teachers implements that 1 thing once a week for say 25 weeks of the year, then that is 216.5K mini impacts my original tweets have had.
Ok so we each teach 150 students a day, so say that change has a positive impact on 20 of them a day - so 100 student contacts out of 750 possible student contacts a week.
That is... 21650K student mini impacts the original tweets have had!
It really makes you realise what a difference a tweet and a RT can have...
Calling all trainees and newly qualified teachers - do you want to help me making the training process better?
If so please share this blog post and fill in the very brief survey below to let me know some basic answers and that you are happy to be involved.
So - what is your teaching resolution for the next year?
In my last post I talked of my happy moments of 2013 and my wishes for 2014, what I felt I didn't address was a teaching resolution for the year 2014 - so I decided upon a #teachingresolution2014.
As ever when I think about my teaching, my students are at the forefront of what I am doing. I have noticed that they are not really able to write good revision notes, and despite much support and intervention, they still struggle with extended writing ... so I decided to tackle these two at once...
And so the "Learning Journal" was born
Will it work.... who knows, but I am going to give it a try!
The majority of my classes will continue using the Learning Dialogue Record (below) which they fill in after each assessment, or exam question that we do in class.
Most of the 6th formers are making progress with this, it is slow and steady, they are beginning to realise where there common mistakes are, as they see the same codes used a lot - but in terms of "how" they make the jump between knowing what they have done wrong and preventing the same or similar mistake in the next exercise - well we still have a way to go!
From time to time with the majority of students I will use a DIRT sheet (further down page) with them, but I will pick specific skills or exam questions with which to do this. I am aiming to get them used to this way of thinking and slowly moving it to replace the previous "Learning Dialogue Record" with my Chemists.
But with my Environmental Scientists (who have to write a lot more essays) I am jumping straight in with DIRTy TOEs - these guys have 7 months until there exams and are still making the same mistakes in their essays of repeating the question and rephrasing the same answer - thinking it will earn them extra marks... I think the DIRTy TOEs method will bring this out in a much shorter timescale that the current method I am using.
SLE, Science AST, Coaching trainer, Learning & Teaching coach, ITT mentor, professional tutor been in this job for many years - always happy to help. Always looking for new ideas!