Mr Simon Green, a Pra English teacher.
Mr. Simon Green, a CfBT English Pra teacher conducted a
staff development for all teachers from the school. The occasion took place in
the afternoon in his Pra English classroom on the 28th May 2013.
Also attending the workshop was the Headmistress, Cikgu Hjh Norliha binti Haji
Matali.
The workshop focused on the class layout, behaviour
management systems, routines, expectations and standards that were to be
instilled among the Pra pupils so that they would know the rules and
regulations they needed to follow ensuring their lessons were a success. In
other words, the pupils must have the discipline at a young age, which then gradually
overtime it will become a habit without the teacher to repeat saying the same
thing.
In the class layout management, Mr. Simon Green explained
that the pupils must know clearly what is expected of them while in the
classroom, where they are expected to be at any given time, what they are
learning and what stage they are at, what the specific goal is and how they
will know they have reached success, what the expectation is while learning,
what can help aid their learning and how they are expected to perform.
He added that the Pra kids would learn 11 themes for that
year in 7 areas for learning and these included the behavior management during the lesson, the clear
explanation of learning intentions and success criteria, reading and writing,
teaching and learning with use of square grids and finally the production or
outcome of the pupils’ learning. The aims of these 11 themes which are shifted
around the classroom as the year progresses are there to be referred to by the
pupils, to extend learning and fill in gaps so indirectly they are encouraged
to speak among themselves about their past lessons.
About the behavior management, Mr Simon showed how he did to
his pupils to behave nicely and to be good with teachers and friends. He
introduced the space rocket Behaviour Management theme to becoming a ‘star
student’. This correlates to the teaching and learning area. Apart, this tactic
is like selling the reward to the kids aiming the pupils to get rid of unwanted
behavior in classroom. It also encourages them to behave modestly and nicely to
others. This then affects and sets standard for the class. It also gives
boundaries which they respond positively to, helps them better understand the
expectation while in class and reduces class ‘breakdowns’.
Learning Intentions and Success Criteria explained where the
pupils can learn and articulate what they are learning to do. The pupils will
have clear visuals for success with the learning system and they can see where
their success lies.
In the reading and writing, they are designed for pupils to
further their learning, extend or bring others up – like the motto “No one gets
left behind”. Mr. Simon added that the areas should hold things that have
already been taught. If not, pupils will simply play if they haven’t been
taught the expectation with equipment or how to use a particular resource. For
ability groupings, such as the colour coded seating plan, allow for fluent
pupils to help less able ones.
The teaching and learning with use of seating grids link with
the behavior management theme, the chart. Each pupil has their square tile and
they are split boy and girl to reduce distracting and unwanted interaction. Each
pupil with identified learning or behavior issues is seated in a specific area
and each is specifically partnered with alternate ability partner.
In the production or outcome learning, pupils will move on
to the desks allowing greater opportunity for group work, interaction
familiarity with partner or group and encourages team building. Pupils are
ability grouped, in accordance with the seating or behavior plan which allows
those more able to guide or inspire the less able.
