If you led teaching and learning what would you not want your teachers to do? Much of the information below follows the format of what I have already shared here; A Common Sense Approach to Marking Workload; plus the Learning Policy document that we have been working on …
- Do not use your own marking code/framework separate to the school.
- Do not forget to have a secure ‘assessment’ overview of every child in your class.
- Do not mark every page.
- Do not tick and flick.
- Do not waste time date stamping marking.
- Do not record in writing when you have provided verbal feedback.
- Do not expect every piece of work to be re-drafted.
- Do not get bogged down in the minutiae of coloured pens.
- Do not expect reams and reams of student response to feedback followed by teacher response to the student’s feedback!
- Do not waste time writing individual lesson plans.
- Do not focus on activities.
- Do not be concerned about 3, 4 or 7-part lesson sequences.
- Do not forget ‘what and how’ subject knowledge and skills can be imparted through the planning process.
- Do not fail to consider ‘why’ you are asking the students to attempt this piece of work.
- Do not focus on differentiation by lesson, but focus on over time.
- Do not let students sit randomly around the classroom.
- Do not plan for lessons to start sluggishly; this does not mean a starter activity!
- Do not waste time asking students to copy the lesson objectives. Lessons must get off to a flying start!
- Do not focus on playing it safe. Go with the learning!
- Do not ignore poor literacy and quality of language; including your own.
- Do not allow students to take it easy. Students must work harder than the teacher (over time).
- Do not ignore the fact that you need to check the learning. What has stuck? This does not mean frequent micro-plenaries or plenaries every lesson; but over time, checking what has been learnt; what needs to be re-taught/consolidated.
- Do not ignore poor behaviour. Follow the behaviour policy at all costs.
Taken from teacher toolkit