There was a definite improvement in the level of insistency from many teachers across DC. The most effective examples revolved around the use of pace to ensure that learners remained focused, and checking questions like ‘Harry… can you tell about what I would like everyone to do next?’ This was used effectively in some instances to replace ‘Does everyone know what they’re supposed to be doing?’ as it allowed the teacher to evaluate the level of clarity of understanding from learners in the class. In addition, there was definitely an increase in the use of positive reinforcement strategies to praise what the teacher wanted, instead of purely reprimanded instances of negative behaviour. As a result, there were few examples of disruptive behaviour seen.
Many participating teachers commented on how effective routines were in some lessons for enabling learners to quickly engage with activities, and to support the teaching methods and behaviours. In one Science lesson it was clear that the routine was for two learners to hand out the resources, the class’ equipment was quickly taken out of bags, the class engaged with a Connect activity, all whilst the Teacher scanned the classroom and asked probing questions (seemingly within 60 seconds.) In other lessons teachers were more assertive with regards to insisting on less fuss, and more focus on phrases like ‘…I’m still waiting… eyes on me… all pens should be down’. In other examples of effective routines one teacher in Science ensured that the class were dismissed by ensuring that uniforms were in good order, the classroom was neat and tidy, and questions were used to check and probe for misconceptions.
Increasingly, our learners are using sophisticated language to describe activities surrounding T&L practices and methodology. Many were able to articulate key terminology in detailed sentences such as rubrics, WAGOLL, DIRT, feedback, Connect Phase, specific learning muscles, peer critique, and there were few instances where learners could not explain what they were doing in sufficient detail. References from learners to Grades 1-9 was commonplace, but they were not as confident when expressing their understanding around target grades / expectations (although when prompted could do so via support from the stickers on the front of exercise books).