Adam Boxer (find me on 🧵s) Profile picture
Sep 22, 2020 21 tweets 3 min read Read on X
Today a colleague called in with a temperature - she had two triple lessons, first lot with Y8 and second lot Y7. We decided to bunch the classes together and teach 60 kids in the hall. I'm fairly confident this will happen again, so here is a short thread with things we learned:
1. This does not work if you don't have a strong curriculum (obviously). All our classes learn the same content in the same order so it was pretty easy to just jump straight in seamlessly
2. You must have miniwhiteboards at every seat. Students were distanced on exam desks, which means that the furthest students were far away from me and I didn't circulate. Only way to ensure they were thinking during questioning was to do the whole lot on MWBs
3. Name tags on a big piece of paper. Can't cold call to a class you don't know without name tags. Totally ruined the flow that I neglected to do this. Daft error, and I'm annoyed at myself over it.
4. I put the class I didn't know at the front and my class at the back. I *think* this was the best way to do it, as I know which members of my class I need to laser in on, but didn't know the other class. It's worth thinking about.
5. Make it mega clear to students why you are doing what you are doing.
6. MASSIVE projector screen is a big help.
7. If you don't know how to speak from your diaphragm, get your music teacher to show you how. If you use a normal voice for that long in that big an area you will really strain yourself. Not worth it.
8. Make the students project as well. Insist on it. Every student needs to be able to hear every other response, and tell students they *must* speak up, using scripts like "it isn't fair that Daniel at the back can't hear your brilliant point" etc
9. I think that's the lot. Hope it helps, sadly it will have to remain an option for us, and it may for you too. Saved 60 kids from having to stare at a textbook for 3 lessons straight.
Oh one final thing, I'm tired, but actually ok. I think that's a testament to our students who adapted brilliantly and to our leadership team who were in and out throughout the day to check all was good. /actual end
Nono one actual final thing. Bring spares of everything: books, booklets, pens, paper etc. You don't have time to have The Chat with students who don't have their stuff. Just throw things at them and get moving asap.
Update in advance of spring term 2022, where things like this may have to happen again.

We ended up having to do this quite a bit last year. it was very much not enjoyable, but it was the least bad alternative. Some additions:
get your weakest students right at the front. when you do mini-whiteboard work, pretend to look at everyone's but really just look at the ones at the front. the point is to get everyone writing or thinking, not to actually check each answer.
an extra pair of hands like an LSA or a technician can really help. if you can, get someone like this into the room.
entrance is really important. Have a seating plan, call out the students row by row from outside. have someone inside (SLT preferably) just put them into those seats. maintain that seating plan as much as possible, as it helps with routines and getting them started etc.
behaviour: go hard, go early. most students will rise to the occasion once you have explained things to them, but if someone steps out of line jump on it immediately and come down hard on them. it is unacceptable to disturb that number of students.
I used a simple radio mic. it's weird at first, but everybody gets used to it and makes a big difference. it was like 40 quid. get IT team to sort it out for you.
your behaviour routines like 3:30:30 and Pastore's Perch are even more important here. There may be entire lessons where you don't circulate at all. That's fine, this is an imperfect situation so you are just trying to do the best you can.
If you aren't familiar with those terms, go here achemicalorthodoxy.wordpress.com/behaviour/
I'm sure I'll think of more but my son just started crying so I will check back in later if I think of any others

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More from @adamboxer1

Jul 1
A little story about behaviour, relationships, expectations and consequences:

A while back, I taught a really tough Year 11 class. There weren't many of them in the room. Their attendance was sporadic. They hated science, and weren't doing very well.

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The students in there were very challenging. Lots of needs, lots of difficult home lives etc. Not straightforward.

Individually, I got on extremely well with every single one of them. I did my lunch duty near where they hung out and we used to chat and have jokes and stuff. Relationships were strong.

>
The lessons were tough. I had to work damn hard to keep them engaged and attentive. And there were occasional high level blow-outs.

Nothing abnormal for anyone who's taught in a standard challenging secondary.

>
Read 11 tweets
Jun 25
Most of the time, homework doesn't work. There are lots of reasons for this, but one biggie is that a key part of the evidence is all too often overlooked. Short thread to explain what that is 🧵👇 Image
There isn't a huge amount of evidence on homework. But the EEF handily summarise what there is, and one of the things that sparks off big questions in my head is this: Image
On the face of it, it's not clear why this should make a difference. If you set students work, and they do the work, you'd expect them to learn stuff.

EXCEPT

Most students don't think homework is important. They don't understand the point.
Read 10 tweets
Jan 22
Been reading the @RoySocChem's very interesting Science Teaching Survey report and thought I'd snip a few bits out



> rsc.org/policy-evidenc…


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If you thought behaviour was a problem in England, wait till you see Scotland and Wales...

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I'm interested to know how these stats change over time. I suspect fewer science teachers over time are doing practicals, both because of the issues here, but also because of a growing awareness around them not being great for actually learning.

> Image
Read 9 tweets
Jan 7
I need to stop tweeting about Inquiry and research papers about it.

I *know* it doesn't work. I've been in ~500 lessons over the last ~18 months, and in any case when the teacher was not explicit about something, a good number of students then didn't understand that thing.
Two quick notes

1. It's worth asking yourself "hm, I wonder what type of student was most likely to not understand that thing"

If you aren't sure, the answer is "probably the one that needed to understand it the most."
2. I have seen plenty of occasions where teachers *were* explicit with The Thing and students *still* didn't understand The Thing. I've written about that, and I can work with it and help. But I can't work with a philosophy of *purposely not giving them The Thing*
Read 8 tweets
Dec 28, 2023
Lots of people are now talking about attention and strategies for ensuring students are listening. I think that's a Good Thing, so here are some things that might help 👇👇

First - Ratio. I wrote this based on Lemov almost 4 years ago! Still useful imo!
achemicalorthodoxy.co.uk/2020/02/09/rat…
The longer you spend questioning one student, the more likely it is that others in the room will switch off. Questioning the one student is important though, so you need to use techniques that keep everyone else involved.

achemicalorthodoxy.co.uk/2022/05/25/kee…
Thinking about everyone else when you are questioning one student requires a change in perspective. It requires you to say "ok, this one student is important, but everyone else is too." That doesn't come naturally, and I call it a "class eye view"

achemicalorthodoxy.co.uk/2022/01/27/shi…
Read 10 tweets
Dec 17, 2023
At TTA for the bulk of our verbal questioning we use a form of Cold Call that involves a) putting the name at the end of the question, and b) targeting specific students. So NOT hands up, NOT calling out, and NOT at random.

How do we target? Based on what?

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This will vary. Bread and butter check for understanding questions* would be targeted to students who tend to take a bit longer to grasp the concepts than others. So, if they get the answer right, we can make an "ok" inference that other students might also have grasped it.

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*Note of course that when it comes to checking for understanding, this method (along with pretty much every other method) is way worse than using mini-whiteboards. But it's better than most other verbal questioning methods.

>
Read 12 tweets

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