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.
Anyone who knows me knows that I am a strong advocate of mini-whiteboards (MWBs). Brief thread explaining the WHENWHYBY: when are they useful, why are they useful and how do you make them useful:
First, a CAVEAT
This is a thread. Not a full blown training session. It contains nuggets, no more. Towards the end of the thread I will signpost more content. If you are planning on delivering training from scratch based on this thread or building policy, please don't.
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Ok, so first the WHEN
There are lots of occasions throughout a lesson or teaching cycle where MWBs can be useful, but the real biggie is any time you are checking for understanding. There are two major phases when you do this:
Prerequisite knowledge check before you introduce new content.
Check for understanding (or my preferred term - check and consolidate) after you have introduced new content (or retaught old content).
That's right, but it isn't a good argument. Why not? READ ON
First, because tools are - almost by definition - designed for different jobs. A screwdriver is good for driving screws, and bad for hammering nails.
If you are hammering nails with a screwdriver and someone says "don't do that", you wouldn't say "it's just a tool, it depends how it's used."
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Second, because even amongst tools designed for the same job, some are better than others. My phone camera is designed to take photos on the go, as is a mirrorless Hasselblad. One is better than the other (it's the Hasselblad). Even if you are pedantic and say "well a phone camera is better for sharing" ok, so some phone cameras are better than others. Done.
Turn and Talk is very popular right now, I see it in most lessons I go to.
HOWEVER, in 95% of cases I watch it and think "that lesson would have been better without it to be honest"
Why? 👇
When there's a T&T in play, I almost always see at least one of:
Minimum 25% of the class just not doing it
Finishing well early
Doing it for something where everyone knows the answer
Doing it for something where nobody knows the answer
Melding into just chatting really quickly
Leaders ask for it, and expect it, but nobody can ever tell me the exact parameters of when they use it and why. Is it for checking understanding? Is it for developing thinking? Is it for generic oracy? Is it for students to practise consolidating new vocabulary?
In the past weeks, I've seen a number of people make snide remarks about researchEd and how its presenters and organisers don't produce research. People asking for the papers they've written and stuff like that. This is simultaneously stupid and a fantastic cause for hope.
Read on >
It is stupid because researchEd is not an organisation dedicated to producing research. Instead, it is about translating, implementing and disseminating research findings. Let's be clear, the people making this complaint are not serious. BUT
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There has long been a big gap between "research" and "practice." Ok, so we have a research paper about group work, or oracy, or retrieval practice or whatever - great. How do I take those findings and actually apply them in my context?
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.
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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.