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Stories of change - moving from '3' to '2'


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 23 November 2009 by ncetm_administrator
Updated on 07 April 2010 by ncetm_administrator

One lunchtime towards the end of last year a couple of us were talking about our favourite lessons. One of the younger members of the department was describing a lesson he’d done during a teaching practice and, as I caught the eye of another colleague, we winced together – how could he think that this was a good lesson! It sounded like the class had been engaged but where was the learning?! I realised that I’d always assumed that everyone in my department knew what a good lesson was about. Certainly, those times I’ve popped in to a classroom to ask a question or to borrow something, everything’s looked fine so I hadn’t worried.
At our first department meeting this year I asked everyone to come prepared with a statement that started Good teaching is… (If I was so inclined I guess I could’ve asked them to tweet me with it!).

Of course, there’s always one who says ‘whatever Ofsted tell me it is!’ but, once we’d got into it, even he got swept up in the discussion and I was amazed at the conflicting views that existed – everything from Good teaching is explaining things very clearly to Good teaching is engaging students’ natural curiosity.

We finally came up with a statement which we all agreed with but actually the statement isn’t the point – the discussion was a really nice way of challenging everyone to really think about their practice. We’ve agreed to plan a lesson which we think exemplifies our statement and to feedback on how it went at the next department meeting. 
 

      
 
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