Robert Marzano suggests that 'it is simply not possible for a teacher to conduct instruction for children to work productively if they have no guidelines for how to behave, when to move about the room, and where to sit, or if they interrupt the teacher frequently and make whatever amount of noise pleases them.' (Marzano, 2003)
As you watch this video of classroom practice from Beaumont School, consider how the teacher has established:
Routines for entry to the lesson
Routines for reinforcing behaviour expectations
Routines for establishing a safe classroom climate
Whether you’re setting out with a new class and establishing routines or revisiting routines to help things run more smoothly, take some time to reflect on what the teacher has done, how they've done it, what they might have done differently, and how this might influence your own practice.
References
Marzano R (2003) Chapter 10: Classroom Management. Available at: https://chca-oh.instruc
Video
Verbal feedback in secondary drama
When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning
