What Works Best: Overview

What works best reflection

1. What are the major points being made in this publication? Name at least two that stand out strongly to you.

This publication highlights eight teaching practices that are known, through research, to enhance learning for students and help improve school performance.

The two most vital points and areas that I feel I need to develop in my practice are Classroom Management and Student Wellbeing. I believe that without a good grasp on these concepts, you can’t explicitly teach and effectively provide ongoing feedback.

If you look at Russell Bishop’s work around ‘knowing the learner’ and ‘teaching to the Nor’east’, many good teaching and learning experiences happen when you get to know the learner. I think you can get an idea of what a student might need in terms of wellbeing, and it can also feed into a good classroom culture.

2. Where in the resource did you find yourself reflecting on your own practices?

As a new teacher within my school, I feel that I am still developing a rapport with many students. I am also attached to many different faculties, with varying classroom management requirements. The aim, particularly in Technology, is to create a safe, positive, stimulating learning environment. I believe that I still need to establish good routines and clearly talk about and demonstrate expectations that adhere to the school’s guidelines and that of the department.

3. What are the implications of what you have read for your work as a teacher or in school planning?

-It is important to demonstrate that I have high expectations of all students. This will encourage higher performance in terms of student learning.

-In order to explicitly teach, I need to ensure that I make learning objectives clear and communicate success criteria. I think that it is a good idea to communicate this is a verbal manner, as well as digitally displayed and written on the resources. It is also important to explain, demonstrate and provide feedback on skills and concepts. Feedback should be specific and detailed.

-Data collected for reflection and developing understanding of students should be both qualitative and quantitative. As a teacher, I should make sure that I am able to build a good picture of my learners’ needs using both forms of data. By making assessment part of every day practice, particularly in a formative sense, data can be used for reflection and inform effective teaching practices.

-By establishing clear classroom rules and routines, I will be able to create a good classroom culture. Delivering instructions and demonstrations whilst including active student participation can increase engagement.

-Students can develop a sense of belonging when teachers build positive relationships in a sense that they can ask for advice. Build good learning and coping skills within my teaching can also support wellbeing. Hub is a great area to focus on these skills.

-Teachers should take time to observe others’ classes and share work and ideas with other teachers.

4. What questions does the resource raise for you?

I am not currently involved in summative assessment and data collection at my school and am not sure how it is all conducted. Some student behaviour occurs even with clear rules and routines. Some behaviour can be connected to wellbeing and other external factors. I wonder what support is available for these students so that they are more engaged and value learning.

5. What will you do differently in your day to day practice as a result of connecting with the evidence base in this report?

I will establish good routines to develop better classroom management systems. I will invest more time in getting to know my students. I can do this through engaging with our data system ‘Sentral’ and ensure that I use time like hubtime well, to allow students to share their thoughts and help develop their sense of belonging within the school.

I will also aim to communicate more with parents and caregivers, to develop an understanding of where each student is at in terms of their wellbeing including: cognitive, social, physical, emotional and spiritual development.