Feedback from Workshops and Next Steps


What were the most practical and useable strategies learned?

·        Acitve Inspire is an excellent alternative to Powerpoint and word. It can be found in Core Programs.

·        When we provide presentations or handouts we need to factor in ‘white space’ to allow pupils to read for information.

·        Scottish Studies is a course which is perfect for cross curricular input.

·        Rights respecting Schools – catch pupils being good to begin to develop relationships.

·        We need to use more strategies to allow EVERY pupil to access the curriculum.

·        Important to have Praise systems in place – stickers, merits etc.

·        Use post its as feedback in class – exit passes?

·        Making greater use of peer marking, sharing marking schemes with them.

·        Mark using questions rather than comments, linked directly to marking criteria/ success criteria.

·        Live delay is useful for practical subjects.

·        Employ a group approach to marking homework in the upper school.

·        Rank pupil answers using marking schemes.

·        Outdoor learning is a great way of using the space around the school.

·        Use of ‘Spot demonstrations’ to aid teaching

·        Greeting pupils at the door as they enter the room is great for ethos and behavior.

·        The gold Dust of Reflection. When pupils develop the skills to reflect on their work it is powerful and effective.

How do you plan to use them as a Department? How and when might you be able to judge their success?
·        Using Active Inspire for starters

·        Give pupils individual responsibilities

·        S1 and S2 merits – automated email to Parents

·        Catch them doing something good

·        Target specific pupils at specific times. Observe them around the school. Share ways to motivate them.

·        Involve everyone in the school in curricular planning.

·        Ensure consistency across the school, especially in encouraging pupils to reflect.

·        Encourage use of post its for feedback

·        Agree language of Rights Respecting Schools with children

·        Develop active learning materials for BGE

·        Use live delay more consistently

·        Using merit system to improve motivation, in particular with less able/ less engaged

·        Pupils marking each others work after sharing success criteria.

·        Using marking schemes as a class resource

·        Greater awareness of ‘eye-skip’

  How can a day like today be repeated and improved upon? Which topics would your department like to see at the next L and T workshops?

·        It was felt that holding a similar day earlier in the session, perhaps in September, would allow for more effective implementation

·        A workshop on supporting pupils with ASN would be helpful.

·        Opportunities for Peer Observation

·        Updates on ICT developments

·        Time to share practice within our departments

·        How could outcomes be displayed? e.g in library?

·        Focus on creativity

·        Management of Practical Tasks

·        Coaching

·         It is essential that we increase awareness of Primary/ Secondary liaison especially when to comes to literacy


Classroom Management

Here are some Classroom Management tips from teachers around the school:

· Starter questions – no dead time at beginning of lesson, sets the tone well
· Enthusiasm from teacher
· No one talks when the teacher is talking
· Praise e.g. “Good/great/excellent answer” goes a long way

– Best and most effective is Fist to five for s1-3 and sometimes older ones.
– For getting the class quiet holding your hand up works amazingly well.
– Be firm and be fair.

-Be consistent.

-Give pupils structure.

-Most of all be kind and smile.

-Occasionally, I hold aloft a stop clock to threaten the pupils with a little time tax at the end of the lesson – assuming that it’s the period before break, lunch or the end of the day. The pupils instantly self police and continue working quietly. No need for any protracted lectures. If I start the clock, then any time accrued is added to the end of the lesson. However, pupils get the chance to wipe the time penalty by working diligently from that point onward. It tends to work and saves me from wasting my time with an after-class detention.

-I always ensure that I welcome pupils at the start of each lesson as this helps to set a positive tone for the rest of the period.

-Retain a sense of humour.

-A starter or a brief, settling, self-managed activity such as personal reading. If the class are settled at the start, then it makes it easier to take them with you through the lesson.

-I use a ‘ball of knowledge’. It’s passed around the class during class discussion. Only the person who is in possession of the ball is able to speak. Seriously, it really works!

-Starter activity ALWAYS on board for quick settling to lesson. Pupils know to get out jotters and start without having to be asked.

– for me routines are the key. Same instructions at start and end of period, same routine for handing out and collecting booklets, Pupils given numbers so they know what booklets are theirs etc…..

These are just a few ideas. If you’ve any you’d like to add, just email them to me.