5 Teaching Ideas for 2019

Jane Wood-Chambers

Friday, 4 January 2019

This time of year is obviously full of resolutions, new initiatives promise to ourselves and others and an aim for us to be our very best selves.

This can be inspiring and positive, but can also be debilitating and mildly depressing as if you are anything like me, one's efforts fade with each passing day!

As we start the new term in the new calendar year it is important to take stock and to realise that it is not the end of the world if your best intentions fall by the wayside.

Here are my 5 top tips for enjoying your January and indeed your spring term and ensuring your pupils learn in a welcoming and supportive environment.

1. Revisit your class values, ethos and rules. A light touch is all that is needed to reset your class from ‘holiday/home’ mode to ‘school/class’ one.

2. Allow the pupils to have an opportunity to debrief about their break. The good, not so good and the unusual. Build it into your school day through speaking and listening opportunities and PSHE. Tell them about something you experienced to allow for further discussions and a chance to give pupils a forum for their experiences. Explaining an event that was amazing, disappointing and unusual can be a vehicle for pupils to share their thoughts.

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3. Stick with what went well the last term and only change things if you had planned to, not because it is a new year! Change for change's sake is never successful!

4. Change what you and your class realise has not been working. Evaluate the last term and spend time fine-tuning systems, content and expectations. Share your ideas with your class and allow them to genuinely contribute!

5. Ensure you enjoy a work/life balance. Plan, mark and prepare in a 40:60 balance against your teaching time (that is approximately 3 hours a day!)

It is a new year, but not a new class or school or you, so be gentle with them and most importantly yourself!

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About our Community Expert

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Jane Wood-Chambers
Editorial Advisory Board Lead

Over 27 years of educational experiences in a number of settings. Developed a clear vision and ethos for inclusion which puts the child at the centre and a clear understanding of how to support, engage and nurture the individual.

Ability to train all staff through effective and reflective continual professional development in behavioural management techniques that begin, establish and maintain change in all.

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