After exploring planning formats with teacher trainees, I have modified the above embedded template to use for sequence overviews. Supplementary plans with specific learning objectives would be detailed in more traditional lesson plans (which I could share either of you’re interested – just let me know).

There was the dyslexic chemistry teacher who used to write formulae backwards on the board just to test us, so he said. It did work though.

We had a very scared teacher for maths who struggled with managing some of the class but provided great one-to-one support on demand.

My English teacher was convinced that dinosaurs had never existed since they were not mentioned in the Bible (honestly) but really helped me to develop my debating skills.

We usually first look for strengths in pupils before looking for areas of improvement whereas we often look for weaknesses in teachers so that they can be weeded out and even publicly vilified.

How sad!

Professional

I love idiosyncratic people who make me think about life in a new way. A Tweet that I read recently asked why the best teachers are often those with the least confidence in themselves. Upon reflection, I think that it is because others often ridicule or criticise those with a different approach to their own.

My view of Teachers for the 21st Century is a collegiate group willing to support each other and embrace different approaches to teaching. Once we have gained enough experience to have evolved our own teaching persona, it is all to easy to think that our way is the right and only way to approach things. Good teachers should strive to bring out the best in each other and not just their pupils, in my opinion.

There has been a lot of good debate recently on what qualities good teachers should have and most comments have focussed on how teachers interact with pupils. We mustn’t forget the need to apply these values to the way in which teachers support and encourage colleagues. A truly collegiate environment needs to promote open discussion without squashing new ideas from others.

I’m embarrassed now at how my opinions were always listened to at departmental meetings when I was a student teacher. I know that I was naive and I’m sure that the others had heard it all before but I was never made to feel that my opinion was valued any less than the rest of the group. It was only later as a more experienced member of staff that I realised that this is not the norm in many staffrooms. Hopefully Curriculum for Excellence will help us all to realise that there is more than one way to tackle any task so that we can embrace our differences more readily.

The advice given provides a structure which will work in any school regardless of its discipline policy. The suggested steps are flexible enough for teachers to personalise while still outlining a consistent framework for pupils.

The emphasis on making it clear to pupils that they are responsible for their own behaviour means that difficult classes are soon won over without the need for battling. Once classes see that the teacher has clear rules and simple consequences then they quickly realise that it is easier to comply and there is no longer any fun in misbehaving. Difficult pupils may still act up but they are no longer able to be a source of distraction and the teacher can relax as they regain control.

Highly recommended for new teachers to help them establish a positive atmosphere in their class without having to rely on constant support from senior staff.

If you are offered a training workshop with Geoff Moss on how to implement the advice given in this book then sign up quickly, before the places are snapped up!

Lower Heath Staff Room, originally uploaded by NorrieP.

Nobody knows where you are so they cannot phone you. If anyone does come in, they will not speak to you (since they’ve come to seek refuge also). Bells are muffled and toilets are luxurious (most have soft toilet paper and some even have liquid soap). Staffroom seats are comfy, yet supportive. Carpets and surfaces are clean so there is a calm atmosphere, not like my house. The clock ticks loudly and time passes by slowly….the most relaxing place in the world, until the bell rings.

Perhaps they have forgotten that, although maltose is the main product of the action of amylase on starch, small amounts of glucose are also produced from the ends of the chains?

They may also not be aware that many commercial stock solutions of amylase contain reducing sugars already and cannot be used to test for sugar production.  You could either spend a bit more for one without sugars or monitor the disappearance of the starch instead.