13/09/10

• Option Monday French s6
• Ruth White- watching Tom Pickard
• White is training coordinator for teach 1st etc.
• Some quiet talking- not off putting
• some girls engaged, some not
• Boys quiet- one unengaged and bored (leighton) - teacher eye on him
• TP follows work
• TP likes it - 2 GCSES and 2 BTECs- 1 engineering BTEC- very popular
• Hangs up
• Talk to by Teacher
• TP working independently- not following discussion
• boys answer quietly on table
• engagement actively with class
• CLASS of 15- easy interaction
• 1 table of girls calls out and engages
• teacher moves and interacts
• teacher notes laptop issue and email issue- cause of stress
• engages with off hand comments of class
• up to date, new books,
• Students cant answer some questions from Yr 7 and 8- asked what replaces a noun (a pronoun)
• Lesson seems quite basic french- based on memory of secondary school
• Light scuffling of boys- TP does not take part
• Overwhelming majority of class boys- hence more engagement
• No clocks in classrooms
• But many girls also quiet
• Engages straight with the boys
• Teacher often interrupts students
• And students her
• TP-Rotation- are of different subjects for teachers. Feels doing better- gone up from a LVl 4 to a Lvl 6. Learn more in OM.
• Leighton liked the more acitivites of OM
• Quiet Girls- include a house captain
• confused lessons before- now clearer
• moved lessons at times
• can’t compare to other schools
• Teachers similar
• Don’t miss much of OM
• Girls superficially more behaved
• Loud girls
• Like long time of lessons- get more done
• Feel more mature
• Feel developed- life skills etc.
• Didn’t realise learning
• Like speciality
• Miss old friends
• Feel ready for life
• like discipline- no messing around (ironic) - school important- need to work. Don’t seem to see talking as mutually exclusive with hard work.
• Bit of a blow (?) Primary--> OM --> KS4
• Better able to deal with emotions at home with the help of OM
• Kids sometimes lead- happy to contribute
• Are kids more interactive’/ lively without realising it? Than otherwise would be
• Some daydreaming
• Some students reluctant to contribute
• Others happy to add new material immediately- use of extra newly learnt vocab
• active girls pull funny faces
• next room- highly lively, shouty
• One lively girl, shy- refuses to engage
• Doesn’t get it right
• Teach- banter with children, referencing a possible romance for one of the female students
• Activity- passage of character adjectives, signifiers, info from lessons- immediately picked up by students
• Some memory of KS3
• Leighton keeps touching mitchells elbow
• TP lead learner
• So much talking....
• cross- curricular- identify green as positive colour/ publishing strategy of why have green boxes
• Teacher- makes things seem interesting- plays to students
• Sometimes doesn’t like shouting out- usually fine
• Need prompting to remember past acitivity
• Technology problems
• (Media- one staff member not used to such young classes)
• Trouble knowing spelling of Francois
• See each other as a resource for work- textbooks, etc. Above asking teacher
• Boys- 1 Board Rubber
• Had some 6 week “extended learning”- essentially homework. Now got to be ready to juggle more.
• Teacher Problems
• no staff desk in rooms - have to stand all day. Very tiring- wouldn’t stand normally, but nice to have the option
• TP- claims somewhere the roof collasped
• ICT broke
• White teaches all
• OM better this year- better organisation
• business and ICT linked up with LNC
• Previously only Literacy and MFL
• ICT more in 2nd year of programme
• OM- specialists teach it
• rotate in options
• staff more comfortable and more used to things
• Special staff for special needs to help things- could do with more though
• SN- support staff existent
• Students
• Have width, but little depth
• Experience of languages, no content
• Some doin well- TP, others strugglin- Leighton
• Leighton struggles- previously more people to help him/hide him
• may hesitate- know selves
• focus more on  syllabus than expansion
• Example pointless
• TP- nonchalent
• Notes from speaking in lunch break time
• OM boring
• don’t understand- don’t explain
• life- do something (can’t read)
• Confusing
• Work too hard- nursery like
• like lessons
• no hwk- extended learning task- 1 hr a day- 5 hrs of detention if not done
• computer skills
• get up, learn
• engagement varied with your teachers style- some kinasthetic or visual
• Concerns
• writing, yr 9 revise, no time to revise, all learning from the off, held up
• can’t talk to them- teachers backed off
• stricter
• new teachers- not like them
• prefer OM teachers- nicer
• Prison like- scared- no where 4 freedom- cameras in toilets
• girls and boys stuck together
• don’t see anyone- segregated- gender segregated
• Split up- moved round forms, no friends
• Students- bad kids get attention over good
• 2nd period F5 Digital Communications- English
• Rebecca Wedderburn Teacher
• Dan Attley (DA), Bethan Glover (BG), Sam Aldridge (SA), Danielle Beddow (DB), Shannon Poole (SP)
• Rowdy
• backs to teacher- issue
• Loud- shout out
• Problem- students want group interaction- like talking
• boys seems restless- loud
• used to have feedback- how to teach better
• less worried of BTECS- no exam
• competences good when in groups, not helpful individually
• stricter here- like a prison
• SA- with bad crowd- messes around
• SP- polite, loses some attention
• BG- works hard, with group
• DB?
• DA- poor crowd (quietish)
• Random Girl with DB and BD
• Dislikes new lessons, not as fun- but there is more space
• RG and BD work quite well
• General rowdiness
• less people in classroom- better they say
• expected- scared, hard work- not really the case
• hard for teacher to maintain control- large, many back to students- thumb wars right in front of me
• Broken board- ICT
• Before- were 90 students and 2 teachers- problems of disturbing each other
• BD and DB like dram- not this, dull
• BD likes art-
• don’t like this- copy off board, boring.
• Teacher universally disliked
• BG- hands up not a good feature
• Quiet table
• Tables almost entirely segregated by sex- their choice- 1 boy with girls
• SA and DA- on loud, talkative male table- random fighting and shouts
• DB- keeps talking
• Students get up and walk across the classroom at random- normal (?)
• Teacher kneels down- looses authority- is told to fold paper by a student- agrees
• SP
• Likes dance
• OM lessons boring
• KS4 more work and more joking
• Tutor- shouts- Mr Carpenter
• Convinced a teacher bullying her after her brother Paddy punched him in the face
• Rules- can’t open the door or windows, ask to use loo, take blazer off etc- only water- no food or pop
• (general confusion over competencies)
• not worried- sister will help with work
• maths- bad- just copy off the board
• DA involved with others in throwing things
• will call out to aggravate
• attention sought
• student leaves class without permission
• DA fights for pencil
• Written in book to go to loo
• Like moderness of buildings
• watching jaws- causes more rowdiness
• Teacher refers back to beginning of lesson- students can easily idenify
• little attention paid to film
• BD and DB keep talking
• DA watching
• SA ignoring it
• SP looking at wall
• DB talking to table behind her- all boys
• DA and SA participates in paper throwing game
• 1 attentive table of students- none of noted students
• SA
• Likes art
• Doesn’t like digital communication
• else boring
• science and cooking
• DA
• ICT, engineering, german (trip).
• Wants to work ICT, or engineer (ideas vague)
• Like- picks subjects
• taught, some
• like specialists better
• respect- yes
• stricter- can’t say how
• Believes will get good grades from OM- more ready- cos of OM- can’t explain why- doesn’t know
• Students shout out answers as in OM
• Teacher ignores them- feel disrespected/ activity pointless
• previously accepted by R White as okay
• Aaaron very helpful- arthiritis
• Teacher many problem students- says
• teacher frustrated- weak appeal to class to behave
• wants students to face teacher- attentive table bored- staring off
• Ross repeatedly challenges others
• teacher notices but cannot deal with
• DB, BD and others talk
• SA and DA and others talk
• Teacher prohbits all talking- rule frequently violated
• teacher randomly says class will stay behind for ten minutes- not enough work done- students questions decision- teacher backs down, reinstates later
• attentive table- one girl shocked at arbitrary ruling
• attentive girl desperately tries to gain attention for answer- fails
• Teacher distracted by naughtiness
• dodgy lights
• acitivity- Point, Evidence, Explanation paragraph
• Kids fight/ hit each other
• DB and BD talking
• SP talking
• DA working, SA not
• DA diligent, good pt- teacher asks to go further- student able to- goes up to teacher for more advice
• BD and DB talking
• SA wrote some lines, staring into distance
• class seems restless, bored with task, in my opinion, it is quite easy
• attentive girl seems to be finished
• attentive table flirts with loud boys near me
• teacher distracted - students up and wandering around - can’t be controlled
• other classroom starts randomly peeking in
• one student puts on jacket and starts to leave- stopped
• student openly flouts only water rule
• students burst through door- won’t wait outside
• teacher complains of chattiness- whole group
• no one thinks done wrong individually, she notes
• pts out attentive table worked hard, one student approached by frizzy haired teacher- student has detention
• no break in lessons- need to get used to
• Teachers
• Low lvl ruckus
• Yr 8 class, Yr 9, Yr 11, Yr 10, Yr 13
• School- low lvl common,
• worse class, others not like it
• are ready for GCSe- group in OM, ready to inquire- group responses
• Essays an issue
• OM in KS4- confuses- more difficult
• Course should be over OM- GCSEs would need to change
• Lunch- Claim OM babysitting, work “harder”, more mature now?? at yr 9, boys did not find patronising . Liam of Debatemate found okay
• Jaz- parents thought OM relevant to life. Liked discipline of school.