Effective teaching in ICT
by Rasal Ullah

After observining four different ICT lessons I was able to use my observations to critically reflect on good and less successful practices and hope this formatively influences my own practice as a beginning teacher (BT).

The following notes list some of the good and less successful practices observed. The summaray refers to teacher X when referring back my classroom observations.

Good practice observed:

• Appropriate rewarding (merits and praise) of pupils for good behaviour or work.
• Praising of less studious and quieter pupils, when taking part in the lesson with the objective of encouragement, even if pupils simply attempt.
• Classroom recognition to pupils that work well with the purpose of valuing the pupil, setting an example for the rest of the class.
• Periodic reminders of classroom policies during the lesson.
• Assessment of prior knowledge, such as a mini test before delivering the lesson.
• The use of directive questioning with consideration to different ability groups.
• The effective use of plenaries as a form of assessment throughout the lesson.
• Use of group discussions through teacher and groups of pupils.
• Teacher involvement with pupils whilst working on tasks.
• Effective statement and clarification of lesson objectives prior to delivery.
• Offering "get out clauses" for pupils.

A vast amount of positive reinforcement was evident in the lessons, which promoted a positive learning environment. Pupils were very enthusiastic about receiving praise and rewards, but at times praise was overused, yet it still had the desired effect on pupils.

The aspect of positive reinforcement which will most influence my own practice would be the implementation of praising of less studious and quieter pupils, so that pupils of all ability are encouraged to contribute to the lesson.

Many effective assessment techniques were observed that could provide the teacher with a valuable insight into how the class and individuals are progressing. Observing the use of effective plenaries throughout the lesson gave me an insight into using plenaries to facilitate the flow of the lesson by being able to assess and judge when it is safe to move on.

Aspects of less successful practice:

• Lack of consistency when managing pupil behaviour.
• Not commanding full attention of pupils; allowance of private conversations during teacher talk.
• Allowing constant low level disruptions such as elaborate fidgeting, calling out, making random strange noises and swearing.
• Lack of differentiated worksheets.
• Lack of enthusiasm for subject.
• Lack of encouragement for pupils to be tidy and organised.
• Lack of adherence to seating plan.
• Pupils not understanding consequences of inappropriate behaviour.
• Too much time spent on one individuals needs.
• Pupils not dispersed well despite adequate space during test condition.

The most reoccurring theme in all of teacher X's lessons was the allowance of continuous low level disruptions and lack of consistency when managing pupil behaviour; ignoring most pupils bad behaviour and sanctioning a selected few. Reflecting on this, I hope to treat all pupils fairly and not allow pupils to feel victimised.

The lack of enthusiasm for ICT from teacher X portrayed a negative image of ICT as a subject. This gave me the awareness that teachers can display a subconscious vibe to pupils without realising; which can effect the motivation of pupils.

There was very little differentiation of worksheets which may have led to the some of the continuous bad behaviour. This has made me aware of the importance of differentiating tasks so that the lesson is accessible to all pupils, eliminating the knock on effect from the lower levels of disruptions to the higher.

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