After that, she walked around the room looking at the paintings giving tips and ideas to their work. The noise level is very low; apparently everyone is sat down doing their work. Ms keeps looking around for those who are struggling, and helps them sometimes individually sometimes by talking to the whole class.
She encourages the pupils to keep going with positive comments. When some student asks something, Ms Holden not always says the answer right away. She usually lets the student think about it themselves leading them to the right idea. She does that as well when she asks someone about their work.
Other than just talking to some students about what could be done to improve4 their work, she shows an example, by sitting with them and demonstrating another technique.
When some boys at the back start to mess around, Ms Holden at the front says in a louder tone to sit and quite themselves down. They obey.
Ms Holden then said to the class that they should finish their work and pack up. She says in a louder voice to put their brushes down, so that they could pay attention to her instructions. She then says to put their work sensibly on the bench, and after that to tidy their tables up and wash their brushes and pilots.
She explains that those who doesn’t help will have extra time in the classroom.
After everyone was behind their places as she told them, she checked the sinks to see if they were clean. Before letting them go, she said to everyone to put their blazers on and straight their uniforms up that she would be checking everyone before leaving. She also complimented the class by saying that they were really good and had produced some good pieces of work. She showed some works of the class and gave positive comments about them. As the bell rang, Ms Holden let go.
Tuesday, 3nd February 2009 Year 7C Period 3 Mrs Hamilton T2
As the pupils were entering the room Mrs Hamilton was waiting stood up at the front of the classroom. She gained control of the class by saying ‘Excuse-me’ loud, and got every pupil’s attention, but not shouting.
She started the lesson by remembering the pupils the lesson’s task that was a continuation of the last one: making a collage with different colours of sugar papers on their drawings of fruits and/or vegetables.
When she asked a question to someone and they answer it right, or when someone gives a sensible comment she gives out merits as an stimulation and a reward.
The sources were prepared and she asked to the pupils to get up and collect their work at the back, a glue pot and the sugar papers that they would need in the bench.
When all the class were settled down again doing their work, she presented Aaron and I to the class, explained that we would be helping them in that lesson. She gave good comments about the class’ work.
Aaron and I helped the pupils by giving them ideas of what to do, what colours to use and mix.
Tuesday, 3nd February 2009 Year 9 Period 4 Mrs Duff T1
Wednesday, 4th February 2009 Year 8 Period 4 Mrs Hamilton T2
Wednesday, 4th February 2009 Year 7 Period 5 Mrs Hamilton T2
Friday, 5th February 2009 Year 9 Period 1 Mrs Hamilton T2