Schools Today
Developing Relationships with Staff
Developing Relationships with Pupils
Teaching ExampleSchool Visits
What to look out for in the classroom
Simple observation skills will teach you a great deal about what is happening in a classroom. Now that learning objectives and other goals are now displayed for all to see, it can be easier to understand what is going on. The whole area of good classroom practice is a huge one, but here are a few starters to look out for:
- The use of varied questioning techniques - what are they and how do they keep pupils alert and involved in their thinking?
- Learning objectives - how are they shared for each lesson?
- In secondary schools and some primary schools, levels of attainment are displayed in each subject. What are they for RE?
- What support activities (e.g. Brain Gym) go on to help children concentrate and participate?
- Is 'philosophical thinking' encouraged? If so, how?
- How are teaching assistants used? This has changed a great deal in recent years.
- How is information technology used? Is there a smartboard and how is it used?
- What is displayed on the walls? Display is now not just passive illustration but a means to stimulate and support achievement. Look for, e.g., evidence of learning objectives, targets, subject levels of attainment, statements and questions that are spiritually challenging.
- What resources do pupils have accessed to themselves, and how do they use them?
- How independent are the pupils at working?
If you are not in them everyday, schools can sometimes seem a daunting environment. The distinct difference between primary and secondary schools is not just a question of the size of the pupils; secondary schools are more likely to have specialist RE teachers, who may also operate in a dedicated RE classroom, with students coming to them. Secondary teachers often (but not always) have experience of faith group visitors and a clear view of where they will fit into syllabus work.
Primary teachers may also have this experience but there are far fewer RE specialists, even among designated RE co-ordinators.