All of the outlined classroom practices are essential for the development of our children. All teachers at Cheam Fields Primary believe that these practices help our children develop towards the shared vision of the school.
Think. Think. Share:
This is used as a cooperative/collaborative learning strategy. Children work together to solve a problem or answer a question. At first, children need to think independently and then discuss their thoughts with a partner, working collaboratively, before sharing with a larger group or whole class.
In addition to enabling teachers to check learners understanding, questioning also encourages engagement and focuses pupils’ thinking. As children learn at different rates, it is vital the differentiated questions are asked to inspire those who are learning at a quicker rate and support those who are learning at a slower rate.
No Hands Up:
Questioning is a form of formative assessment which enables teachers to assess what children do and to identify gaps in learning. Children who raise their hands generally know the answer. In order for questioning to be effective all children need to be given thinking time and the teacher can then select the student or students to respond, at random or by selecting a named lolly stick.
To develop international mindedness, teachers incorporate international links in the majority of lessons and not in isolation. This supports the school vision that learners at Cheam Fields will be active global citizens.
Challenge to ensure that all lessons are rigorous, teachers plan for international/knowledge challenges that are appropriate and relevant to learning. Teachers provide challenges that enable children to be ‘in the flow’ of learning where there is low stress but high challenge and motivation!
Whenever possible, teachers plan lessons that allow children to learn about concepts from multiple perspectives so that our learners develop a broader perspective on important concepts. We use De Bono’s hats and other critical thinking activities to help develop this within our children.
We use house leaves as a reward system across the entire school. Children are rewarded leaves and these are then put in the correct house colour box. The number of leaves in each box is totalled and the wining house colour is able to wear their own clothes on the last day of term as a reward.
These are created with learners at the beginning of the year so that they have ownership over these and are therefore responsible for their behaviours.
Excellent Eight Passports:
These are in place for children to earn stickers to show what personal goals they have achieved. Once children complete collecting stickers for a personal goal they receive public praise and receive a certificate in assembly. These really motivate the children to be the leaners that develop towards the schools shared vision.
Teachers build in reflection times so that learners are able to measure their progress against the success criteria and also become conscientious learners. During reflections time our children think about what went well and what they can improve on next time they learn.
Our working walls are teaching tools which drive learning forward. Our working walls display the learning journey throughout a topic linking all curriculum areas to show children the bigger picture. They are interactive, display children’s work and enable children to reflect upon their learning during a topic.
This empowers learners to draw up arguments based on evidence. Leaners learn how to respect the views of their peers while strengthening their communication skills. They get practice in being good conversationalists, participating in conversations in a polite manner, again developing towards our shared vision.
Language of a Growth Mindset:
We believe and promote a growth mindset in every classroom. We believe with hard-work, practice and dedication children can learn and achieve anything they want to. With this vision, our pupils have a love for learning and are resilient.
Brain, Buddy, Board, Boss:
This strategy is designed to help our learners become more independent, thinking deeply for themselves at first then using the resources around them to problem-solve and become successful learners. This strategy helps our younger learners build resilience and less reliance.
Verbal Learning Advice:
Teachers are continually monitoring children practising skills, researching and recording knowledge. Teachers act as facilitators during the learning and offer children ‘learning advice’ in order to move their learning forward.
QUIZ. QUIZ. Trade!
This cooperative-learning technique has learners review information with other students by asking and answering questions. Working with peers in a non-threatening manner builds confidence, encourages greater participation, and results in more thoughtful discussions and finally develops children towards our shared vision.