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By Jeff Jones

Designed to assist lecturers who deal with others, this functional publication bargains counsel on diagnosing ineffectiveness, aiding useless academics, and utilizing applicable recommendations while aid is not sufficient.

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However, the status of the under-performing teacher is no excuse for professional inactivity. Point for reflection What advice would you give to the middle leader described here? The new Head of Department had a Deputy Head working in his department who was always late for her lessons. He spoke to her informally about this but the problem continued. He then asked the Head Teacher for advice. He advised him to collect evidence of the deputy’s lateness and to invite her to a formal meeting to discuss it.

She thanked the pupils who helped her but made no other comment. qxd 6/23/2006 10:14 AM Page 40 DEVELOPING EFFECTIVE TEACHER PERFORMANCE (Continued) The teacher introduced the topic by referring to previous work that the pupils were adamant they had not yet done and began by asking them to complete this work. Some of the pupils opened their exercise books and pretended to work but others were openly defiant. Later it appeared that she had mixed up this group with another group she taught. ) and when the pupils continued to be unresponsive she became angry and shouted at them for ‘behaving like animals’ and ‘not knowing how to behave’.

1 that directs attention towards different aspects of lesson structure and classroom management. 1). Those carrying out the lesson observation also need some training in the use of these approaches, as there is considerable scope for different interpretations of what is observed. Training should start with a discussion of what constitutes good teaching and learning using prompts such as the Ofsted criteria and the Professional Standards for Teachers. This will help to establish some common approaches and to take account of the subject or age differences of the pupils taught.

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