| Variant title |
Boost your teaching : use your voice |
| Variant title |
Boost your teaching : tips for better digital photography |
| Variant title |
Boost your teaching : behaviour management in a drama class |
| Variant title |
Boost your teaching : transitions during lessons |
| Variant title |
Boost your teaching : classroom seating |
| Variant title |
Boost your teaching : what makes a good detention |
| Series |
Video requests (original: Jan to March) ; 23
|
| Abstract |
Voice coach Gillian McAuley provides key information on using your voice in the classroom. Gillian talks through delivery, tone and gesture, demonstrating how using your voice correctly can create a huge impact. Later, she explains the workings of the vocal chords and gives tips on home remedies for protecting your voice. |
| Abstract |
A professional photographer offers advice on how to get the best from your compact camera in school. Photography is no longer reserved for the school prospectus or website - many teachers are using it to boost creativity in the classroom, help with behaviour and to engage gifted and talented students. Neil Turner, a former staff photographer for the TES, visits Ashmead Primary School in south-east London to help staff and pupils learn how to take better photographs with their compact cameras. |
| Abstract |
Liberated from behind desks and encouraged to express emotion, the drama class offers more freedom to pupils. What is the impact on behaviour? How can this best be managed? Simon Druker, a drama teacher at Bonus Pastor Catholic College in south east London, explains his approach to behaviour management in a drama class. Simon operates a clear lesson structure, culminating each time in a performance. He talks about the importance of choosing the right material and building relationships with students over time. We see this in action in a lesson where the students work on the difficult and sensitive subject of child soldiers in Uganda. |
| Abstract |
Transitions are crucial, possibly the most important moments in your lesson according to Trevor Wright, senior education lecturer at the University of Worcester. Far more than just closing down or setting up the next task, he believes they are the moments when the learning in the lesson lives. Often lesson plans show large places for pupil activity, with lots of preparation activity going into the resources the teacher plans to use. But where is the teacher in the plan? Trevor looks at how transitions can hold the lessons together - or cause them to collapse. He considers how transitions are the moments to define and evaluate, and offers practical advice on getting the balance right. This programme was created by the Video Request Service in direct response to a request from the Teachers TV audience. |
| Abstract |
How should teachers organise their classrooms to maximise pupils? learning? There are some tried and tested formulas - straight rows, grouped work at tables or working in pairs. Geoff Barton, headteacher at King Edward VI School in Bury St Edmunds, Suffolk, looks at the advantages and limitations of three ways of organising seating for pupils. While teachers may feel constrained by the shape of their classrooms or the school building, he encourages them to try different ways of boosting pupils, learning and participation in class. This programme was created by the Video Request Service in direct response to a request from the Teachers TV audience. If you'd like to make a suggestion, follow the 'Request a Video' Link. |
| Abstract |
Find out what teachers and students have to say about school detentions--should they become a positive experience or remain a punishment? For some, detentions are a form of punishment, meant to be as boring as possible so that the student doesn't re-offend. For others, it's an opportunity to talk to the student on an individual basis, to find out what happened and avoid the same offence again. Marianne Stuart is an assistant principal at Bonus Pastor Catholic College in south east London and is responsible for behaviour. Alongside pupils from Years 7 and 11 and teachers from other schools, Marianne considers when whole-class detention might be appropriate, the use of centralised detention and what could happen if teachers decided not to use detention at all. |
| General note | Title from resource description page (viewed Mar. 5, 2012). |
| Other forms | Previously released as DVD. |
| Language | This edition in English. |
| Genre/form | Instructional television programs. |
| Genre/form | Nonfiction television programs. |
