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Your search returned 33 resource(s).
Number of resources (33)
12. Pupils who arrive late Perspective 1 (Tina)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
13. Pupils who arrive late Perspective 2 (Alison)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
14. Pupils who arrive late Perspective 3 (Matthew)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
24. Leaving the classroom Perspective 1 (Tina)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
25. Leaving the classroom Perspective 2 (Alison)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
26. Leaving the classroom Perspective 3 (Matthew)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
3. Getting pupils into the classroom - Perspective 1 (Tina)
It is important for a positive and prompt start to lessons that pupils enter the classroom in an orderly and calm way.
02.03.09
4. Getting pupils into the classroom - Perspective 2 (Alison)
It is important for a positive and prompt start to lessons that pupils enter the classroom in an orderly and calm way.
02.03.09
6. Settling the class Perspective 1 (Tina)
Routines, such as greeting pupils at the classroom door, establish an appropriate and respectful tone for the lesson and help to build positive relationships with pupils.
02.03.09
7. Settling the class Perspective 2 (Alison)
Routines, such as greeting pupils at the classroom door, establish an appropriate and respectful tone for the lesson and help to build positive relationships with pupils.
02.03.09
8. Settling the class Perspective 3 (Matthew)
Routines, such as greeting pupils at the classroom door, establish an appropriate and respectful tone for the lesson and help to build positive relationships with pupils.
02.03.09
2006 - Ofsted report: Improving Behaviour
This report is based on the progress made in 2005 and 2006 by secondary schools which had been judged to have unsatisfactory behaviour following routine institutional inspections.
03.11.06
5. Getting pupils into the classroom - Perspective 3 (Matthew)
It is important for a positive and prompt start to lessons that pupils enter the classroom in an orderly and calm way. Establishing a clear and consistent routine for this across school ensures that pupils understand exactly what is expected of them.
02.03.09
Are you sitting comfortably?
Group seating has been standard practice in primary classrooms for nearly 40 years, but does it really promote optimum learning? Caroline Roberts reviews the research
27.07.09
Every Lesson Counts
Parents want the best for their children and having a good education is an important factor in opening up more opportunities for them in their adult life. Missing school carries costs for your child in both the short and long term.
02.12.05
Autism and the Autistic Spectrum
Glossary item: Definition and commentary for the term 'Autism and the Autistic Spectrum'.
21.01.06
10. The first part of the lesson Perspective 2 (Alison)
It is important that pupils understand the objectives of the lesson and the behaviour needed for learning to take place.
02.03.09
Finishing a lesson in an Orderly Way
Trainee teachers from The University of Northampton talk about their placement experiences of managing their classroom and encouraging positive behaviour from their pupils.
17.08.09
2008/09 - The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills
This Annual Report presents evidence from inspection and regulatory visits undertaken broadly between September 2008 and August 2009 by the Office for Standards in Education, Children's Services and Skills (Ofsted).
15.11.09
Children with autism strategies for accessing the curriculum geography
This book is the result of work that began in Lancashire LEA in 1991. The National Autistic Society (NAS) seconded a member of staff, Mick Connelly, to advise Lancashire with regard to the needs of children with autism. A part of this work was the development of curriculum access documents.
12.10.05
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