How Your Student Learn More

8/11/2019 How Your Student Learn More

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Oozes professionalism and rigour and it does so with a confidence that will encourageteachers to think again about their classroom practice.


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THE LAZYTEACHER'S

HANDBOOK

Crown House Publishing Ltdwww.crownhouse.co.uk

www.crownhousepublishing.com


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First published byCrown House Publishing Ltd

Crown Buildings, Bancyfelin, Carmarthen, Wales, SA33 5ND, UKwww.crownhouse.co.uk

and

Crown House Publishing Company LLC6 Trowbridge Drive, Suite 5, Bethel, CT 06801, USA


Jim Smith 2010

Illustratrations Les Evans

The right of Jim Smith to be identified as the author of this work hasbeen asserted by him in accordance with the Copyright, Designs and

Patents Act 1988.

The rights of Les Evans to be identified as the illustrator of this workhas been asserted by him in accordance with the Copyright, Designs

and Patents Act 1988.

All rights reserved. Except as permitted under current legislation no part of thiswork may be photocopied, stored in a retrieval system, published, performed inpublic, adapted, broadcast, transmitted, recorded or reproduced in any form orby any means, without the prior permission of the copyright owners. Enquiries

should be addressed to Crown House Publishing Limited.

British Library of Cataloguing-in-Publication DataA catalogue entry for this book is available

from the British Library.

10-digit ISBN 184590289-0

13-digit ISBN 978-184590289-6

LCCN 2009936661

ISBN 978-184590 -410 4booke


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Acknowledgements iii

Foreword v

Introduction 1

Old Fashioned Teaching with a Lazy Twist 7

The Lazy Approach to Lesson Outcomes 29

Structuring the Lazy Lesson 43

Great Ideas for Lazy Lessons 63

Marking RIP! The Lazy Teacher Shows You How 81

IT The Lazy Teachers Friend 97

Lazy Language that Changes Everything 113

Differentiation Done the Lazy Way 131

The Lazy SEAL 147

Getting the Best from Teaching Assistants the Lazy Way 159

The Lazy Tutor 173

Bibliography 187


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GREAT IDEAS FORLAZY LESSONS


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Imagine the scene. It is your duty day and you have been tied upall through break with an incident involving a yoghurt and a packof Pokmon cards. The bell went four minutes ago (and counting),and you know you have a Year 9 class waiting for you. When youfinally get to your classroom, and a queue of restive-looking stu-

dents, you remember that it is locked and the keys are in thestaffroom. Returning a few minutes later, you are convinced thatthere are fewer students outside your room now than there wereminutes before but you are too out of breath to care as you real-ise that your new term new you get fit pledge has not quitereached fruition. Whats more, your lesson plan is in the car,through your classroom window you can see the computer isshowing the blue screen of death despite being fine just twentyminutes ago and the head has just turned up to do the observation

you had cavalierly agreed to yesterday. Add to this the fact thattheir exercise books are still on the kitchen table after your pre-observation marking frenzy last night and even your favouritestudents are beginning to turn on you and are staring and point-ing at the sweat running down your face. Whilst crap is notnecessarily a judgement that the head would use, her looks donothing to persuade you that she is not thinking it.

Surprised though I was to pass that particular observation andsurvive into my second term of teaching, I am not convinced thatthe events described above are the worst that could happen. No,far more soul-sapping are those occasions where you spend yourentire weekend planning an all-singing, all-dancing, full comple-ment of whistles and bells lesson that should last at least three


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weeks, only to have it sabotaged by the class who not only com-plete it in half a lesson (aided by Ricky falling off his chair andrevealing where you had hidden the secret answer to question 5)but who also dismiss it as boring and stupid and why cant they

just go on the internet or play hangman instead. And to think Icould have been the regional manager for Currys.

I will confess that those were just two cringe-worthy examplesfrom my NQT year (although the low point was a reprimand fromthe head for being a little too enthusiastic in a snowball fight withthe students and making the self-appointed hard man of Year 11cry).

While you may not have been told off by a teacher for snowballingsince you were 10, I would suggest that the first two scenarios or

something very like them have happened to you at some point.If they havent, dont feel left out, they soon will. And when theydo, embrace them in a Lazy Way. Some of our best teaching andthe students best learning will happen when you have to think on

your feet. There is an energy and enthusiasm that is generated byspontaneous lessons that you simply cant write into a lesson plan,and sometimes ripping up the intended lesson and going with

your gut feeling produces something far better than what youplanned anyway.

The trick when doing things the Lazy Way is to capture thosetechniques you pulled out of the bag in a crisis and employ themin a systematic, less frantic manner. However, dont think thatbeing a Lazy Teacher excuses a lack of planning all of the time.Oxymoronic it may be, but planned spontaneity is what we Lazy

Teachers are looking for. After all, as Dwight D. Eisenhower oncesaid, Plans are nothing; planning is everything.

Great ideas for lazy lessons, then, is a box of tricks you always callupon to get you out of a tight spot in an instant. By their very

nature, they put pressure on the students to fill the gap where yourteaching was supposed to be and, in doing so, prevent you fillingthe void with some good old fashioned copy off the board workor regaling them with tales of your trip to Goa in the eighties.


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Ask the student to choose a letter from the alphabet and a number

between one and ten. Then, based on their responses, get them tocome up with the specified number of words that relate to thesubject you are studying that all begin with that letter. For exam-ple, it might mean they have to come up with seven wordsbeginning with T that relate to war poetry or one word beginning

with Q that relates to sustainability either way it will makethem think and have fun.

Ask students to choose an animal from a farm or a zoo. Then askstudents to write any words associated with your chosen topic thatbegin with the letters of the animal. For example, if a studentchose cat and you were studying the Romans, they might sayCenturion Amphitheatre Tiles. If the students try to spoil the gameby just using dog or rat give them Parastratiosphecomyia stra-tiosphecomyioides* by way of punishment. It works every time.

Put students in pairs and give them a relevant topic. They have tosee how long they can talk on that subject. Give your studentssome rehearsal time before showcasing different pairs in front ofthe whole class. Use non-performing students as an audience topick up on any repetition, deviation or hesitation. As a slight twist,maybe it could be a minute of mime or drawing?

*Youlookitup.


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ISBN 978-184

9 781 845 9

Crown House Publishing Ltdwww.crownhouse.co.uk


Education, Teaching Skills and Techniques

ll

If you want your students to learn more and you to work less, this book provides you the arguments and evidence you need to become a lazy, but outstanding, teacher. Gat

over ten years in the classroom, the tried-and-tested techniques shift the emphasis awa

the teaching and onto the learning making your life so much easier in the proces

Explains how teachers can enjoy their responsibility by helping the learners to realise thahave to share the workand in doing so they will enjoy it and find it fulfilling.

If you imbibe the essential principles Jim outlines in the book, youll find yourself with atoolkit of pupil-proof teaching techniques which will make you enjoy your teaching more

you get better results.

an ideal book for those students and teachers willinthink creatively outside the box. a guide bo

enthusiastic and creative teachers.

Written in an engaging and down-to-eThe Lazy Teachers Handbook is packed fu

things to try in lessons, but is alsounderpinned by a view of teaching anthat is humane and hopeful.

this book deserves a place in everystaffroom.

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