Subtitles
Associated Teachers TV programme
The Children's Champion: Helping Children Stay Healthy and Fit
0001 10:00:00:16 10:00:04:01
(narrator) How can you reach
the next level of teaching?
0002 10:00:04:01 10:00:06:22
We challenged secondary
maths teacher Simon Brilliant
0003 10:00:06:22 10:00:09:22
to go from good to outstanding.
0004 10:00:09:22 10:00:12:22
A top inspector observes one lesson.
0005 10:00:12:22 10:00:17:21
Two experts fine-tune his practice
and beef up his presentation.
0006 10:00:17:21 10:00:20:04
He then gets two weeks
to take on the advice
0007 10:00:20:04 10:00:24:19
before the inspector comes back
for the final verdict.
0008 10:00:24:20 10:00:27:21
This has been a far greater
challenge than I thought it would.
0009 10:00:27:21 10:00:30:18
I thought it would just be a doddle.
0010 10:00:48:15 10:00:50:19
I've always had
at the back of my mind
0011 10:00:50:19 10:00:53:07
the idea that one day
I would become a teacher.
0012 10:00:53:07 10:00:55:18
Even spending ten years in IT,
0013 10:00:55:18 10:00:59:21
it was always, "This is something
I'd really enjoy doing."
0014 10:00:59:21 10:01:02:15
Simon Brilliant is in his
second year as a maths teacher
0015 10:01:02:15 10:01:06:07
at HornseySchool for Girls
in North London.
0016 10:01:06:07 10:01:08:09
How would I use
this sample space diagram
0017 10:01:08:09 10:01:11:08
to work out the probability
of getting an ace?
0018 10:01:11:08 10:01:14:11
- Is it three out of 12?
- Yes. Absolutely.
0019 10:01:14:11 10:01:18:16
To see young people getting
a new concept and understanding it,
0020 10:01:18:16 10:01:23:11
actually seeing them learn,
is really quite enjoyable.
0021 10:01:23:11 10:01:26:15
- What does that reduce down to?
- A quarter.
0022 10:01:26:15 10:01:29:02
The school
rates his teaching as good,
0023 10:01:29:02 10:01:33:04
but head of maths James Crowder
thinks there's room for improvement.
0024 10:01:33:04 10:01:36:03
Simon's got the capacity
to be an outstanding teacher.
0025 10:01:36:03 10:01:39:12
He loves the subject,
and wants students to do well.
0026 10:01:39:12 10:01:42:08
What he does need to do
is vary his approach sometimes.
0027 10:01:42:08 10:01:46:24
What's the probability of getting
a picture card and a green counter?
0028 10:01:46:24 10:01:48:19
Some of the work
can be quite boring,
0029 10:01:48:19 10:01:53:19
and you're thinking: "I can't
really be bothered to do this."
0030 10:01:53:19 10:01:58:02
So once again, it's three
possibilities out of 12.
0031 10:01:58:02 10:02:00:23
My weakness is,
my lessons are pretty boring.
0032 10:02:00:23 10:02:03:17
Same old, same old,
week in, week out.
0033 10:02:03:17 10:02:06:11
That's something
I'd really like to improve.
0034 10:02:06:11 10:02:07:19
Quick! Run!
0035 10:02:08:19 10:02:11:22
It's very difficult
to get a work-life balance
0036 10:02:11:22 10:02:14:21
that balances what I feel
I should be doing
0037 10:02:14:21 10:02:16:15
to be fair to my students,
0038 10:02:16:15 10:02:20:17
and what I want to do at home
to be fair to my family.
0039 10:02:23:22 10:02:27:01
With two days to go
before his first observation,
0040 10:02:27:01 10:02:30:15
Simon discusses how much extra
planning he should be doing
0041 10:02:30:15 10:02:33:11
for his year 8 class
on Friday afternoon.
0042 10:02:33:11 10:02:37:09
Friday afternoon I know
they're going to be tired,
0043 10:02:37:09 10:02:40:00
they're going to be fractious,
it may well be hot...
0044 10:02:40:00 10:02:42:01
(James) Plan an appropriate lesson.
0045 10:02:42:01 10:02:46:22
It's Friday afternoon, it's period
five, X, Y and Z could go wrong.
0046 10:02:46:22 10:02:50:08
- Doesn't that make you nervous?
- Loads of things will go wrong.
0047 10:02:50:08 10:02:53:13
They're gonna be bouncing
for the first ten minutes.
0048 10:02:53:13 10:02:56:06
If you foresee all these problems,
0049 10:02:56:06 10:02:58:17
that's why it's important
to plan for them,
0050 10:02:58:17 10:03:03:07
and make sure you can cover
these areas effectively.
0051 10:03:03:07 10:03:07:05
It might not be that there's
an Ofsted-style lesson planned
0052 10:03:07:05 10:03:11:22
every single lesson.
You might need some aide-memoire.
0053 10:03:11:22 10:03:18:11
I would think it prudent to write
a bit more than you would normally.
0054 10:03:18:11 10:03:23:00
What I'm hoping for for Simon is
that after two years of teaching,
0055 10:03:23:00 10:03:27:24
he'll be challenged again,
and Simon needs those challenges,
0056 10:03:27:24 10:03:30:04
just to inspire him
and motivate him.
0057 10:03:30:04 10:03:33:04
Simon runs through his planning
for tomorrow's lesson
0058 10:03:33:04 10:03:34:21
on patterns and sequences.
0059 10:03:34:21 10:03:39:18
The plan is to use existing
worksheets, but there's a problem.
0060 10:03:39:18 10:03:43:05
They don't have enough information
on them, on their own,
0061 10:03:43:05 10:03:46:14
to be obvious how you're supposed
to answer the questions.
0062 10:03:46:14 10:03:48:11
And the way I want to teach it
0063 10:03:48:11 10:03:52:07
doesn't tie in very directly
with the questions on the worksheet.
0064 10:03:52:07 10:03:57:09
So I'm actually now quite concerned
that when the HMI comes in,
0065 10:03:57:09 10:04:01:08
I'm not gonna be as prepared
for the lesson as I should be.
0066 10:04:02:13 10:04:06:16
With hundreds of inspections
under her belt, Clare Gillies
0067 10:04:06:16 10:04:11:11
certainly knows an outstanding
lesson when she sees one.
0068 10:04:11:11 10:04:14:04
I'm at HornseySchool for Girls,
and I'm looking forward
0069 10:04:14:04 10:04:17:06
to seeing Simon
teaching year 8 maths.
0070 10:04:17:16 10:04:21:17
Simon's got just 60 minutes
to impress the inspector.
0071 10:04:21:17 10:04:25:12
Right, girls. Can you get yourself
a mini whiteboard
0072 10:04:25:12 10:04:30:04
and write the next two numbers
in these three sequences?
0073 10:04:36:13 10:04:39:11
Right. When you've done that,
hold them up... now.
0074 10:04:39:11 10:04:42:04
Yes... Yes... Do it so I can see it.
0075 10:04:45:14 10:04:49:05
OK. Excellent.
Now, that was easy. Yeah?
0076 10:04:49:05 10:04:51:23
How about, though, when we do
something like this?
0077 10:04:51:23 10:04:58:04
I want you to draw the next two
sequences in THIS sequence.
0078 10:04:58:04 10:05:03:07
The key things you are looking for
when you observe a lesson are:
0079 10:05:03:07 10:05:05:17
Are the children learning?
0080 10:05:05:17 10:05:11:21
Are the children absorbed?
Are they all keen to do their best?
0081 10:05:11:21 10:05:16:14
Are they all listening to
what the teacher is talking about?
0082 10:05:16:14 10:05:19:16
Do you get the feeling
they want to join in?
0083 10:05:19:16 10:05:23:12
We can see the results of that are
here. This is the term-to-term rule.
0084 10:05:23:12 10:05:28:23
What we're gonna work out today
is now the position-to-term rule.
0085 10:05:28:23 10:05:33:15
It's a mapping diagram, but I've
now written it across the board.
0086 10:05:33:15 10:05:38:00
Cos he uses the interactive board
a lot, instead of just him teaching,
0087 10:05:38:00 10:05:41:09
he could call us up more
to get more involved in the lesson,
0088 10:05:41:09 10:05:45:13
and the people that are daydreaming,
he could call them up.
0089 10:05:48:07 10:05:53:18
You've all been given things
like this, with mappings on.
0090 10:05:53:18 10:05:57:09
I don't want you
to draw mapping diagrams,
0091 10:05:57:09 10:06:03:03
I want you to draw position-to-term
diagrams, tables like this
0092 10:06:03:03 10:06:07:06
to work out the general rule
for each of these mappings.
0093 10:06:07:06 10:06:10:08
Do not draw the mapping
like they've got here.
0094 10:06:10:08 10:06:12:23
Imagine it's turned sideways.
0095 10:06:12:23 10:06:17:23
So draw it like this, not like this.
Is that clear, what you need to do?
0096 10:06:17:23 10:06:22:12
What have you got?
What's going to be the bottom line?
0097 10:06:23:12 10:06:26:07
What's the equivalent
of the term on here?
0098 10:06:26:07 10:06:27:21
- (girl) A tyre.
- Yup.
0099 10:06:28:12 10:06:33:17
Unlikely you'd be buying tyres
for £12, I admit, but even so...
0100 10:06:35:01 10:06:38:04
What you could do
is draw the table like this,
0101 10:06:38:04 10:06:41:00
for each of these, in your book.
0102 10:06:41:00 10:06:44:02
How did you do that?
I didn't get it.
0103 10:06:45:00 10:06:47:15
The third one, with the triangles.
0104 10:06:47:15 10:06:51:05
Usually it's every lesson,
and sometimes they're confusing,
0105 10:06:51:05 10:06:53:19
but he does help us a lot
if we don't understand it.
0106 10:06:55:23 10:06:57:16
I think we're pretty much
done for today.
0107 10:06:57:16 10:07:02:04
We've done working from term
to term, what to add on each time,
0108 10:07:02:04 10:07:05:08
and we've worked
from position to term.
0109 10:07:07:07 10:07:10:15
- (girl) I hate Fizz Buzz.
- (girl #2) Oh my God.
0110 10:07:10:15 10:07:12:02
That's why I do it.
0111 10:07:12:02 10:07:14:17
I'll start with one. So...
0112 10:07:16:02 10:07:18:03
- (girl) Fizz.
- Stay sat down.
0113 10:07:18:03 10:07:22:00
What I liked best about the class
was when we started playing a game.
0114 10:07:22:00 10:07:26:01
We'd finished the work, and it was
an easy way to end the lesson.
0115 10:07:29:07 10:07:31:11
(narrator) So, how did Simon do?
0116 10:07:31:11 10:07:34:01
Thank you for letting me
share that lesson.
0117 10:07:34:01 10:07:40:08
Tell me how you think it went as
a whole. Did they get the message?
0118 10:07:40:08 10:07:44:09
The fact that they did concentrate
on the work and understand it...
0119 10:07:44:09 10:07:47:23
Maybe I simplified it too much,
but they got it
0120 10:07:47:23 10:07:50:00
in a way that
I'm quite pleased about.
0121 10:07:50:00 10:07:52:14
If I look for
the strengths of the lesson,
0122 10:07:52:14 10:07:57:02
it was a relaxed manner - clearly
they were getting on with it,
0123 10:07:57:02 10:08:00:11
so you've established
that sort of rapport with them.
0124 10:08:00:11 10:08:05:11
But in terms of how much maths
did they really learn and master,
0125 10:08:05:11 10:08:07:02
I don't think it was a lot.
0126 10:08:08:07 10:08:12:23
When you did your little starter,
you were using colours.
0127 10:08:12:23 10:08:16:12
I thought it was tough
they didn't have the colours.
0128 10:08:16:12 10:08:19:13
Or even little sticks themselves.
0129 10:08:19:13 10:08:22:06
I think you've probably
hit the nail on the head.
0130 10:08:22:06 10:08:24:10
Perhaps we needed to be
a bit more practical
0131 10:08:24:10 10:08:27:07
in several elements
of the lesson.
0132 10:08:27:08 10:08:31:12
The diagram number one, two,
three, four - I was thinking:
0133 10:08:31:12 10:08:34:05
"Did they have a clue
why we were doing this
0134 10:08:34:05 10:08:37:10
in terms of actually
its application in real life?"
0135 10:08:37:10 10:08:41:18
One girl said to me, "How many
spare tyres do you have in a car?"
0136 10:08:41:18 10:08:43:24
Before she could do number one!
0137 10:08:43:24 10:08:47:11
I just thought we needed a little
touch of help with the realism,
0138 10:08:47:11 10:08:52:02
and that might give them that
little sparkle that was missing,
0139 10:08:52:02 10:08:54:09
we didn't really swing along.
0140 10:08:54:09 10:08:59:15
And perhaps as well more chit-chat,
more "turn to your neighbour" -
0141 10:08:59:15 10:09:01:21
get them to help,
bring them together.
0142 10:09:01:21 10:09:05:03
And I think we needed to break up
that long work session.
0143 10:09:05:03 10:09:08:02
It was quite a long time,
some of them struggling.
0144 10:09:08:02 10:09:12:10
We could have all come together
again, see who was in a muddle.
0145 10:09:12:10 10:09:16:07
It would have broken it up.
We did have a few minutes to kill,
0146 10:09:16:07 10:09:18:10
when we did Fizz Buzz.
0147 10:09:18:10 10:09:22:10
There were more smiles
during that little session,
0148 10:09:22:10 10:09:25:23
and maybe we need to generate that
at the beginning of lessons.
0149 10:09:25:23 10:09:30:22
A bit of fun, "I know it's
a hot Friday afternoon, but..."
0150 10:09:30:22 10:09:34:07
I just felt we needed that
a little bit more.
0151 10:09:36:15 10:09:40:07
I think I've got very lackadaisical
with my planning.
0152 10:09:40:07 10:09:42:13
I've gone,
"Yes, I know what I'm doing,
0153 10:09:42:13 10:09:47:23
and I can present information
in a generally acceptable manner."
0154 10:09:47:23 10:09:50:18
But to do it in a way
that engages the students,
0155 10:09:50:18 10:09:55:10
to make it an outstanding lesson,
which means that they enjoy it...
0156 10:09:55:10 10:09:59:05
It's good to get that kick, and go,
"You must do something better."
0157 10:10:00:06 10:10:04:17
(narrator) Clare highlighted
Simon's need to engage his students,
0158 10:10:04:17 10:10:09:17
and to make the context of the
mathematics more transparent.
0159 10:10:09:17 10:10:12:00
Time to bring in the experts.
0160 10:10:14:13 10:10:17:09
To give Simon
some fresh ideas, help comes
0161 10:10:17:09 10:10:23:09
in the form of principal lecturer
in mathematics Alison Clark-Wilson.
0162 10:10:24:17 10:10:27:20
They start
by watching Simon's lesson.
0163 10:10:27:20 10:10:33:02
What I'd like to do is look at how
to encourage more pupil involvement.
0164 10:10:33:18 10:10:38:22
The range of resources is extensive.
These are very stimulating.
0165 10:10:38:22 10:10:44:04
I think one of the first things
I would use with most age pupils
0166 10:10:44:04 10:10:47:06
is to look at these pictures
and ask them what they see,
0167 10:10:47:06 10:10:49:01
to describe what they see.
0168 10:10:49:01 10:10:52:09
And sometimes when you get
pupils to focus on that,
0169 10:10:52:09 10:10:55:16
the algebra
actually falls off the page.
0170 10:10:55:16 10:10:58:04
So, for example,
this particular pattern,
0171 10:10:58:04 10:11:01:16
the fact that there's
one red circle in the centre
0172 10:11:01:16 10:11:03:17
may well have
something to do with this one
0173 10:11:03:17 10:11:08:21
that hangs around in
this particular bit of the sequence.
0174 10:11:08:21 10:11:12:21
If we took the three times table,
which is where you started at,
0175 10:11:12:21 10:11:18:04
one possible route would be to have
some physical representation of it,
0176 10:11:18:04 10:11:20:05
more than just the numbers,
0177 10:11:20:05 10:11:23:22
because the numbers can be
a turn-off for some pupils.
0178 10:11:23:22 10:11:26:14
If we were to do something
with the sequence ourselves
0179 10:11:26:14 10:11:29:11
and generate
a new set of numbers...
0180 10:11:29:11 10:11:33:19
So I'm going to...
do something here...
0181 10:11:33:19 10:11:38:02
And what I'm going to ask you to do
is, with those blocks,
0182 10:11:38:02 10:11:41:07
build up that pattern
in some way that for you
0183 10:11:41:07 10:11:44:14
represents this new sequence.
Can you...?
0184 10:11:46:19 10:11:48:23
We'll just...
put two of these on each...
0185 10:11:48:23 10:11:52:23
Having that image there,
those physical objects,
0186 10:11:52:23 10:11:57:06
do we think that would be
a supporting step for the pupils?
0187 10:11:57:06 10:12:01:01
We can see that we've now added
two blocks on each of them.
0188 10:12:01:01 10:12:06:03
You don't think that they might
find this a little bit childish?
0189 10:12:06:03 10:12:09:23
It's interesting. A lot of teachers
pose that question,
0190 10:12:09:23 10:12:12:06
and I think my response would be,
"Try it."
0191 10:12:12:06 10:12:15:09
You've got to give the rationale.
0192 10:12:15:09 10:12:18:11
It's unlikely a science teacher
will take the equipment away,
0193 10:12:18:11 10:12:20:20
because they can't
learn science without it.
0194 10:12:20:20 10:12:24:03
Some of us would argue that we need
these resources to learn maths,
0195 10:12:24:03 10:12:28:05
that they actually support
that conceptual development.
0196 10:12:28:05 10:12:32:11
What we've got here is
a set of mathematical processes,
0197 10:12:32:11 10:12:37:06
the "doing" words. To start with,
pick out two or three
0198 10:12:37:06 10:12:40:21
that you saw going on
in that lesson.
0199 10:12:40:21 10:12:43:24
OK. Well,
that's a really obvious one.
0200 10:12:43:24 10:12:46:21
So "Looking for patterns". Yes.
0201 10:12:47:21 10:12:51:21
And hopefully,
"Understanding basic concepts".
0202 10:12:51:21 10:12:55:12
I was going to say, "Showing
interest and motivation",
0203 10:12:55:12 10:12:58:05
but I'm not sure they did.
0204 10:12:58:05 10:13:01:01
I've got a feeling that they
might have showed interest,
0205 10:13:01:01 10:13:03:02
but I'm not sure
the motivation was there.
0206 10:13:03:02 10:13:06:04
Other sources of inspiration,
if you like,
0207 10:13:06:04 10:13:08:18
where pupils might see it
in the outside world,
0208 10:13:08:18 10:13:12:12
is very much to do with nature. And
it isn't necessarily going to say:
0209 10:13:12:12 10:13:14:22
"This is how
you're going to use this",
0210 10:13:14:22 10:13:19:14
but give some bearing to the way
in which maths is already out there,
0211 10:13:19:14 10:13:22:11
and by putting on
your mathematical glasses,
0212 10:13:22:11 10:13:25:19
you're able to help pupils
to see it more clearly.
0213 10:13:25:19 10:13:28:01
What is it
that you enjoy about maths?
0214 10:13:28:01 10:13:32:14
The logic part of it. There is
a right answer, in some cases.
0215 10:13:32:14 10:13:35:18
Do you think that possibly presents
an issue to students
0216 10:13:35:18 10:13:39:20
if they sense that it is this game
of finding the right answer?
0217 10:13:39:20 10:13:44:07
Do we need to focus more on
promoting the children's thinking?
0218 10:13:44:07 10:13:46:15
Because although
there may be a right answer,
0219 10:13:46:15 10:13:50:20
there may be many routes
to that right answer.
0220 10:13:50:20 10:13:55:19
(narrator) The next step is to
develop Simon's classroom presence.
0221 10:13:55:19 10:13:57:17
Communications coach Roger Terry
0222 10:13:57:17 10:14:00:06
starts by analysing
Simon's performance.
0223 10:14:00:06 10:14:03:10
I don't want you
to draw mapping diagrams.
0224 10:14:03:10 10:14:06:17
Just do something for me.
Don't think of a blue tree.
0225 10:14:06:17 10:14:08:13
Do not draw the mapping
like this.
0226 10:14:08:13 10:14:13:12
When we say "don't", it immediately
brings into the person's mind
0227 10:14:13:12 10:14:14:22
the thing that
you don't want them to do.
0228 10:14:14:22 10:14:17:04
Say what you want
rather than what you don't want,
0229 10:14:17:04 10:14:21:06
because as soon as you say what you
don't want, up pops the blue tree!
0230 10:14:21:06 10:14:24:14
Roger gives Simon an exercise
to help him reflect
0231 10:14:24:14 10:14:26:19
on how he comes across
in the classroom.
0232 10:14:26:19 10:14:30:00
We've got three positions on
the floor. The first one is you.
0233 10:14:30:00 10:14:32:14
I'm gonna get you
to stand here next to me,
0234 10:14:32:14 10:14:36:18
and take yourself back to...
We'll do that beginning piece.
0235 10:14:36:18 10:14:40:20
Take yourself back there.
What were you feeling like?
0236 10:14:40:20 10:14:44:09
I think even at the time I was aware
I needed to slow it down,
0237 10:14:44:09 10:14:49:03
that I was rushing through and
giving them lots of instructions.
0238 10:14:49:03 10:14:51:04
Go and stand over in position 2,
0239 10:14:51:04 10:14:54:04
and again...
Just pop your toes on the paper.
0240 10:14:54:04 10:14:59:11
Get a sense of what they'll be
receiving from you at that point.
0241 10:14:59:11 10:15:02:15
"Blah, blah, blah."
A load of talk.
0242 10:15:02:15 10:15:06:04
"When you tell me I have to do
something, when you tell ME,
0243 10:15:06:04 10:15:09:07
then I'll do that. At the moment
I'm not part of the class."
0244 10:15:09:07 10:15:12:24
Not feeling part of the group.
So, we're gonna move over here.
0245 10:15:12:24 10:15:17:03
This is not you,
this is the fly on the wall,
0246 10:15:17:03 10:15:20:06
and what you're gonna be doing
is looking at that interaction.
0247 10:15:20:06 10:15:24:13
I think perhaps if this person
could wait, and stop,
0248 10:15:24:13 10:15:29:03
and say, "Let's all be together,
before you start launching into it."
0249 10:15:29:03 10:15:33:13
So slowing the pace down might help
to get that sense of purpose going.
0250 10:15:33:13 10:15:36:06
To say, "This is important.
This is what we're going to do."
0251 10:15:36:06 10:15:40:00
So a lot of insight has come
from being the fly on the wall.
0252 10:15:40:00 10:15:42:09
- Strangely enough.
- Just a wee bit.
0253 10:15:42:09 10:15:46:06
So, with Simon's final observation
just weeks away,
0254 10:15:46:06 10:15:51:11
back to the classroom to put Alison
and Roger's advice into action.
0255 10:15:51:11 10:15:55:12
What could this be a graph of?
Talk to the person next to you.
0256 10:15:55:12 10:15:59:12
Work out what could this graph be.
What could it be trying to tell us?
0257 10:15:59:12 10:16:03:13
It could be levels
of a test or something.
0258 10:16:03:13 10:16:05:01
Yeah, a test...
0259 10:16:05:01 10:16:07:05
Trying in that lesson to incorporate
0260 10:16:07:05 10:16:09:23
more getting the girls
talking to each other.
0261 10:16:09:23 10:16:13:03
I think they enjoy it more,
cos when you say:
0262 10:16:13:03 10:16:16:08
"Talk amongst yourselves",
they do talk about it.
0263 10:16:16:08 10:16:18:03
And... Yes, Reanne?
0264 10:16:18:03 10:16:22:14
- The temperature of a teacup?
- Can you explain what's happening?
0265 10:16:22:14 10:16:26:05
It starts off hot,
and then it's left in the room,
0266 10:16:26:05 10:16:27:20
so it goes colder,
0267 10:16:27:20 10:16:32:08
and then it stays the same
cos it stays at room temperature.
0268 10:16:32:08 10:16:35:23
We'll spend more time
on the fun activity,
0269 10:16:35:23 10:16:39:15
cos it is a Wednesday afternoon.
I think it was quite successful.
0270 10:16:39:15 10:16:43:11
You should have these sheets on your
tables. You've got three graphs.
0271 10:16:43:11 10:16:47:08
I want you to cut them out
and stick them in your book,
0272 10:16:47:08 10:16:51:04
and then, as it says,
find an appropriate time scale.
0273 10:16:51:04 10:16:53:11
Been making a conscious effort
to use what Roger said
0274 10:16:53:11 10:16:56:01
about not saying what not do.
0275 10:16:56:01 10:16:59:11
This person started
with a bar of chocolate,
0276 10:16:59:11 10:17:01:07
and they've just gone...
0277 10:17:01:07 10:17:03:17
If we change this
from seconds to minutes,
0278 10:17:03:17 10:17:05:20
it changes the way they've eaten it.
0279 10:17:05:20 10:17:10:17
It depends how much chocolate it is.
A big one would take much longer.
0280 10:17:10:17 10:17:14:05
If it was a huge cooking bar,
and it was in 50 seconds,
0281 10:17:14:05 10:17:18:05
- how much of a pig is this person?
- A very big pig.
0282 10:17:19:08 10:17:24:18
It's really hard work, because every
lesson takes much more time to plan.
0283 10:17:24:18 10:17:27:17
You need to really
use your imagination.
0284 10:17:27:17 10:17:31:21
"How can I use these worksheets
to get the objectives over,
0285 10:17:31:21 10:17:34:08
and come up with
some interesting activities?"
0286 10:17:34:08 10:17:38:13
That takes half an hour for the
boiling water to go down to there?
0287 10:17:38:13 10:17:40:24
I don't know how to cook peas!
0288 10:17:41:17 10:17:46:24
Simon and head of department James
watch that first lesson again.
0289 10:17:46:24 10:17:50:01
I've noticed there was an awful
amount of you at the beginning.
0290 10:17:50:01 10:17:53:00
Yes. It would have been
so much better
0291 10:17:53:00 10:17:56:20
to get the girls up,
get them to do more of this.
0292 10:17:56:20 10:17:59:08
Cos I'm just talking
far too much at them.
0293 10:17:59:08 10:18:02:21
I don't want you
to draw mapping diagrams,
0294 10:18:02:21 10:18:06:11
I want you to draw
position-to-term diagrams.
0295 10:18:06:11 10:18:08:15
It's really interesting.
You can see yourself
0296 10:18:08:15 10:18:14:19
saying, "Don't do this, do this.
Not this, this. Like this."
0297 10:18:14:19 10:18:19:04
And also you can see that you think
you're being really clear.
0298 10:18:19:04 10:18:21:18
I'm just saying, "DON'T do that.
Do it like this."
0299 10:18:21:18 10:18:25:24
"And look, I've shown you
how I want you to do it over here."
0300 10:18:25:24 10:18:27:12
"But not like this."
0301 10:18:27:12 10:18:33:00
"And I've even told you to turn your
sheets over so it looks like it."
0302 10:18:33:00 10:18:35:07
See the point
about clarity of instruction?
0303 10:18:35:07 10:18:39:05
Taught the lesson, seen the lesson,
had all your clinics.
0304 10:18:39:05 10:18:44:01
- How does that make you feel?
- I'm actually quite shocked
0305 10:18:44:01 10:18:46:06
that I thought it was
such a good lesson,
0306 10:18:46:06 10:18:48:15
or at least a moderately good one.
0307 10:18:48:15 10:18:51:04
And now seeing it with
all this feedback, you think:
0308 10:18:51:04 10:18:53:16
"I really do have
quite a lot to do."
0309 10:18:53:16 10:18:57:01
There's quite a lot of work I can do
to improve my lessons.
0310 10:18:57:18 10:19:00:24
With only a few days to go
before Clare returns,
0311 10:19:00:24 10:19:04:21
Simon is struggling
to keep the girls focused.
0312 10:19:05:10 10:19:09:19
If I substitute x is zero