Transcript Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 20: Finishing a lesson in an orderly.

Behaviour Scenarios
A specially commissioned set of resources for tutors,
school mentors and trainee teachers
Scenario 20: Finishing a lesson in an orderly way
Scenario 20
Finishing a lesson in an orderly way
When the lesson ends, your class are in the
habit of closing their books and making a rush
for the door. How can you establish a more
orderly routine to finish the lesson?
What do you do?
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Key Learning Outcomes
•
Planning a range of strategies to create an
orderly end to lessons and avoid problems.
•
Modelling and practising, getting feedback
and developing a more detailed strategy for
use in the classroom.
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What do you do?
1. At the end of the lesson, say loudly, “Don’t move. I
decide when it’s time to go.”
2. Plan your lessons to allow time for a plenary and
feedback and keep an eye on the clock.
3. Designate a pupil to be your time-keeper with an
outline time plan. He/she will give you warning when it
is time to round up.
4. Stand in front of the door so that pupils cannot leave
until they have cleared up.
5. Have homework already written on the board and give
pupils plenty of time to write it down, discuss it and
ask questions.
6. Give pupils warning of the end of the lesson and grant
them time to finish off and get organised following an
established routine.
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What may be the best choice?
2. 3. 5. and 6. are constructive approaches
which, if all applied, will help avoid the
problem.
Lessons which end in a chaotic way have a negative
impact on learning. Planning ahead and finding ways
to ensure that you do not run out of time are very
important. Equally important is consistency , well
established routines for finishing the lesson and
ground rules that are agreed by everyone and
support an orderly finish.
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How might you prevent a recurrence?
1. Set realistic and clear time limits for each part of your
lesson plan and stick to them. Leave time for clearing
up before the end
2. Leave time for involving pupils in evaluating the lesson
against the objectives set at the beginning.
3. End on a positive note by congratulating the class on
the objectives that have been met and explaining how
their learning will continue at home and in the next
lesson.
4. Ensure that pupils are dismissed in a sequence so that
their exit from the classroom is orderly.
5. Check for any congestion in the corridor. Stand by the
door and supervise departure and the corridor.
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Underlying principles
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Carefully planned and executed lesson endings
ensure that pupils can:
look back at the objectives set
review and consolidate learning
have the chance to receive praise for
achieving the objectives, thus creating a
positive climate for learning
receive reassurance if there has not been time
to cover everything
discuss and clarify homework tasks
plan ahead for the next lesson.
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Rights and Responsibilities
• The responsibility for planning effectively and maximising the
use of time is a fundamental duty in teaching.
• If a lesson ends in a rushed and disorderly way this will affect
ongoing learning of the subject and will have a negative
impact on the quality of homework and the preparation for the
next lesson.
• Pupils should be encouraged to benefit themselves and others
by sharing responsibility with their teacher, both with timing
in the lesson and organisation of their classroom.
• Other colleagues will have a more difficult job settling pupils
who arrive from a lesson that has just finished in a
disorganised way. All teachers have a responsibility to ensure
that their lessons contribute positively to high quality
behaviour for learning across the school.
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Activities to try
1. Plan the end to a lesson and include one
serious mistake in timing or organisation.
Role-play the ending with other trainees and
get feedback on the effect your organisation
had on them. Discuss ways you could have
remedied the mistake
2. Observe lessons with a focus on how the
organisation of the whole lesson impacts on
the ending
3. Discuss the outcomes when you have your
next meeting with trainees
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Want to find out more?
References on the B4L site
• Group trainee teacher discussions – Finishing a lesson in an
Orderly Way
• Improving Behaviour for Learning (Secondary Schools) –
Ending the lesson
• Improving Behaviour for Learning (Secondary Schools) –
Leaving the classroom
• Teachers TV - Teaching with Bayley – Time’s up!
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Conclusions
• What is the key message have you gained
from this scenario material?
• How might you apply this approach in your
own practice in school.
• Further insights and notes for tutors and
mentors are available on the website
Updated August 2009