Since it was launched with mini white plaques (see this publication) about recent years, my ability to know if students are paying attention, thinking and practicing has dramatically. Because I am a group of habitual teaching of children with whom I am not before, I always take out a seat plan and I assure myself with having the names of all engravings. With access to MWB, it made sense to write down this information on a board instead of a sheet of paper. Then, I would think that I am marking the students while asking questions or made them participate in some other way to make sure they made everyone deliberate in the room.
Then, last year I saw Doug Lemov talk to a conference. If you’ve ever seen Doug talk, you will know that you move your conversations with teachers video doing great things. A clip that remained in my mind was or a teacher who used a clipboard to help him remember what the students had told, if they have asked them questions and any of that could be forgotten in the surroundings of the Hurly Classroom. This was one of those moments, in equal parts of emotion and frustration, where I think: “Why have I ever done? That? “I immediately hurried to get a clipboard and I haven’t looked back.
Here is an example of the type of things I do:
As you can see, my classroom summary is essentially an extension of my memory. I write names? I make a point where students have said: “I don’t know”, to make sure they return to them. I will normally say something in the line of: “It is fine not to know, but I really need you to listen to what the other students of the class. I will return to you after we have heard of others and that you have arerero that you want Aerher to want them to be Aerher that you want them to be a good surroundings to a student because they were tasks out of the lesson for some reason, and the stars are for students that I want to make me want to get out to get points out. to make sure to do what I told the students that I will do.
As all this has played Bone in my head during the last year or so, my colleague Claire Woozley It has been counted how well he has found using ‘messy Markbooks’.[1] I’m not really sure what I thought they were. We had a couple of card conversations in which I could not understand what I was talking about, but I had a persistent suspicion that I was missing something great. When I told him what I was doing with my clipboard, he said something like “great. That sounds like my messy markers.”
Here are a couple of Claire examples:
The template in both images is a seat plan (with names of built children) together with information about each student: their reading ages, state shipping, etc. In this, Claire has scribbled some letters of cards about the lesson that he will also teach to do so. (We can see in both Markbooks that she has written that “Olly needs to make a KO questionnaire”, indicating that, unless he is asked, probably not.
Claire’s most sophisticated use or messy markers have several advantages. Because they contain a lot of information, she can refer to them for the time to quickly verify what Bone has taught, can compare the students’ performance about time and see who has contributed to the lessons of participular forms, such as reading.
So, that is: a simple and direct way to become more efficient in the classroom. I don’t want to claim anything especially original, but I found that the combination of seat plans plus a clipboard is revelation.
[1]Apparently, the messy Markbooks are, originally, a creation of Christine Counselell.
