Estás enseñando a una clase grande. ¿Cómo puede asegurarse de que cada estudiante reciba atención personalizada?

Giving students the choice to demonstrate their understanding, you encourage ownership of their learning and can more easily identify areas where they may need additional support. From my experience, incorporating these diverse and flexible approaches has significantly improved student engagement and performance. When students are given choices that align with their strengths, they are more motivated and confident, leading to a more inclusive and effective learning environment.

I often split my classes into foundation and higher abilities. This isn't restrictive as any student with enough understanding/ enthusiasm can attempt work labelled as higher. The difference between the two tends to be that foundation focuses on recall, whereas higher looks at the application of knowledge.

Design assignments that cater to diverse learning styles and abilities, offering varied options or tiered activities. This approach empowers students to choose how they engage, fostering ownership of their learning. It also helps you pinpoint where extra support is needed, ensuring no one is left behind. 🎓💡

My business looks at the integration of flashcards with traditional online tutoring. This means core concepts are taught in a group lesson, where a teacher will introduce and explain the topics. The flashcards will then "pad out" the topic, covering all of the relevant specification points. The student can then test themselves on this knowledge. It means students have access to simultaneous study streams. The flashcards are psychologically proven to improve long term memory retention.

An exercise I like to do after completing a teaching block is for students to produce revision materials. This will mean providing a summary of everything they have learned up till that point. This could include flowcharts, bullet points, diagrams - anything they find useful. I used to let students do this on their own before trying it out in pairs or small groups. The latter has proved way more successful for many reasons. 1) Promotes team work skills 2) Promotes peer teaching - some peers will be more knowledgable than others 3) It is less boring for the students - naturally the conversations are centred around the topic

I love walking around the classroom making sure that each student has had some sort of input from myself. That could be a "come on lets get on with it please" or a "I have a feeling that didn't make much sense to you, would you like me to explain it to you again?" I have found moving myself geographically in the room, means students feel more comfortable asking questions or for more support. For myself, it keeps me active and engaged!

Around GCSE exam period, I said to all the Y11 students that they could come and find me in my room at 3:10pm. I didn't expect anyone to be there, but slowly and surely I started receiving regular students. This period of time was probably the best 1:1 teaching time I have had. The students were super motivated, there were no external distractions and I could give all my attention to a hand full of students.

In a large class, proactive check-ins are a valuable strategy to ensure personalized attention for each student. Regularly connecting with students individually, whether through quick chats or scheduled meetings, allows you to understand their progress, offer support, and address any challenges they may be facing. These check-ins demonstrate your commitment to their success and create a supportive learning environment. By staying connected and addressing issues promptly, you can provide personalized guidance and foster positive student-teacher relationships, leading to improved engagement and academic outcomes.