1. Try to develop your own lesson plans, as this way you will
understand why you are doing things.
2. Be very specific with aims.
3. Do not panic if a lesson doesn't run to plan.
4. Use "Memory Mapping" to develop your ideas.
5. Design a layout for your plan that you are comfortable with - this
can take the form of a "Memory Map".
Writing on a white board
1. Before writing on the board type out and
spell check the text
that you will be writing.
pupils to write on the board.
pupils to search for words that you are unsure of in
dictionaries or on spell
checks as you write.
using an interactive white board, type, spell check and save
notes that can be put
up using word.
commonly used subject words on the walls.
a copy of words that you usually get wrong on your desk.
pupils to spot the “deliberate” mistakes.
Report writing, Incident report writing, letters to parents and other paperwork
in pencil first – check through your self, or get someone else to – then go over in pen, (this stops you from
a template on Microsoft word for all reports and letters
to parents. Type out and
spell check each one.
3. Ask someone
else to proof read.
Remembering pupils' names
the first few lessons play name games with pupils:
Ask them to link their name with something that they like.
Ask them to link their name with an action.
pupils to create name stickers / place names on their
table to use every lesson.
a seating plan – have a copy on your desk.
distinguishing features (eg. hair colour) next to names on
a page/day diary
a calendar in a prominent place at home and in the
a small white board, at home or school, to write down
important dates that are
4. Use an
pictures with dates
each classes work in different coloured files
a filing cabinet at home or at school
colours consistent through all paperwork
a weekly timetable that includes the aims of lessons
and the resources
that you will need.
a small note book and a pen with you at all times to write
down things as you think
of them – read through each evening.
an electronic diary/planner
to have a place for everything in your classroom
8. Use a "Traffic Lights System" to
detemine what needs to be
done now, and what can
9. Use "Memory Mapping" to organise your ideas.
Mathematics in the class room
the opportunity to help pupils with their maths by asking them to do the sums.
Checking written work
through and circle in pencil things that you are unsure of,
check on a spell check
or with another member of staff.
Remark in pen.
marking. Give pupils marking criteria and ask pupils to
mark each others work.
marking. Give pupils marking criteria and ask them to
mark their own work.
possible ask for documents to be given to you to view
on the computer. Before
reading separate each paragraph
with a line in between
- this separates the reading into smaller
somewhere where you will have few distractions. Do not
read in a busy area or
near a window.
reading highlight sentences that are important, go back
over the sentences after
possible and necessary, ask if you can be given documents in note form.
5. If you
suffer from problems reading black text on white (Irlen
Syndrome) ask for documents
to be printed on coloured paper
or use a coloured over lay. (Most
people prefer yellow;
however, pink, blue and green are