Priory Geography set up

Priory Geography set up–the desk

As my time at Priory Geography draws to a close, I’m trying to capture all of the little things that have been set up. I have already described the front view of a classroom in our department. This post describes the desk set up which is similar in each of our three classrooms. Of course, Jo Debens, Sam Atkins and JP will say that it’s never this tidy…..

Of course, there is room for individual takes and each desk is not the same. What is si,ilar is the teacher desk position which is not the dominant feature in the classroom. My desk is pushed to the back of the room in one corner while the other two are pushed into the front corners. This creates ‘performance space.’ In my view, you shouldn’t be sat down at a desk when teaching. Also, there shouldn’t be a barrier between the teacher and young people in the form of a monitor or desk.

In some ways, this post linked closely by this one by Ollie Bray that sets out the minimum technology needed in a classroom and I’d agree wholeheartedly with his analysis.

So, clockwise from the bottom left:

Department timetable – yes, I could use PARs if I wanted to eventually find out what’s going on in the department. Highlighted for groups I need to take an interest in (such as focus groups, high or low progress, behaviour concerns).

My keys – Always losing them.

Board pens etc – I put these in to emphasis that a Priory Geography is a creative environment, not a technology environment.

Ladibug visualiser – cheap and awesome for displaying pupil work, modelling diagrams and exam answers, using my iPhone as a decibel meter to monitor the working noise level, bugs, leaves, my hand…

Coffee

2 monitors – when you have two monitors it’s difficult to go back to only one. Allows PARS / SIMS whatever (better) MIS you have, prep resources, timers etc off screen then drag them in.

Post its – analogue is sometimes the best

PC with DVD drive – I don’t care what it is as long as it’s good. We have easy capacity to swap in a laptop. Good speakers are important.

Rolling blackboard – it’s history in it?

RGS / GA Membership

Non-negotiables / Discipline thing – important aide memoirs

Development plan – because it’s a living document and shouldn’t be buried in a draw.

Comments

High Impact, Low effort

This month is the start of the #29daysofwriting challenge. I enjoyed this last year and will be using my Staffrm account to post. I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff. If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been ...

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey. As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others. Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up. I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions. From being awe inspired to that tingle feeling when a student gets a light bulb moment. From this-is-the-happiest-day-ever, to I-think-I’m-about-to die. How often do we engage the emotions of those we teach? Here, I would argue that having a safe learning environment i...

Year 10 need your help! Can we get Twitter and Facebook in to a GCSE project?

I’ve been told that social media has no place in the classroom. Now, this post is not to battle that argument head on. Let’s smash it. This week, Year 10 are visiting Hengistbury Head . They are investigating whether this piece of coastline should be protected. They are wondering what you think? You may know the location well, you may not know it at all. But we’d like to hear from you all the same. This will either result in some usable data and comments, or not. Either way, we'll know and I’m sure that your comments will help spark discussion in class! What would Year 10 like me to do? Just simply comment on this post or tweet me, with an answer to this question: ‘Should Hengistubury Head be protected from the Sea? Just answer Yes or No and give a brief reason. It would also be useful if you could tell us whether you know the area or not. Many thanks in anticipation…… Image – my own.

David Rogers

Search This Blog