There is no single best approach in teaching. This new text challenges the idea that there is a ‘best way' to teach. Instead, the authors explain, a more pragmatic approach is required. Teachers need a range of skills and strategies to select from, work with and adapt. Every school, cohort, class and child is different. Beyond that, strategies that worked well with a class last week, may prove ineffective the next.



Teachers' Standard 4 – Plan Well-structured Lessons: Impart Knowledge and Develop Understanding through Effective Use of Lesson Time

This section is most relevant to Teachers' Standard 4, and aims to support you in establishing strategies to ensure that you make the best use of time in a lesson. Pace is one of the most common targets a trainee is given in the formative stages of training to teach. There are many links between Teachers' Standard 7 and Chapter 2 on behaviour management, especially when setting the right tone at the start of the lesson.

  • Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching (TS2).
  • Set high expectations which inspire, motivate and challenge pupils (TS1).
  • Manage behaviour effectively to ensure a good and ...
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