Home > Policy > The Characteristics of Good Teaching

The education community of Middlesbrough is committed to promoting the following characteristics of good teaching:

The setting of clear and high expectations
When staff set clear and high expectations which are communicated to children, learning is at its best because:

• there is greater awareness of progression
• pupils are challenged and tasks meet the needs of individual pupils
• there is improved motivation
• pupils feel the learning is more worthwhile

The use of detailed subject knowledge, understanding and key skills

When staff have clear knowledge and understanding of their subjects they are able to bring freshness and `real life' to their lessons. They are also generally more:

• able to ask the right questions to check on, consolidate and extend pupils' learning
• able to explain and demonstrate ideas clearly and in a variety of new ways
• able to offer alternative examples and explanations when pupils initially struggle to understand
• attuned to their own professional development; they are confident and enthusiastic

Effective Planning

Effective planning makes lessons more purposeful because it:

• helps each member of staff to be more focused
• results in clear learning objectives which provide direction and purpose
• helps to ensure that activities and resources are closely linked to the objectives
• supports a good match between pupils' learning needs and relevant activities encourages learning to build upon the prior knowledge of pupils
• involves professional collaboration in the key teaching and learning processes

The use of appropriate methodology

The choice of appropriate methodology has a very significant influence on the effectiveness of learning, so it is important that staff:

• know and understand their pupils' learning needs
• are confident and are able to use a broad range of teaching methods
• select the appropriate mode of teaching, from their repertoire, to suit the purpose of each lesson
• develop good questioning skills in order to stimulate, assess, diagnose, consolidate and extend learning
• intervene at the right moment to extend pupils' learning
• be aware of existing research on learning theory and current thinking

Recognising and meeting the needs of all pupils

Effective differentiation allows all pupils to experience success. This will include:

• acknowledging prior learning
• breaking down learning into appropriate steps
• exploiting the potential for making links with pupils' cultural heritage
• using support programmes (eg IEPs) with precision and imagination
• acknowledging possible gender issues in relation to learning styles

Managing the climate for learning

Pupils tend to behave best, show maturity and develop self-discipline when:

• they feel encouraged and included in an atmosphere of mutual respect
• work is planned at a level to meet individual needs
• beginning of lessons are clearly focused
• they understand the purpose of the learning
• they are interested, engaged and challenged
• there are elements of choice about which the pupils can take meaningful decisions
• the lesson has pace
• there is consistency of high expectations across the school
• expectations are clear, understood and fairly applied

An exciting and purposeful learning environment will:

• inspire pupils to learn
• be rich, colourful, welcoming and efficiently organised
• include challenges which lead to high standards of attainment and presentation

Using time and managing resources effectively

Effective use of time and resources depends on:

• each lesson starting on time
• good lesson planning, which takes account of the differing concentration spans of pupils
• pupils sharing the objectives of lessons
• an acknowledgement that every minute of every lesson is important
• linking resources, educational technology and support staff to the purpose of the lesson
  

Assessing pupils' work effectively and using the information gained constructively

The core purpose of assessment is to evaluate the extent of learning which has taken place in order to inform the next steps in both teaching and learning. This is most effectively delivered when assessment is:

• shared with pupils and, where appropriate, with parents and carers
• sharply focused on specific areas of learning and on individual pupils
• honest in celebrating progress and effort
• translated into individual targets
• used to help pupils to understand how to improve
• easily managed

Providing homework which reinforces and extends what is learned in school

Homework should:

• be built on a whole-school policy which is clearly communicated to, and fully understood by, pupils and parents
• have clear and straightforward expectations in terms of quality and quantity of homework as well as the precise roles of parents and carers
• be planned progressively and consistently across the school
• be sensitive and responsive to both the opportunities and limitations of the pupils' home-based learning
• be supported through school where pupils face difficulties in working at home
• draw on a rich and varied range of enjoyable and stimulating activities
• be always followed up by staff

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