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Sample text

When a positive learning culture is established, competence is metamorphosed into something exceptional and teachers become creative artists, saturated with exultant moments. It even begins to looks easy! Trainee teachers, however, sometimes find that the pressure of training demands, adjusting to working in another person’s classroom and aligning their approach and practice to that of the class teacher serves to detract from the pleasure of teaching. The wearisome job of completing college documentation and compulsory tasks, and providing evidence to demonstrate their compliance with the Standards, necessitates a lot of hard work.

Time warnings have to be issued about work completion and reminders about procedures and standards of achievement. Completed and incomplete work has to be stored or, perhaps, brought to the final lesson phase (variously referred to as the review/plenary/summary; see later in this chapter). The final lesson phase has to be managed carefully to celebrate, evaluate and clarify learning. The room must be kept orderly and left tidy. At the end of the lesson, pupils have to be moved on to the next session, sent outside to the playground in an orderly fashion or, in the case of younger children, provided with milk and fruit.

The emphasis that needs to be placed on each of the five points noted above varies with the situation. For instance, if the pupils are confused about previous learning and their knowledge is insecure, more time has to be spent on revision. Again, if pupils show great enthusiasm for the topic, ask questions and respond positively to the teacher’s explanations, teachers can seize the moment and discuss matters in depth. A characteristic of effective teachers is their ability to evaluate the position and adjust their teaching accordingly.

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