There is no one-size-fits all answer when it comes to school transformation, but classroom management must be consistent.

During this early period of developing our approach to school transformation, I was also asked to support another relatively new head teacher of a secondary boys’ school in a London borough north of the river. Their school was also rated as underperforming by OFSTED.  The work involved fortnightly coaching sessions which included supporting work on school finance as well as teaching and learning.

At one of their coaching sessions I suggested, as we were all running large secondary boys schools, that it might be interesting for us on a single day to visit each other’s schools and compare approaches to teaching and learning.  To ensure a positive experience for us all, we opted to visit each other’s outstanding-rated drama classes.

The next week when we compared notes, we were surprised by the differences in what were ostensibly the same lesson. In all cases, the students were engrossed and there was considerable learning taking place but the atmosphere in each was remarkably different. In my own school the lessons seemed very formal, in the second less so and in the third extremely relaxed. We concluded this was not because of time – all the students were in examination classes but there was an element of place and a considerable amount of disposition.

While their schools drew students from similar areas of social disadvantage, their ethnic mix varied, which we thought might account for some differences. However, it was apparent that each teacher had developed a distinctive way of engaging with the students, which suited them both. This challenged our perceptions of a one-size-fits-all approach to outstanding teaching. Rather, the outstanding teachers had developed their own style which successfully met their individual disposition and that of their students. One in which they understood the boundaries required if everyone, including themselves, was going to learn.

However, another factor was at play. At Ravens Wood School we had developed a collective approach to lesson management, which we had all agreed to follow. Not all staff needed it but we had found that by having a consistent approach, the amount of disruption was reduced and we helped to support the mantra that we had all agreed upon – students should leave your class in a fit state to be taught by your colleagues.

As a result, at that stage in the development of our theory of action, before the lesson started all students lined up quietly in the corridor. The teacher stood in the doorway with sight of both the classroom and the queue. Only allowing them to enter when the class was quiet and greeting each in turn as they passed. The students walked quietly to their assigned desk and waited for the teacher to tell them to sit. They were expected then to take out the required equipment.  During the lesson, if someone spoke they had to face them and not talk. If they wished to ask a question they needed to raise a hand. Requests to leave the class were reduced to a minimum. At the end of the lesson they had to stand quietly before they were dismissed and then left the room in silence. These expectations were displayed as a reminder in all classrooms.

For the teachers there was a requirement that, as well as managing these routines, they planned their lessons with their colleagues, had an introduction which included reference to previous learning, used appropriate questioning, engaged all the students and at the end of the lesson reviewed its degree of success with them using What Went Well and Even Better If. They would then set homework as appropriate. Marking of books was expected to be kept up to date.

In adopting this formal approach, we found more learning took place in all classes rather than in the ad hoc arrangements we had seen before. Weaker and new teachers found a framework they could rely upon and though some of the outstanding teachers would not have chosen it as their preferred approach they did so for the collective good. As a school leader walking the school during lesson times, the atmosphere appeared quiet and purposeful.

The collaborative process we had used to determine what we would all agree to do had started to build a collective sense of professionalism within the staff. It was not easy, with some staff resenting the need to conform but most were slowly brought around as they saw the impact of all staff supporting each other in creating an effective learning environment for the students and just as importantly for themselves. This process of collaborative learning we referred to as locking in the learning and it became an essential building block of our success. The tenants were not set in stone but represented our corporate learning of what worked for us at that time.

As this approach has been critical in transforming teaching and learning in our school, I was keen to share it with my two colleagues. I did this during our discussion about the difference in atmospheres in the three schools.  I explained that our drama teacher had initially opted for a less formal approach like the others but had adopted the more formal approach as part of our corporate approach.  They bought into the idea and agreed to establish their own. By helping them to establish a collaborative learning community and using our emerging teaching and learning training programmes, we help them to do this.

This third post explaining the origins of our approach to school transformation highlights the fact that outstanding teaching can take numerous guises, often dependent on the disposition of both teachers and students, as well as making a strong link to the students’ time and place.  However, in order to provide an effective learning environment in most schools for all students and teachers there is a need for a common approach to classroom management. This is particularly true in underperforming schools. It is possible to impose such an approach, however, it is more sustainable and less onerous for the leadership team if this is achieved by the staff agreeing to take collective responsibility.

For our readers we hope that things are slowly returning to the new-normal.  We are pleased to say that we have seen some glimmers of hope. On our weekly editorial visit to our local coffee shop, we found they had restocked their tissue holders. They had been empty since the start of the pandemic. The trains to London are busier but nothing like before lockdown and mask wearing has become a matter of personal choice.

Take care and stay safe.

George

 

Professor Sir George Berwick, CBE