If I receive any more stuff on how to deliver an outstanding lesson I am going to scream

[orangeandlemons]

...and scream!

I can only do so much in one lesson. I am so sick of OFSTED being rammed down our throats.

I used to enjoy my job

And worse, some SMT's perception of what they think Ofsted want is not in fact even close. But that will not stop them fetishing the three part lesson and the five page lesson plan.

It's got to the point where the word "outstanding" makes me shudder. It's not possible for all lessons to be outstanding or all schools, otherwise "outstanding" becomes "normal". Arghhhhhhh.

Glad it's not just me then. I love my students, I love teaching. The 3 part rigid frame doesn't fit my subject or teaching style. I hate chunking or bitesize bits in lessons. I know they may fit younger kids, but I teach KS4 and 5. They need extended periods of concentration.

I would have hated chunking at school, it breaks up my concentration and sort of agitates me rather than engaging.

I wish they would just leave us alone

Mini-plenaries. Shudder.

See, I like lessons that go:

1. I talk for a bit, ask a few questions, generate some discussion.
2. Class do some work (alone, in pairs or group work depending on task.)
3. Look at what they've done and give feedback (oral or written).

It's how lessons have been taught for hundreds of years and it seems to work OK!

I feel your pain oranges. By the time you've fitted in Starter, afl of prior learning, activation, main activity, mini plenary, consolidation, plenary (punctuated by afl, afl, literacy focus, afl, smcs or whatever it's called, bit more afl, open questioning, tiny bit more afl, numeracy) there's no time to actually absorb anything. Did I mention afl?

Or perhaps I just "require improvement". Grrrrr..

Don't forget SEALS and PLTS too..............................as if.

Best lesson plan:

Starter: Shut up
Main bit
Plenary: Pack up

I like this lesson plan:

Starter: Listen to ME. No, don't interrupt my wisdom.
Main: Work on your own. Sssh. Don't speak to me. No, I don't care whether you underline it.
Plenary: What are you all having for tea? Now go away.

Feel free to use my plan. No, you're welcome.

Ooh, Lizzie. I'm going to use that tomorrow!

Don't forget your links to BLP, target vocabulary and differentiated success criteria... Oh, and how this relates to the targets for percentage of children achieving each sub-level by the end of term. Aaaarrrgh! It isn't even October yet.

I've been teaching for 16 years and don't know what any of these acronyms mean

In which school diddle? Can I come work there if you've escaped the jargon?

Sorry, I do know who SMT are. Although I avoid contact with them as much as I can.

It's a girls' grammar in NI.

sorry I am not a teacher but can I just ask....why do primary school teachers write 'success criteria' on the board, without explaining what 'criteria' means?

In case SLGs slither past on a 'Learning Walk', NellyJob...

I think it should currently be a Learning Outcome though, which is a bit less obfuscatory, but then that was last week, so it might be an Achievement Identifier by now.

I'm pretty sure not all primary teachers do that, nelly. I'd guess most probably explain what criteria means, but maybe kids find it hard to define when you ask them about it. they can still use it to guide their work.

@ ravenAK
of course not all, I had one in mind diddlediddle

'sorry I am not a teacher but can I just ask....why do primary school teachers write 'success criteria' on the board, without explaining what 'criteria' means?'

Some might not, some have to have SC on their plans and walls but explain it in child friendly language, eg I will know I have succeeded when I have...
SC are one of the more recent features of planning and assessment.

'In case SLGs slither past'

Senior Learning Gits?
Senior Learning Gremlins?
Senior Learning Gods?

SLuGs. Senior Leadership Group.

Senior Lurking Group.
In corners, behind doors, sneaking in whilst you are distracted...

I've gone from 18 yrs of good to outstanding lessons to precompetency in a matter of 3 months under a new (vile bullying head) and her observations against ofsted criteria. How can I be good / outstanding for 18 yrs and suddenly am now unsatisfactory (whilst having been a deputy, acting head and qualified npqh)?!!

Because it is a subjective judgement by one individual who probably has a prescribed set of judgements in her head. It is soul-destroying if you don't work out the key triggers for a boss and know which specific hoops that one person needs you to jump through. Like being in an abusive relationship and working out what will please the one in control to avoid being victimised.
Not your fault, the nature of the system.

We were given 'presents' of a book called How to teach the perfect Ofsted lesson on the last day of the summer term. Gee, thanks SLT!