Common Mistakes
The following is a list of mistakes which
trainee history teachers sometimes make in the early stages of their teaching.
They are not things to worry about; it is inevitable that you will make
mistakes as you develop, and (hopefully) learn from them. It is part of good
'reflective practice' that you can look back on how you have taught at the end
of the week, month, or term, and think about whether any of these weaknesses or
errors of judgement have occurred in your teaching).
- Failure to ensure that pupils have
sufficient background knowledge or support materials to undertake a task
successfully. Look out for how they react when you've finished giving them the
instructions for the task, and look at the quality of the finished task- if
they are all poor, it might be a result of poor 'setting up' for the
activity.
- Not giving sufficient thought to how to
approach the topic in a way that makes some sense to the pupils, so that they
can see the why it might be worthwhile studying it. (One student teaching a
fairly esoteric area of content wrote in his evaluation, 'I have no idea why I
am teaching the kids this stuff.') If you think carefully about it, there are
often opportunities to connect topics to issues that have contemporary
resonance and relevance.
- Not getting sufficient 'mileage' out of
prepared materials; spending a lot of time and effort preparing an excellent
visual aid or resource, and then not thinking through the range of questions
and activities which might derive from the resources. (For example, bringing in
a World War 2 gas mask, and just showing it to pupils). This can discourage you
from using your initiative over teaching resources.
- Losing sight of the full breadth of things
which pupils might learn from studying the past. This often takes the form of
'overdosing' on area 2, 'knowledge and understanding of the past'. There is
nothing wrong with developing pupils' knowledge and understanding of the past;
it is probably the area of knowledge, skills and understanding that
should be prevalent in your teaching, but check your file at the end of
the month, and see if you have at any point addressed some of the other five
areas of k,s, and u. of the National Curriculum- chronology, interpretations,
enquiry- and what about opportunities to address key skills, political
literacy, moral and spiritual education? There should be more to learning
history than just accumulating a body of knowledge about the past.
- Overdoing insufficiently thought through
'empathy' exercises. These are quite hard to set up properly, and setting
'Imagine you are...' exercises often has limited success in promoting real
gains in pupil knowledge and understanding.
- Lack of initiative with resources; if you
keep an eye out on what is in the papers, on the television, the internet etc,
rather than simply using what is already in the department, it can make it much
easier to make lessons interesting.
- Lack of pace; the need to set interim
targets and break down tasks into work perceived as manageable by pupils. You
might set them first 3 questions of a work sheet, and then interject with some
teacher exposition, before asking them to do further questions. If you give
them an hour to do the whole thing, they will often lose impetus part of the
way through, and work in a rather desultory fashion. There is also a tendency
for trainee teachers to overuse worksheets.
- Reluctance to use the board and other
visual aids. (Perhaps through fear of turning your back on the pupils?): keep
in mind alternatives such as OHPs or powerpoint introductions to lessons if you
have access to a data projector.All these can be aids to support your
exposition and instructions, in terms of maps, spider diagrams, bullet points
etc.
- Not stopping the whole class when you are
explaining things: having set the work, you realise that you have something
further important to say. It is usually worth asking the whole class to look at
you, put their pens down, and listen while you quickly add to your
instructions, rather than talking over the activities of the class, so that
some pupils get the extra information and others remain oblivious to
them.
- Overuse of the text book; dangerous if
this is the only source of your knowledge (cardinal sin). You will almost
without exception need far more knowledge of the topic than is in even the best
of text books. They are best used in conjunction withstimulating and
well judged teacher exposition, deriving from good subject knowledge of the
topic in question. You also need to think carefully about the value and
effectiveness of 'reading around the class', with pupils reading extracts from
the text book, one after another, even if they are willing to do so. If you do
it, look carefully at the overall effect- is it producing a vibrant and
productive learning atmosphere? Or are many of the pupils bored and
inattentive, is it just passing the time until the bell goes?
- Not providing clear and detailed
instructions. Many beginning teachers do not anticipate the difficulties
involved in giving comprehensive and unambiguous guidance on how to carry out
the task which the teacher has in mind. It can be helpful to think through in
advance what you want the final product to look like, and take steps to explain
this fully, with support materials for pupils to refer to, or 'model' the
activity, by showing a completed exercise from another class.
- Making assumptions about pupils'
knowledge. Sometimes pupils haven't a clue what is going on in the lesson and
lack the confidence to ask for guidance. Look at your materials and exposition
carefully to check for this. This can include a lack of understanding of any
sense of why this morsel of the past has any relevance to their lives. Don't
assume that because they have completed an activity, it means that they
understand everything, and how it connects to contingent areas of the syllabus-
they may still have only a limited grasp of the topic, and how it links to
other things. Try and think of assessment tasks that check for basic
understanding.
- Writing vague objectives, e.g. 'To develop
source skills', without specifying exactly what precise skill and associated
understanding is being addressed, or 'To look at a Roman town', with no
indication as to the purpose of such an enquiry. (For further guidance on
formulating precise learning objectives, see the section on
Planning).
- Failure to 'punch home' the key teaching
points of the lesson. Sometimes this can be related to limited clarity about
what key learning outcomes are intended, but even when this is clear, many
teachers give insufficient time and emphasis to summarising what has been
learned, both within, and at the end of lessons. Lesson endings cn be
problematic for trainee teachers and need time and thought. This issue also
includes 'recap' at the start of the next lesson, but be careful to balance
this against issues of 'pace'. Don't let recap be tedious and
formulaic.
- Over-questioning. Again, there is a 'pace'
issue here.This may come about by not thinking sufficiently about the key
questions needed in a lesson, or because the sequence has not been considered,
so that questioning has no clear direction or focus, and the lesson loses
impetus as a result. Try to look at the pupils as you do questioning; are they
eager and engaged, or is their attention and commitment drifting
away?
- Not taking opportunities to make
connections and 'overviews' of historical issues and topics, across time,
including to the present. Whether it is 'The Church', modes of warfare, ideas
about chivlary, the power of the monarchy, the extent and nature of democracy,
it is often by making comparisons over time that we help to develop pupil
understanding.
- From time to time, reflect on whether any
of these lesson characteristics 'ring a bell', or ask your mentor whether any
of these, or other common difficulties, feature in your lessons.
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