I have now joined the team of trainers at Osiris Educational delivering the highly aclaimed “Outstanding Teaching Intervention” programme. To find out more about the programme or to book a taster session please contact me directly or Katie Grainger at Osiris.
Outstanding Teaching Intervention:
Outstanding Teaching Intervention, Osiris Educational
Contact Katie Grainger:
Phone: 01790 756 731
Fax: 01790 755 288
The Outstanding Teaching Intervention is a sustainable process which has been independently proven to raise teachers’ performance by 1 Ofsted Level.
Working with a cohort of teachers, the Outstanding Teaching Intervention focuses on 3 modules which are at the heart of improving Teaching and Learning:
Using a range of techniques, assessments and feedback, The Outstanding Teaching Intervention is designed to create long-term, measurable changes to teaching:
Video recording for improved analysis and future planning
Risk taking and experimentation to encourage innovative thinking
Immediate feedback for immediate impact
Coaching to help teachers feel empowered
Deep conversations about professionalism
To find out about how the Outstanding Teaching Intervention is already making a deep and sustained impact in schools, read case studies or watch videos from schools who have already taken part.
Please download our Guide to the Outstanding Teaching Intervention to learn about the processes involved in an Outstanding Teaching Intervention and the outcomes that can be expected for yourself, your teachers and your school.
Students can sometimes find it difficult maintain their engagement in group activities, especially if their own self image or confidence is low. How can your questioning and positive verbal leading empower students to continue their involvement and reduce the likely hood of unacceptable behaviour? Continue reading
With some of the most challenging youngsters, particularly those whose behaviour is chronic, ongoing, and apparently never ending, the feeling is certainly that you have indeed tried everything. Continue reading
Expecting an immediate response or speedy compliance to teacher instructions requires not just hearing that instruction, but also time to process and understand what is required. What techniques can you use to ensure both understanding and compliance? Continue reading
Does your style of teaching and managing difficult behaviour conflict, or sit comfortably, alongside the styles adopted by your colleagues? Can inconsistent styles have a detrimental effect on pupil behaviour?
As the new school year begins and the summer break is over, it’s always a good time to both reflect on the past and also to make a positive start to the new term ahead. Individual pupils will always come to mind and your concerns about how they will cope this year in a new class or even in a new school will be high on your reflective agenda. Have your efforts had an impact on the behaviour of those pupils, and how lasting will that impact be? Continue reading
If we are to agree at the outset that appropriate behaviour should be taught, rather than expected or assumed, then it is worth comparing how, at present, behaviour is actually taught in your school setting. Try comparing the current styles of teaching behaviour with the methods used to teach curriculum areas. A good starting point would be to ask the following:
If Maths/English/Humanities were to be taught in the same way we teach behaviour, how effective would that be?
If we were to teach behaviour in the same way that we approach regular curriculum areas, would we have to make any changes? Continue reading