STEVE MONCRIEFF
week 1
Observation — Year 7 Workshop (Woodwork)
Focus: Entry routine, safety check, expectations
Date:13 Oct 2025
Supervising teacher strategies (from earlier‑term observations):
• Line up outside; conduct dress‑code/PPE check.
• Retrieve jobs and move to workstations; wait for instructions.
• Outline machines and tools to be used in line with progress goals.
• State lesson expectations before any tool use.
How those strategies appeared today (your evidence):
• Orderly line formed; PPE check completed in under 90 seconds.
• Students collected jobs and stood by benches without touching tools.
• Previewed machines (drill press, disc sander) linked to goals.
• Students restated expectations; class acknowledged stop signal.
ICTs that supported learning:
• Projected checklist: PPE, tools in use, success criteria.
• QR link to SOPs for drill press and disc sander.
What I’ll adopt/adjust tomorrow: Add a 30‑second ‘bell‑ringer’ safety recall before machine access.
Questions for supervising teacher: Would you post machine allocations during roll to shorten transition?
APTS Links:
• 1.1 – Know students and how they learn (establishing expectations)
• 3.2 – Plan and structure learning sequences (entry and safety routines)
• 4.4 – Maintain student safety (PPE, machine use)
• 4.2 – Manage classroom activities (smooth transitions, order)
• 6.3 – Engage with colleagues (discussion with supervising teacher)
Observation — Year 7 Design (Graphics Lab)
Focus: Entry routine and lesson expectations
Date:14 Oct 2025
Supervising teacher strategies (from earlier‑term observations):
• Line‑up outside; quick dress‑code check; water bottles collected.
• Enter and stand at assigned workstations; sit on cue to start.
• Screens on and log‑in only after directions.
• State 2–3 lesson expectations and success criteria before work begins.
How those strategies appeared today (evidence):
• Class formed a straight line and entered quietly within 90 seconds.
• 100% at assigned stations; seated on cue; minimal chatter.
• Students waited for the start signal before logging in.
• Two students restated expectations back to the class.
ICTs that supported learning:
• Projector to display expectations and success criteria.
• LMS post with bell‑ringer task available after login.
What I’ll adopt/adjust tomorrow: Keep the stand‑then‑sit cue; add a 30‑second bell‑ringer to settle faster.
Questions for supervising teacher: Would you add a timer to the entry routine, or keep it flexible?
APTS Links:
• 3.2 – Plan and structure learning sequences
• 4.2 – Manage classroom activities
• 3.3 – Use teaching strategies (clear expectations, visual supports)
• 6.3 – Engage with colleagues and supervisors (feedback on timing)
Observation - Year 9 Industrial Graphics — Managing Disruption / Maintaining Flow
Focus: Crisis start → keep the class moving
Date: 15 October 2025
Conflict between two students outside the classroom prior to the lesson start.
Supervising teacher strategies:
• Separate students
• contact Inclusion Teacher
• keep entry routine for rest
• maintain task momentum.
Evidence in today’s class:
• Majority entered and began work while the incident de‑escalated
• circulation supported progress.
ICTs that supported learning:
• Learn how to videos as starter tasks for independent progress.
What I’ll adopt/adjust tomorrow: Revise student behaviour and disruption protocol.
APTS Links:
• 4.3 – Manage challenging behaviour
• 7.3 – Engage with parents/carers or inclusion staff
• 6.3 – Engage with colleagues (consult Inclusion Teacher)
• 4.2 – Maintain flow and structure
Observations — Year 7 Design (Graphics Lab)
Focus: Demonstration norms and attention signals
Date: 16 October 2025
Supervising teacher strategies (from earlier‑term observations):
• Call 'Screens off, turn and face the teacher' before any demo.
• No talking while the teacher is talking; reinforce with a reset if broken.
• Use a consistent attention signal before giving steps.
How those strategies appeared today (your evidence):
• On 'screens off,' class quickly; one reminder needed.
• No side‑talk during the 2‑minute demo.
• Students repeated step 1–2–3 back correctly before practice.
ICTs that supported learning:
• Screen‑share to model steps; pause screen during instructions to prevent clicking ahead.
What I’ll adopt / adjust tomorrow: Add the 'repeat‑back' routine every time I model new steps.
Questions for supervising teacher: Do you prefer 'hands off keyboards' or full 'screens off' for short demos?
APTS Links:
• 3.3 – Use effective teaching strategies (repeat-back routine)
• 4.2 – Manage classroom activities
• 4.1 – Support student participation
• 3.4 – Select and use ICT appropriately
Week 1 Reflection – Professional Practice 2 (Secondary)
Date: 13–16 October 2025
Focus: Planning, Teaching Effectively, Managing Effectively, Assessing and Recording Learning, Professional Conduct
This week’s time in the Year 7 and Year 9 Design and Technology classes showed me how much planning and routine shape a calm, safe workshop. When things are organised, students know what’s expected, and that’s when real learning happens.
Planning stood out from the start. Each lesson kicked off with a clear entry routine — safety gear checks, quick reminders, and the day’s success criteria up on the board. The supervising teacher used projected checklists, QR-linked SOPs, and structured task steps that left no guesswork.
Planning here wasn’t just about content; it was about running a tight, safe ship (APST 3.2, 4.4). I learned that good workshop planning means thinking ahead to transitions — PPE checks, tool allocation, and clean-up — so time is spent learning, not waiting.
Teaching effectively came down to clarity and consistency. The teacher used attention signals, visual cues, and the “repeat-back” routine to make sure everyone actually understood before picking up a tool. Screen-sharing demos worked well too — pausing at key moments stopped students from racing ahead (APST 3.3, 3.4). The short “bell-ringer” tasks on the LMS got students engaged from the minute they walked in. I’ll be stealing that one.
Managing effectively showed up when things got tricky on 15 October. A disagreement between two students could have gone sideways, but the teacher handled it quietly and professionally — separated them, looped in the Inclusion Teacher, and kept the routine going for everyone else (APST 4.3, 7.3). It reminded me that classroom management is more about structure and calm responses than raising your voice.
Assessing and recording learning happened naturally throughout the lessons. The success criteria stayed visible, and the teacher checked progress by circulating and talking with students. The “how-to” videos were smart — they let students move at their own pace while still giving space for on-the-spot feedback.
Professional conduct was rock solid all week. The teacher modelled punctuality, safety, and teamwork with other staff. I asked about timing routines and tool allocations (APST 6.3), which gave me a better feel for how subtle tweaks to structure can keep a class flowing smoothly.
Next week, I’ll start building these ideas into my own lessons — especially the repeat-back routine, bell-ringers, and “stand-then-sit” cues to set the tone early and keep momentum throughout the lesson.