Mr Barton, I have listened to you for hours and hours. Thank you for your work! I am wanting to implement mini white boards for next year. Do you have any info on the procedure side of them? Should I have them stay at the desks? Should they pick them up when they walk in? Do you require the students to bring their markers themselves? If so, what do you do for the students who don't have one?
I have mine in sets, 1 set in a plastic wallet per desk - board, pen and eraser. The pack must remain on the desk, and the class shows me the clean board and full pack at tidy up at the end of the lesson. This seems to work better than handing out and in each lesson - lesson faff!
Thank you Mr Barton, really helpful as usual. What do you think about allowing students to copy your modelled example on their mini-whiteboards during the silent teacher phase? (From an ECT1 career changer with my first Y11 class)
Hello,
I always find reading your articles makes me think..
After reading this I Do article, I would like to find more on how to link the I Do with We Do.
I don't seem to be able to find the We Do related articles.
Would anyone be able to help?
Thank you
Ella
Mr Barton, I have listened to you for hours and hours. Thank you for your work! I am wanting to implement mini white boards for next year. Do you have any info on the procedure side of them? Should I have them stay at the desks? Should they pick them up when they walk in? Do you require the students to bring their markers themselves? If so, what do you do for the students who don't have one?
I have mine in sets, 1 set in a plastic wallet per desk - board, pen and eraser. The pack must remain on the desk, and the class shows me the clean board and full pack at tidy up at the end of the lesson. This seems to work better than handing out and in each lesson - lesson faff!
Thank you Mr Barton, really helpful as usual. What do you think about allowing students to copy your modelled example on their mini-whiteboards during the silent teacher phase? (From an ECT1 career changer with my first Y11 class)
I would ask myself: what do they gain from having it copied? What could they lose by focusing on copying?
Definutely no copying whilst the teacher is modelling. I want their full attention on what is happening at the board