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Whether we think they are going to the heart of the problem, whether we think their interventions are desirable, whether we think that the resources that they are putting into education are well targeted or misguided, whether we believe that the government is straying into areas of control and prescription into which it ought not be straying, or whether we think the government has ‘got it right’, nevertheless it would be a hard-hearted commentator who would not wish to applaud its commitment to improvement of the education service for all.

Introducing, explaining, questioning, summarising, use of voice, dividing attention, listening, eliciting, demonstration, giving feedback, class, group and individual teaching, timing, beginning, continuing, finishing, transitions. g. use of whole-class, group, individual work, formal, informal, didactic, experiential, gain insights into how children are learning and what affects this. g. subjects, topics, cross-curricular skills, matching, differentiation, breadth, balance, continuity, progression, sequence, timing, subject knowledge, objectives, coverage of Attainment Targets and programmes of study, analysis of task demands and task, drawing up schemes of work and lesson plans, communicating purposes to children, providing for children with special educational needs, creativity and imagination.

Indeed that is why they come onto the course in the first place! It is possible to meet this problem by having experienced and significant others – often tutors and mentors – prescribing a route or sequence through the lists of the standards and advising on areas for development and action planning. We address just such a sequence throughout the book, for example Box 2. g. how to have high yet realistic expectations; taking account of pupils’ backgrounds; treating learners with respect and consistency; being a model of good learning; effective communication with all stakeholders; contributing to the corporate life of schools; learning from a range of parties; self-evaluation.

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