Structure of the lesson
The different activities that make up the lesson are in general split into three sections, starter, main and the plenary. This structure seems to work well and helps to create an environment for the delivery of the lesson. On average a maximum of ten minutes is spent on the starter, and the plenary, leaving the rest for the main. Depending on the activity the students are grouped into pairs or small groups, say for activities exercises set by the teacher that involve conferring and or student interaction, or some activities or exercises set are individual for individual thinking, learning and understanding. Furniture is set out in rows or in some cases in a square c shape, for pupils in groups, some times the arrangement for furniture and pupils are already decided, i.e. furniture in some of the classes are round tables, where the seating plan is already set, thus groups are set. Resources are given out by teacher or a designated pupil, and said pupil usually collects them back for the teacher.
The teacher in most cases communicates there expectations usually during the course of a lesson, unless a particular aspect needs to be addressed which in that case at the start of the lesson. Entry into most of the lessons I have witnessed was done with minimum fuss, pupils enter and get themselves ready for the lesson, and one would have to assume that the expectations for this were laid out at the beginning of the year. Late arrivals are dealt with immediately but with minimum disruption, unless they are extremely late, where depending on the reason for this is dealt accordingly, for example Jack was late because he hates maths and his attitude was poor, and thus detention was given. Reprimands are usually verbal and in most lessons not to often, how ever in the lower sets more often. Reprimands vary from verbal, detention, confiscation, removal from class, or relocation to another desk/table....