DO LESS. DO IT BETTER      written by Jenny Pope and Kirsty Gillon

Revised 2016



      Introduction p7


Chapter 1  

Classroom Management and Student Engagement p13

Difficult students p14

Difficult classes p23

Mobile phones p26

Group work p30

Differentiation p36

Humour and jokes p38

Teacher dress p39

ESOL p40

Boys and girls p42

Senior students p44

Maori and Pasifika p 45

Chapter 2  

Administration Matters p50

The roll p51

Form Classes p54

Mentoring p55

Parents p55

Co-curricular p61

Duty p63

Reports and testimonials p65

Booking rooms p65

ERO p68

BOT p68

Unions p69

Chapter 3

Appraisal and Attestation p70

The Irony p71

Appraisal versus attestation p71

What are these standards? p71

Inquiry-based appraisal 73

Goal setting appraisal p73

Smart goals p74

The appraisal/attestation process p74

Storing the Evidence p76

Chapter 4 

Lesson Planning p79

Lesson pre-planning p81

The four-part lesson plan p82

Transitions p87

Homework p89

Last period p90

The Six Step method of planning p91

      Chapter 5

Classroom Environment p92

Seating p93

Light and heat p95

Displays p95

Whiteboards p98

Cleaning p99

Chapter 6  

Staff on the Margins p101

Specialist Classroom Teacher p102

Overseas trained teachers p103

Student teachers p105

Relief teachers p108

Support staff p109

Job seekers p110

Chapter 7 

Sanity p112

10 Time saving tips p113

Affirmation p119

Spending your money p120

Tidying your classroom p120

Sleeping p120

Food p121

Colleagues p121

Family members p121

The general public p122

Staff farewells p122


Chapter 8  

Authentic Learning p125

News p126

Guest speakers p129

Community resources p131

      Documentaries p133

Careers p136

Future focus p136

Teachersí own skills/experience p137

Chapter 9  

     12 Cerebral Techniques for a Brain  

      Friendly Classroom p139

Environment p140

Visual tools p140

Mnemonic devices p142

Metaphors p143

Manipulatives p144

Story telling p145

Movement p146

Writing-to-learn p150

Music p152

Art p153

Field trips p155

Connectivity p156

Chapter 10  

Using Written Material p158

Textbooks or not p159

Reading for engagement p159

Summarising p160

Skimming and scanning p160

Keeping track of textbooks p161

Write-on workbooks p162

Chapter 11 

Marking and Assessment p163

Marking during class time p164

Strip marking p164

Peer and self-marking p164

Marking rubrics p165

The power of student feedback p166

The power of teacher feedback p167

Marking on-line p168

       Sit and mark p169

       Processing the marking p170

Fast turnaround p170

Donít mark everything p170

Mark with a colleague p172

Change the culture p172

NCEA marking p172

Chapter 12  

Critical Thinking Skills p174

What is critical thinking? p175

Questioning p175

Research/project based learning p182

Rich tasks p186

Deep /surface learning p189

Chapter 13 

Connectivity p192

What is connectivity? p193

       Games p195

Apps for androids and iPhones p197

Blogging p202

Microblogging p204

Google Sites p205

Chapter 14 

Hands On p206

101 Practical ideas p207

Appendix A  

Mostly templates p271

Useful contacts p308

Appendix B

Working with the NZC p309

Appendix C

Appraisal and attestation p324

Bibliography p365


INQUIRY!     written by Jenny Pope and Kirsty Gillon

Written 2012

Revised 2015




50 FAQs                      

Chapter 1                    

Models of Inquiry

Chapter 2                    


Chapter 3                    


Chapter 4                    

The Inquiry Itself

Chapter 5                    


Chapter 6                    

Taking Action

Chapter 7                    

Reflection and Evaluation

Chapter 8                    

Wonít Do. Donít Care