Improving teaching: scripting

Scripting is useful for new teachers getting to grips with staged, clear instructions and solidifying classroom routines. But it’s also fruitful in pushing experienced teachers, who may be looking to improve the way they explain a complex concept or expertly cohere different strands of knowledge in a pivotal moment in a lesson. As we look to build a really strong culture across our school, scripting can also be useful in generating consistent and positive responses to children and help all teachers model the interactions we want to see from students. <img alt="" src="https://miro.medium.com/v2/resize:fit:700/1*hgAJZ1KZt-hHFR39-r4j3A.jpeg" style="height:1050px; width:700px" /> <h2>What is — and isn’t — scripting?</h2> Scripting asks teachers to jot down exactly what they’re going to say before they say it. It gives them a set or sequence of phrases which teachers use in certain situations and it requires teachers to make conscious decisions about the best choice of language to have the desired result. Some might argue that scripting feels mechanistic, or can destroy spontaneous responses to classroom activity. But it’s important to remember that scripting isn’t one person telling another exactly what to say, or forcing us to stick to the same dry lines day in, day out. Instead, it’s about asking teachers to plan in careful detail the best way to do something, and to then deliberately practice it. <a href="https://awildsurmise.medium.com/improving-teaching-scripting-5950e1d15f54">Website</a>