Behaviour management very strong - indirect behaviour reset of two disrupting students very high level technique. Your extension questions are superb and married well with praise.

Incredible year 10 lesson! 100% on task the moment I walked in, everyone was so polite and completely respectful of the classroom rules. Nice use of the past exam papers for year 10 to get an idea of the level of revision they require. It must be said that towards the end of the lesson, not one student started packing up without instructions to do so!

Use of cross curricular maths excellent. I presume ratios are fundamental to cooking. Behaviour management so strong that you can leave the class for extended periods without issue. Bringing back together for summative group work is good but your routines are so good you could absolutely hammer them with plenary based questions from the what/why stems.

Outstanding example of classroom management with full engagement! Students taught with many layers of teaching methods being demonstrated to embed understanding. Enchanting to watch!

Complete engagement and behaviour corrections are kept anonymous.

During Period 1 today it was highly effective how you had pre-organised your "do now" and the students were able to work independently from the moment they sat at their desk. I particularly liked the way you had prepared vocabulary support sheets to enable students to better describe culinary taste.

It was effective when you were actively checking understanding for each action point. Students clearly understand what is expected of them at the start of the practical lesson and prepared themselves with the correct equipment and then stood ready for your instructions. Great ownership of student learning.

It was effective how students were working independently on their own dish. All students in the class were engaged in the learning and those spoken to could articulate what they were doing.

Class fully engaged, well-structured lesson with clear expectations and instructions on PPT, all students questioned were able to clearly articulate what they were doing and what this is linked to providing clear rationale.

All students were really engaged in the presentation about Ghanaian culture and were asking questions which demonstrated their interest. Instructions for the independent research were clear and students knew what they were expected to do and success criteria were well laid out. Cold calling of students was effective in checking for understanding.

It was effective when the students were making use of their step-by-step recipe to troubleshoot on the areas they might find tricky in advance of their assessment task next week. It was particularly effective to promote deep thinking and independent reviews which facilitated the ownership of the task. "I will need to use more than one pan then" is evident of deeper thinking than if they had simply had the recipe card alone. It would be interesting to compare this class' progress with a control group that maybe did not have the benefit of this task?

It was effective when you checked for understanding using a traffic light system. The students were given a green light that they were ready to cook once that had organised their resources and equipment. Greater independence.

It is effective how you have pre-taught the students the routines to be ready to cook. Each learner knows where to gather their equipment from and there are established routines in place to allow time to be organised. Good use of rhetorical questioning to ensure thinking of the students to take ownership of the situation. The atmosphere is calm and purposeful.

It was effective when you have included reference books to recall the functions of the ingredients as alongside the recipe to enable deeper understanding of why we are using the ingredients. Key Question: What is the function of the flour in this recipe...why is it here? It was a timed task which helped keep the focus. Good stress on the fact that this is recall and that the students were aware they had studied this before. The practical nature of the task does not relate to the previous step, but the level of personal questioning ensured active cognition of each student.

Following incidents of poor self-control in the classroom last week a non-scheduled task had to be implemented to reinforce our expectations within the department. The activity you chose was structured and beneficial to student outcomes. The resources and the self-reliance skills you are reinforcing are vital to student independence and will aid future learning.

The use of non-verbal communication ensured you had established and maintained a calm atmosphere of the practical workspace.

I like the "guide me" activity with extension at its heart. Perhaps follow up with why to establish the reasoning behind certain equipment choices and food timings. The playing dumb/purposefully being wrong such a great technique and eliminates parrot learning.

Thanks to her insightful advice and support, I can now attend conferences and return to find excellent work done by my executive body, whom I didn’t even employ! Her webinar helped me identify and empower the right individuals to take ownership and drive success.

I was lovely to see the buzz and enthusiasm in your class today. The Year 11 group that your were focusing on were immensely proud of their achievements and you were offering vital feedback on areas of improvement.

You made your expectations very clear from the start of the lesson. You were firm in your tone of voice but maintained a caring manner. It was evident to the students that you were not going to lower your expectations for those who did not want to conform. You persevered even though it took longer to get the students organised for practical.

Students looking at different food groups using iPads and a video. Great! You stopped to draw out key points. Lovely how you encouraged more children to volunteer an answer. Consider developing the questions from recall questions to explain questions.

It was impressive to see how quietly your group lined up outside the room, had their coats off and were patiently waiting to enter and engage in the session.

It was effective how you were narrating the task for the learners. They were totally engaged and you could hear a pin drop due to the positive engagement. Their attention was totally on you and the task, which meant they have removed all distractions to their attention, meaning they are much more likely to develop a strong scheme of understanding due to their working memory not being overloaded.

Got on well with everyone, fitting in easily. Every task assigned to you, was done to a high standard achieved without needing any guidance.

I wholeheartedly recommend my UK coach to every educator and leader in the teaching fraternity. Her expertise, passion, and dedication are unparalleled, and I feel fortunate to have crossed paths with her. I look forward to meeting her in person soon and expressing my deepest gratitude.