Responding effectively to what a lesson reveals about students’ knowledge and understanding

This issue’s problem: Caroline Herschel doesn’t really notice and respond effectively to what the lesson she has just taught reveals about students’ knowledge and understanding.

Caroline Herschel is a hard-working, conscientious trainee who is anxious to feel that she has got things ‘right’. She is well organised and plans lessons well in advance to avoid last-minute problems with resources. She recognises the need for clear objectives and is already thinking beyond individual lessons to map out the route that she intends to take in tackling a particular enquiry or section of the GCSE scheme of work...