Shaun Allison - Making Every Science Lesson Count: Six principles to support great teaching and learning (Making Every Lesson Count series)

I would like to extend my warmest congratulations to Shaun Allison and Andy Tharby on the success of their first book Making Every Lesson Count. This detailed work must have taken many hours of thought, research and planning.

When Shaun contacted me, outlining his intention to write another work, my first thought was how does he manage to find the time! I feel honoured indeed to write the foreword for this new publication and expect it to be another hit.

I have spent a lifetime trying to teach science (more specifically, chemistry) successfully. Obviously the pupils must enjoy the lessons and they must understand all aspects of them, so we need to make every lesson count.

When I first started my teaching career in Porthcawl Secondary Modern School in 1967, I was quite shocked! The science teaching involved very little practical work; it was mainly chalk and talk. There were no laboratory assistants or technicians so everything, including washing up, was done by the teacher (usually after school). How did I manage? I resolved to write new schemes of work to incorporate practical skills, request more apparatus and money and spend more time in the laboratory after school.

When I was given the post in Porthcawl, I knew that the school would be made a comprehensive in 1971, and that I would then be allowed some input into the design and stocking of the laboratories. There would be technicians and assistants in all laboratories. Wonderful, I couldnt wait!

One of the biggest problems for teachers across the school was discipline and gaining the respect of the pupils. In 1971, the school also appointed Roger Burnell to set up a drama department. We became great friends, but it was his teaching of the subject that really impressed me. Pupils of all ability were captivated, enthralled and excited by this very talented man. He allowed them freedom to express their opinions, and to suggest ways of improving work themselves but, most importantly, he taught them to have respect for other people and their opinions. Roger taught them how to set up pictures in their minds of how the topic or the character could be portrayed. I was determined to use these ideas in my science teaching.

My main idea was to present science as a series of stories which were all linked together. Of course, the pupils may not understand some of the scientific words, so these would need to be explained using mini stories as well. The language used by teachers must vary depending upon the ability of the classes and the volume of the oral delivery must vary constantly as well, in order to capture and maintain the interest of the pupils.

I firmly believe that drama must play a big part in captivating pupils in their science learning. The budding teacher must imagine the laboratory as a stage and the pupils as the audience. After all, we are trying to get pupils interested in our subject. The more interesting and alive the teacher is, the greater chance they have of building good relationships with pupils. Once this is established, pupils will be enthused and want to learn more about the wonders of science.

Once we have the pupils engaged, we must try to present the material in a logical sequence. I used to plan my lessons for the following week on a Friday night and write detailed sequences of lessons for all classes. I was very fortunate to have excellent support from my technicians and would write a list of apparatus, chemicals and so on needed for the experiments and projects. This same format was used throughout my teaching career.

For me, the most important part of successful teaching is gaining the respect of pupils. Once that is established, and with the help of a good logical teaching scheme, pupils will become engaged and will enjoy the lessons (well, most of them!). Discipline, of course, is essential and should be insisted upon, especially in the laboratory environment.

The good science teacher is the one who loves and knows their subject well and wants to do their best to pass that passion and knowledge on to their young charges. Make it interesting, make it exciting! There is a whole new world out there!

E. E. Clarke, Former Head of Chemistry,
Porthcawl Comprehensive School