Managing the Computing classroom environment to improve learning - A Practical Guide to Teaching Computing and ICT in the Secondary School - page 66

Here are some possible things you may have considered.
• Pupils forget their ID and password
You must know the system for password/ID allocation in your school, but
be cautious about doing this yourself because you can waste a great deal of
time during your lesson. Find out the correct procedure.
• Having printed resources ready; e.g. handouts, worksheets and textbooks
Make sure you have enough copies if you are using these; think about how
you will distribute them. Is there a procedure for use of reprographics?
Printed resources are expensive and you should consider whether electronic
resources in a shared area might be better.
• Pupil absence
Have a strategy for dealing with pupil absence; i.e. how will you help them
catch up?
• Missing or incompatible software
Make sure you have the correct software in the room you will be teaching
in, that it works and that it is the version you require (if not, you will have
to adapt).
• Projection Device issues (e.g. OHP, interactive whiteboard, LCD projector)
Be familiar with how to use it, know where pens, remotes or other relevant
equipment are stored. Have a backup plan in case it fails.
• Network failure
Have a 'lesson in the back pocket' ( see Chapter 1 ).
You must have a backup lesson available in case of complete failure of your
hardware, or some other major disruption/interruption.
• Handing out and collecting in topics, printouts and equipment
Have a strategy for organised handing out of topics, worksheets, equipment
etc., and another for collecting things in.
Have a strategy for collection and distribution of printouts.
• Printers and other peripheral devices going wrong
Make sure they work properly before the lesson, and that pupils use them
in an appropriate way; e.g. pupils should not all print at the same time.
• Computer numbers/broken computers
Check you have enough working computers for the group size. Plan
carefully if you have to change your approach.
• Keys
ICT rooms are often kept locked, so you need a key or a way to gain access.
• Lost work
Train pupils to save their work regularly, with sensible file names, and then
keep reminding them to do both. File and document management should
be taught to them at an early stage.
Task 3.8
Other barriers
For any others barriers you have thought of, note strategies to avoid them or deal
with them if they occur.