Last week I wrote about how we can start our lessons effectively (Riches, 2022) and it is perhaps natural that teachers spend a lot more time thinking about the start of their lessons than the end of them.
There is that sense that if you get it right at the start, then the whole lesson will be more settled. I’m not debating the fact that a strong start is key, but I would argue that a strong finish is equally as important.
Whereas we often look at the beginning of the lesson as an opportunity to prepare the students for learning, the end of the lesson is the chance for us to check if learning has actually taken place.
However, as well as looking at learning and progress, we need to get the end of a lesson right for other reasons too.
The closing of a lesson is probably one of the points at which we lose the most time. With content and curriculum demands so high, it is important that every minute is productive. If you consider a core subject, you may see students four or five times a week. If you are losing four or five minutes at the end of every lesson, that's the equivalent to up to 25 minutes a week and over a year that adds up.
So, having a routine at the end of the lesson is a good way to ensure that learning is capped off and that time is not lost “faffing around”.
Progress and application of learning
The end of the lesson is a good time for learners to apply the concepts they have covered during the lesson. This may take the form of collaborative application, through discussion or a group tasks, or it may be independent learning.
Both approaches have their advantages, and it will all depend on the content that has been covered. By applying what has been learnt, students are able to exhibit how they have progressed.
When it comes down to it, progress is what we are in the business of, and the end of a lesson is a key time to check on this. Of course, progress should also be considered over a series of lessons, but we should still look for evidence of progress in individual lessons, no matter how minor.
As students are applying their learning, teachers can circulate, check and react to what they see. The end of the lesson affords the teacher some time to understand what has been learnt.
Misconceptions
The time at the end of the lesson, while students are working on applying concepts and final tasks, can therefore also be a time when teachers pick up and address any misconceptions that may have arisen.
It may be that these misconceptions are on an individual level or a whole class level – what is important is that the teacher is informed about what the class has done well and what they need help with (whether those things are for addressing immediately or to be factored into future lesson planning).
The last section of the lesson is where you will be most active in terms of circulating, especially if like me you choose to do an extended task that requires very little input from the front.
Of course, we check for misconceptions throughout the lesson, but towards the end point you will be more informed about where your students have got to, meaning you can respond more effectively and then adjust the content for the next session or phase of learning. The more informed you are, the more likely it is that you and they will succeed.
Classroom space
The end of a lesson is also about making sure the classroom space is reset. This is respectful of the next teacher who is using the room (even if that teacher is you!) as it will mean they can start their lesson smoothly. It also reinforces to students that we are all expected to respect the learning space.
It is incredible how much more settled and calm learners become once they invest in their learning environment. By getting them to simply return equipment, straighten tables or clear up any mess that may have accumulated, you are signifying to them that their learning space is important.
It also offers us a clear routine for the end of the lesson which students will know by heart, and which will lead to a calm end to proceedings.
Similarly, this approach means you can build in a constructive dismissal – if the classroom is untidy, it makes this more difficult. Building in 30 seconds to a minute for students to tidy the classroom is a powerful indicator that the lesson is coming to a close.
Dismissal
Your dismissal is really important. There is nothing worse than classes where children are sporadically leaving when they want as the bell is about to ring (or has just rung). Having a routine way to get the students out of the classroom can be a real stress-reliever, especially if you have a class immediately after.
You have to look at the bigger picture. A constructive dismissal indicates to the learners that their time with you is over, but it can also subliminally indicate to those arriving at your door for the next class that you are firmly in control of your space.
If students are spilling out in a rowdy fashion, things quickly begin to bubble with those just arriving. It sends them the wrong message.
Equally, if you let children out in chaotic fashion, this may cause the next teacher some issues. Taking a moment to check uniform and then letting your students go in a controlled way not only caps off your lesson but helps others start their lessons right.
When teachers across a school work together on dismissals, the feeling in the corridors changes almost instantly – routine dismissals across a school, in fact, are a key part of building collective efficacy.
A final word
As well as identifying any potential misconceptions, the end of the lesson offers teachers the opportunity to see if the aims of the lesson have been fulfilled.
Be it an objective or big question, making reference back to the start point helps learners to appreciate the cyclical nature of where they were and how far they have come during the lesson/series of lessons.
You can package this in a number of ways, but ultimately taking the time to show the learners what they have achieved in your lesson and taking a moment to celebrate this can build a huge amount of positivity.
- Adam Riches is a senior leader for teaching and learning, a Specialist Leader in Education and author of Teach Smarter (Routledge, 2020). Follow him on Twitter @TeacherMrRiches. Read his articles for SecEd at http://bit.ly/seced-riches
Further information & resources
- SecEd: Ready? Steady? Go! How to start your lessons effectively, November 2022: http://bit.ly/3WLz8Fs
- SecEd Podcast: Adam Riches has appeared on two episodes of the SecEd Podcast focused on quality first teaching (April 20921) and effective feedback and marking (June 2021). Find these at https://bit.ly/3CtS96a