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Early on in my Block A adventure I realised that a significant contributing factor to the achievement, or otherwise, of my course was that the speed. This is a place I have considering improving over the course of my Block A positioning. The advice given by Gererd Dixon (2011: On line) is that; 'One of the most difficult things for new instructors is to inject pace and intention into classes while recognizing the demands of slower learners in the class.' Working out the appropriate rate for my courses did prove to be a battle as it does require the instructor to comprehend the needs of different students in the room. In moving on too quickly I left students supporting, whereas allotting an excessive amount of time resulted in misbehaviour and bitterness. My job was to attempt to produce approaches to create a balance between the two and in so doing create an environment where students didn't get left behind and were given ample opportunity to discuss their emerging ideas and conclude their understanding. Early in my locale I struggled to find a means to organise time within the lesson especially when I did not understand my students (see week 6, paragraph 3). The difficulties with the pacing of the lesson began in the planning phase, where I fought to allocate the right timings to actions. I found that, due to my lack of familiarity with the classes, my timings were often incorrect and my lessons would frequently overrun. Following a conversation with my topic mentor I discovered that there were several strategies for coping with pupils to enhance the pace of the lesson. The first strategy which I tried to put into position was under preparation in order to generate plenty of time for comprehension and for the plenary to conclude the lesson (see week 7, paragraph two). Even though thi...