ABSTRACT
This chapter concerns actions, habits and routines of expert computing teachers. It first worth differentiating between these three sets of behaviour. The chapter is divided into the following sections of actions, habits and routines: 1. Classroom culture, 2. Behaviour management, 3. Lesson pace, 4. Differentiation, 5. Questioning, 6. Formative assessment and 7. Marking and feedback. It also discusses pedagogical content knowledge in computing. Formative assessment an essential habit which enables teachers to elicit data about their entire class's current level of understanding. This data is analysed by teacher to provide feedback to correct any misconceptions or to challenge students' thinking further. The chapter focuses on building a strong classroom culture grounded in high expectations, respect and solid routines. It also explains formative assessment an essential habit which enables teachers to elicit data about their entire class's current level of understanding. This data is analysed by teacher to provide feedback to correct any misconceptions or to challenge students' thinking further.
