Photo by Pixabay on Pexels.comIn my previous post, reviewing McGill's excellent book, Mark. Plan. Teach., I said there was a section on mental health I took issue with. Throughout the book, McGill offers some excellent insights into the importance of recognising mental health and emotional wellbeing for both students and teachers, with advice from Natasha … Continue reading Gender, Mental Health and Education: Further thoughts on Mark. Plan. Teach
Author: Ms Z.
English Teacher, passionate about pedagogy, learning and English.
Mark. Plan. Teach by @TeacherToolkit (Ross Morrison McGill): A reflection
Disclaimer: I was selected in a Twitter competition to receive a free, signed copy of 'Mark. Plan. Teach.' I would have bought a copy of my own if I hadn't been. Having come quite late to the Edu-Twitter sphere, I had little knowledge of Ross Morrison McGill AKA @TeacherToolkit and his work until an overworked … Continue reading Mark. Plan. Teach by @TeacherToolkit (Ross Morrison McGill): A reflection
Practising what you Teach: Putting Evidence into Practice
A practical 'review' of What does this look like in the classroom (Hendrick and Macpherson, 2017). There is no greater evangelist than the recently converted. And honey, I am preaching. I don't want to structure this as a standard review of Carl Hendrick and Robin Macpherson's brilliantly edited collection of interviews with expert practitioners. You can … Continue reading Practising what you Teach: Putting Evidence into Practice
The Light, the Fountain, the Sage
Knowledge illuminates the darkest corners of human experience. This has been the ruling paradigm in Western civilisation (and others) for several hundred years. Or has it? To my students learning about the Age of Enlightenment, it appears as though empirical evidence would rule, and rational thought and science would triumph over repressive religious dogma and … Continue reading The Light, the Fountain, the Sage
What’s ‘Good’ got to do with it?
As teachers in the UK, we're bombarded with advice, targets and products that are aimed at helping us reach the coveted 'Outstanding' title. And that's great. We should aim to ensure ALL our students make good or better progress. We should be raising aspirations, developing active, engaging lessons, and assessing students' work, making 'forensic' use … Continue reading What’s ‘Good’ got to do with it?
