After taking a career break to look after my daughter, I’ve dipped my toe back into the tides of post-pandemic classroom teaching by becoming an agency supply teacher (are we really post-pandemic? A thought for another day!) Combining what I already knew from my years as a cards-in teacher, and what I’m learning as a … Continue reading Setting Cover Work: Advice to teachers and school leaders
Mostly, it was my fault. I had not adequately explained the purpose and structure of an essay, and they lacked a mastery concept. The solution? Back to the drawing board. Literally. I drew a picture on the board.
A few months ago (although so much has changed it feels longer) I attended an event at UEL for mentors of PGCE students. The focus was on working with research and it had a profound impact on me. I was introduced to the Chartered College and #WomenEd, the concept of research schools and much more. … Continue reading To be, or not to be… a novice
I have always struggled with teaching students to correctly identify and apply tone in writing. So, I went on a bit of a research rabbit-hole today, which has informed the resulting rationale (a work in progress), which you can download at the end of this post. This post outlines my thinking and approach to developing … Continue reading Teaching Tone in English Language and Literature
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
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
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
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?