This is why teachers leave teaching On Thursday, Mark Clarkson wrote a blog post that started off like this: I seriously considered leaving education today. And if I had a viable exit strategy I might have taken it further. Note the end of that sentence: a young, talented teacher with so much to offer the world feels like he has no ‘viable exit strategy’. There are thousands of teachers up and down the country feeling the same thing. I should know. You should go and read Mark’s post. On top of the ridiculous workload teachers like Mark experience each year, he notes that the benefits aren’t exactly stellar: At the same time I am told that I will have to work for another 36 years. I’ve been out of the classroom for just over two years now. Although I would say this, I think we need a review of what we’re doing when it comes to schools. I’ll give the last word to Mark. I’m not leaving teaching today, because there are still too many moments that I enjoy. Image CC BY-NC paulbence
TeachersTalk :: Teachers Forum Teachable: Top Quality Teaching Resources Targets, targets, targets Target: Make a table. So, you need wood, screws, a saw, screwdriver, a tape measure and spirit level. All the raw materials you need are laid out. But hang on, the wood has been taken off by someone else to be given some extra intensive wood training. You want to make a table, so you get the materials and you are directly responsible for whether the table ends up being fit for purpose, or whether it looks more like a small rodent shelter. In teaching, you may have the raw materials, but there are so many variables. However, students are not planks of wood. Don’t get me wrong, poor teaching should not be allowed to hamper student progress. We seem to live in a time where when something goes wrong it is someone else’s fault.
Overview of the teaching and education sector in the UK As well as options to teach a variety of subjects and age groups, there are many other roles in the education sector for graduates to consider… What areas of education can I work in? Employment opportunities can be grouped into: Teaching: adult and community education; early years (aged 0-5); further education; higher education; non-school - home, pupil referral unit, hospital, prison; primary; private tuition - English, maths, music, dance; secondary; special educational needs (SEN); teaching English as a foreign/second language. Other education roles include: academic or school librarianship; careers guidance; education administration; educational psychology; educational publishing; education social work; schools liaison; museum education; outdoor education/environmental education; training and development. For examples of job roles in this sector, see graduate jobs in teaching and education. Who are the main graduate employers? The main employers are: What's it like working in the sector?
Freetech4Teachers This page is where you can find resources related to my presentations about creating effective blogs and websites to complement instruction. How to create a Blogger blog. How to turn on comment moderation in Blogger. How to add or subtract contributors to your Blogger blog. How to create an Edublogs blog. How to create a Wordpress.com blog. How to create a Posterous blog. The Basics of Creating and Editing a Wikispaces Wiki.More, including a video tutorial, about using Wikispaces. Creating a Google Sites website. Ten Options for Creating Websites. Yola (formerly Synthasite) is the tool that I am currently using to build websites for my department and other departments in my high school. Webs (formerly Free Webs) is another service that I have first-hand experience with in a school setting because my girlfriend (a teacher in another school district) uses it for her classes. Snap Pages provides a free service as well as a premium service for creating your custom website.
www.nationalcollege.org.uk/cm-mc-lt-op-westburnham-curriculum-policy.pdf National College for School Leadership Free Technology for Teachers Reform the Death Star of Ofsted, or it's time to blow it up. - Tom Bennett - Blog - Tom Bennett It was a year ago, at the London Festival of Education, that I listened to Michael Wilshaw, the Commissar of Ofsted, promise a packed room that from then on, the inspectors wouldn't be looking for a particular teaching style; that what was sought was, instead, evidence that children were learning, however it happened. The Dementors of recent history, with their prescriptions and prejudices, were to be retrained and taught to smile. This mattered, because many commentators, myself included had long noted that Ofsted had become a lash and a rack of good teaching, rather than an instrument of accountability. True to his word, Wilshaw has harrowed the guidelines into a less prescriptive shape, insisting that teachers would no longer be scored down for failing to satisfy this Shibboleth or that. Part of the issue for me has always been the question of evaluating a lesson, then grading that evaluation. Plus there is a greater concern- the quality of the inspectors. It could be done.
When Memorization Gets in the Way of Learning - Ben Orlin I once caught an 11th-grader who snuck a cheat sheet into the final exam. At first, he tried to shuffle it under some scratch paper. When I cornered him, he shifted tactics. Looking back, I have to ask myself: Why didn't I allow a formula sheet? "What's the sine of π/2?" "One!" So I skipped ahead, later to realize that they didn't really know what "sine" even meant. Some things are worth memorizing--addresses, PINs, your parents' birthdays. Memorization has enjoyed a surge of defenders recently. Certainly, knowledge matters. I define memorization as learning an isolated fact through deliberate effort. First, there's raw rehearsal: reciting a fact over and over. Raw rehearsal is the worst way to learn something. Second, there are mnemonics and other artificial tricks--songs, acronyms, silly rhymes. Such tactics certainly work better than raw rehearsal. So what are the alternatives? First, there's repeated use. And second, there's building on already-known facts.
How to use a semicolon 10 Silver Arrows: Ideas to penetrate the armour of ingrained practice One arrow, aimed at the right place…..that’s all it takes. Silver Arrows? It’s very hard to change your practice. We’re all so busy, very often it is difficult to create space to fully explore a set of ideas and to deliberately adapt our teaching routines to absorb something new. There isn’t a definitive research-informed list; I’m presenting a set of ideas that I think make good Silver Arrow contenders based on my own teaching. 1. Effective classroom management is multi-faceted but if you can do this, you can do anything. Signal: You give the agreed signal for attentionPause: You wait, adopting an assertive stance and position in the room, scanning for eye contact;Insist: You insist on full attention. You now give the instruction or direction you want to give. (A Bill Rogers Top 10 Behaviour Strategies) 2. Instead of ‘hands up’, you ask students to discuss their answers in pairs for a short period and then you call individuals to respond, reporting back on their discussion. 3. 4. 5. 6.
Sutton Trust - Many popular teaching practices are ineffective, warns new Sutton Trust report Lavish praise for students is among seven popular teaching practices not supported by evidence, according to a new Sutton Trust report which reviews over 200 pieces of research on how to develop great teachers. What Makes Great Teaching, by Professor Rob Coe and colleagues at Durham University, warns that many common practices can be harmful to learning and have no grounding in research. Examples include using praise lavishly, allowing learners to discover key ideas by themselves, grouping students by ability and presenting information to students based on their “preferred learning style”. On the other hand, some other teaching approaches are supported by good evidence of their effectiveness. Previous Sutton Trust research shows that the quality of teaching is by far the biggest factor within schools that impacts on the achievement of children from poorer backgrounds. Today’s report offers a “starter kit” for thinking about what constitutes effective teaching. Content knowledge.