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Every Teacher Can Improve

Every Teacher Can Improve

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Reclaiming Pedagogy On Saturday 7th June, 16 teachers from Belmont Community School travelled down to Leeds for the inaugural Northern Rocks Education Conference at Leeds Metropolitan University. Of the 500 delegates who attended the day, I’m fairly confident this represented the largest attendance by a single school. A fantastic testament to our teachers’ passion for education and desire to develop their practice further. L-R: Daniel Narcross, Chris Jones, Michael Caygill, Amanda Telfer, Veronica Waldie, Jon Boniface, Suzanne Falconer, Lee Ferris, Louise Hindmarch, Dan Brinton, Laura Jackson, Julie Ryder, Nicola Roberts, Jane Cooper (not pictured Ste Hall, Andrew Hall) Following the initial panel discussion, we moved off into the various different workshops we had chosen.

A Letter to my NQT self Dear Chris, It’s 1997, and you’re about to start your teaching career. In May, as you were completing your PGCE, Tony Blair led the Labour Party out of 18 years of opposition to win the General Election on a ticket of “education, education, education”; that night and the day after, anything felt possible. It’s the summer holidays now; you’ll be reading a newly published book for children called Harry Potter and the Philosopher’s Stone to see if it will make a good class reader. It will for a year – but then everyone will have read it. The day before you start at school, Princess Diana will die in a car crash in Paris and her death will dominate the country in your first nervous weeks in the classroom. CPD and the Second Law of Thermodynamics ‘Time is the school in which we learn, / Time is the fire in which we burn.’ Delmore Schwartz CPD and the Second Law of Thermodynamics Thermodynamics is the study of heat and energy. Its laws describe how energy moves around within a system.

I used to think… by @ASTSupportaali – NewToThePost After running my first training session of the year for the NQTs in my school today, I shared with them things that I do not remember hearing during my first training session as an NQT. (8 years ago…) After the session I walked over to the classroom of a fellow AST and said… Well that was strange. I just shared things that I never thought I would.

DIY Teaching CPD How we teach is a complex mix of our values, context and emotions. It is deeply influenced by our knowledge, understanding and beliefs about pedagogy, our subject and what is of value to learn. No two teachers are likely to be the same. 15 Mistakes New Teachers Make (and what I learned making them) – A.J. JULIANI I’ve had the pleasure of working with a lot of new teachers the past three years, and I’ve seen many of the same mistakes I made during my first year teaching repeated over and over. Now, this isn’t to say that I thought teaching was extremely difficult during my first year (I actually loved it and was not too overwhelmed)…but I did have my fair share of “rookie” mistakes. I’ve learned that the best way I can help out new teachers is by sharing my story, and what teaching was like for me that first year. The best part of making mistakes is learning from them…so even if you make some of the mistakes listed below, it’s all part of the process! 1.

CPRd This blog has languished in my draft-posts for a year; you’ll see this from the date references! The main reason I didn’t publish over a year ago was simply because I didn’t want to wade into what was, at the time, an extremely highly charged debate about the place of research, evidence, and practice in education. My additional reasons for not publishing until now will, possibly, be covered in another post on another day. Anyway, a year has come around and although the charge and passion of the debate is still high, it has, perhaps calmed and softened somewhat. l have spent the morning watching the second National ResearchED 2014 Conference online thanks to the wonderful technical expertise of Leon Cynch @eyebeams through the LIVESTREAM feed.

The Power of Teacher Expectations Mr Laing was my year 8 Maths teacher. He was a rare breed indeed. He helped me, and my fellow pimple-clad teens, find mathematics interesting. Intermittently, he would betray a deep excitement about a mathematics problem or reveal that he had woken up in the middle of the night with an answer to some mathematics concept. We were incredulous – being excited by mathematics was anathema. Soon enough, incredulity became intrigue. Becoming A Better Teacher: Teachers Doing It For Themselves “Every teacher needs to improve, not because they are not good enough, but because they can be even better.” Dylan Wiliam Every teacher wants to get better. I use Dylan Wiliam’s quotation over and over unashamedly because I think it strikes a truth that all teachers and school leaders must embrace. I used it to begin my #TMClevedon seminar on ‘becoming a better teacher‘.

Consolidate Your Blueprint For New Teachers by @TeacherToolkit This is a blog for all teachers who have completed their first ever term in teaching. This is all about consolidation in order to create a blueprint for the term ahead … Question: What would you say to a teacher who has just completed their first term in teaching? Teaching is a wonderful career, but have no doubt, if you are a newbie teacher, you will probably now be feeling a mixture of exhaustion as well as the ‘I’ve survived!’ sensation. A bottom-up approach to CPD is ‘best’ Imparting knowledge of teaching is not always best done from the “top,” explains Andrea McMahon. After attending his first Learning Lunch in the newly-established Centre for Excellence in Teaching (CET) at Newham College, maths lecturer Anwar Faruqh summarised his experience, saying: “What an excellent idea – it’s like having our own Institute for Learning on our doorstep”. His enthusiasm is exactly the sentiment that those involved in centre hope will gather momentum and inspire other teachers in the college to take ownership of their professional development.

The (Un)Confident Teacher ‘Born Yesterday’ (For Sally Amis) Tightly-folded bud, I have wished you something None of the others would: Not the usual stuff About being beautiful Or running off a spring Of innocence and love — They will all wish you that, And should it prove possible, Well, you’re a lucky girl. But if it shouldn’t, then May you be ordinary; Have, like other women, An average of talents: Not ugly, not good-looking, Nothing uncustomary To pull you off your balance, That, unworkable itself, Stops all the rest from working.