Teacher.Leader.T&L,RE,Assess.Not an expert.Devil's advocate. Not employer's or my opinion. Don't assume tweets about my school.Not normal.Not who you think I am
New to AQA GCSE Religious Studies?
Online CPD webinar for new teachers/HODs teaching AQA GCSE religious studies
Use link/code AQARS to get 20% off for the 1st week.
#TeamRE
#AQAGCSERS
I’ve said before how I think that trainees/novice teachers watching experienced/expert teachers teach has limited value if they don’t understand some of the foundations that have already been set and the reasoning behind teaching decisions. Today I explained to a trainee…
It’s all about behaviour.
If a student is disrupting a lesson, you can’t teach. No matter how amazing your curriculum, lesson plan or resources are.
If they continue to disrupt, progress will be limited.
If they disrupt for weeks/months/years, results will be impacted.
We need to get rid of the idea that everyone in teaching should be climbing the leadership ladder.
Some people are really happy teaching. Some are really happy as middle leaders. Happy people are the best people to work with.
Anyone thinking that changing IT to computing wasn't a great idea?
We need students that can:
*Write emails (in the correct box) using correct etiquette
*Organise & manage emails/files
*Open/save/upload/email docs
*Know how to use word processing software
*Make a simple PP
Do you have to do a results analysis?
Links to useful stats & analysis from the 2023 results including:
*National data
*Boys/girls data
*Regional data
*Previous years
*Numbers of entries
*Exam board statistics
I now teach 20 classes.
I think all school leaders should try a few weeks of this (if they haven't) especially if they come from a Maths/English background so they fully understand the implications of things they ask teachers to do.
I love going on holiday by myself. People say Im brave. It’s not bravery. I’m happy in my own company and love deciding when I nap & laze around, when & where I go.
If you’re in any doubt, do it!
Just because you call it a ‘learning walk’ and not an ‘observation’, does not matter if you’re busy making judgments using a criteria based tick sheet (that the teacher does or doesn’t ever see) of things you’re looking for in a lesson.
It’s still an observation.
Time to give a big shout out to my school & how lucky I am to work there....
*we're not told how to teach
*no observations
*no waste of time meetings
*no silly marking policies
*no excessive paperwork
*no written reports
*centralised detentions
*RE is valued & given time
In case you haven’t seen these, Oxford University Press have published a set of resources for primary and secondary on the ‘word gap’ including subject specific activity packs.
The students will just ‘be’ like this or I have some sort of magic touch.
These are all ‘invisible’ classroom strategies.
So it is essential that trainees talk to teachers when they watch them teach. Otherwise they leave with a skewed view of the teacher and/or the students.
If you think that school behaviour is bad, my mum just came back from a cruise in which there was a murder, an attempted murder and 11 people that started the cruise didn't finish the cruise!
😲
Whole class feedback
I use a PowerPoint which I create/edit as I read/mark student work. I generally use these slides as they’re easy to re-use with multiple classes....
Pro-tip
If you’re the Head or SLT in a school that didn’t get good results, please don’t get staff in the hall on the first day back & lecture them for 2 hours on it.
If you really think that will have an impact and make staff feel positive about next year, you need a rethink.
Do you use Google Forms to write quizzes for students?
GAME CHANGER using AI
@questionwellai
It will write your Google form quizzes FOR YOU if you give it content....
What people don’t understand is that in some schools, if you had an hour for lunch, you would significantly increase workload of the pastoral team and the site team & the lessons afterwards would be a nightmare to try to teach.
GIVING FEEDBACK in GOOGLE CLASSROOM
Tips for giving students feedback on their work (avoiding add-ons) within Google Classroom
Please read, share and add more ideas.
👇👇👇
#GoogleClassroom
Having an extra large class makes no difference when I’m waffling on.
What makes the difference is taking in scores, reading answers, marking work, checking folders, checking homework.
Anyone that says class size doesn’t matter can only be thinking about the ‘teaching’ part.
I usually have a spare exercise book that I use with visualiser to model notes etc
This term I’ve started using a book of an absent stu that I know might be anxious coming back to no notes.
Today a student came back & was clearly grateful & could do starter quiz from my notes
3 things that make a significant difference to the well-being & workload of a teacher:
*having your ‘own’ classroom
* not teaching out of specialism
* a well balanced timetable (incl. non-contacts spread)
A 🧵in defence of using (Powerpoint) slides in lessons.
Keep seeing anti-PP posts but unsure of reasons why they're so bad. I suspect it's a case of badly used slides are bad.
So here's a thread to defend them, especially in RE.....
*NEW blog* Why a third of my lessons are retrieval practice
Why are people still leaving revision to the end of a course? Take that time & embed it into lessons.
If you issue a list of things that 'must' be seen in a lesson observation/'learning walk' during a short period of time, you won't improve teaching or learning.
You will increase stress, make people worry, create robots and possibly lose teachers (that you cannot replace).
Teacher1: Here is something I've spent a long time on & thought I'd share it with you for free. You can download it easily via this link.....
Teacher2: can you email it to can'[email protected]
Teacher3: Yes please [email protected]
Teacher4: [email protected]
Teacher5: [email protected]
😒
Most of my lessons are taught in the exact same way, over and over. No surprises. Routine, scheduled tasks. Same expectations. Same HW. Simple format.
Most students like to know what they’re getting and what they need to do to be successful.
This all leads to minimal planning.
My friend’s husband has worked for
@JohnLewisRetail
for 25 years. He is currently on a fully paid, 6 month sabbatical.
This is how to treat loyal employees.
The comments some people make on here seem to indicate to me that they’ve never worked in a school with challenging students.
Until you’ve done it you really can’t appreciate what it means for daily life, teaching, behaviour etc
Today I realised that a key part of my practice that seems to ‘work’ with all students is structure.
Structure to my lessons
Structure to their book work
Structure to my feedback
Structure to homework
Just structure.
They know ‘where they are’ and what they need to do.
Another 'whole class' telling off.
The people that are doing it won't be listening, don't care or don't think it applies to them.
The rest of the class are sick of hearing the same thing that doesn't apply to them and all know who it is.
After the 1987 storm my mum made me walk to school, over debris and fallen trees.
It took 25 mins as we were one of the furthest from school.
We arrived to the caretaker saying school was shut.
We walked back home.
I wish they had 100% attendance awards back then.
Slightly annoyed to hear Zoe Ball proudly announce on the radio she's a key worker.
I think we will survive without a radio DJ more than being without front line NHS staff.
People questioning a Headteacher for cancelling the school disco because the kids have been ‘looking forward to it’ and ‘will be SO disappointed’.
This is why I’m not a Headteacher.
It’s really tough moving to a new school for your first SLT role.
Getting to know a school, how it works and then being expected to take a strong lead with issues you had no idea existed.
It’s not easy.
In my opinion,preparing students for GCSE in KS3 is not..
*making it fun so they opt for subject
*doing exam questions
*starting the GCSE syllabus
But is...
*setting the high expectations
*developing key subject skills
*foundation subject learning
Inspired by
@AlwaysLearnWeb
we are trialling A4+ books with treasury tags next year to reduce the need for glue....
I can see I’ll be doing training sessions on the visualiser for some students on how to add paper!
Getting novice trainees to watch expert teachers teach is mostly a waste of time unless they’ve been given guidance on what they’re looking for.
Routines & foundation expectations have already been sorted.
Strategies are almost invisible to a novice. They just see ‘normal’.
*New* for 2022 Access to online scripts from all A Level/GCSE exam boards (see image for info)
For more info....
AQA .
Edexcel
OCR
Eduqas
#gcseresultsday
#AlevelResultsDay2022
Tell me something that your school does that is unique (or not many schools do it)
I’ll start….
Our year 11s can wear smart suits instead of the usual school uniform (11-16 school)
I have lots of work I need to to do so I've emptied my junk email, sorted the files on my computer, written travel reviews, scrolled through Twitter, read Facebook posts and now the housework is looking very attractive.
#Avoidance
I'm now of a mind that challenge in lessons comes mainly from the curriculum - what I teach and when I teach it.
Gone are the times of providing challenge by different 'activities' or 'extension tasks', which means that a non-specialist may not 'see' challenge in my lesson.
Are you telling your year 11s how to revise?
If so, start telling your year 7s, repeat throughout year 8. And year 9&10.
Embed in your teaching/hw from day one.
Tell them the most effective strategies.
Then you probably won’t need to bother in year 11 any more.
I think some teachers are addicted to making resources.
It can be satisfying way to spend time, can help thinking & may look nice. Possibly a control mechanism when other things aren’t in their control.
But it takes time and in some cases I think hours/days. Is it worth it?
This week I've taught Year 11 how to strategically use revision cards using the manual Lietner method (see video) and also the apps that work this all out for them.
Assuming the DfE has some sort of record of teachers that are qualified and teaching, they should contact all of those that are qualified and not teaching and find out why!
Put it this way, if you’re not happy for your maths curriculum to be taught in assemblies and by tutors, you really shouldn’t think this is OK for RE.
If you do, you may have a misunderstanding of what RE is.
I know it’s beyond their remit but I wish Ofsted would do this:
Teach:Here is my intent statement
Insp:Why are you giving this to me?
Teach:We were told to write them by our leaders
Insp:Why have you made staff write intent statements?
Lead:For you
Insp:We don’t want them
The effectiveness of middle leaders is strongly correlated with how senior leaders lead & manage them.
If you value, support & guide them, they will thrive & grow
If you discredit, disempower & think they are there to do what you tell them they will withdraw & do the minimum.
It happened again!
Sat on plane, turn around and woman gesturing towards a child. One of my GCSE students. 😂
So let’s share stories of random places you’ve ‘bumped’ into students.
I strongly believe that all schools should (as minimum) be fully inspected at the same time interval regardless of their last inspection
A school that hasn’t been inspected for over 10 years just because it was ‘Outstanding’ on its last inspection with a different EIF is not OK
Today I realised how some teachers/schools are so invested in after school 'revision',it's treated as an extra lesson for year 11s.
If you have a 3 year GCSE you've been given a WHOLE YEAR of extra lessons! Why do you need to do after school lessons as well? Sadly, It's a mindset
My two favourite teacher phrases:
‘Where should you be?’
‘What should you be doing?’
In my years of experience these are useful ways to get students to go where they should be or getting them doing what they should be, with minimal hassle.
All teacher training courses should include ( and be repeated in middle leader and NPQH courses) email etiquette:
*no ‘reply all’ unless everyone needs to see it
* clear email headings so people can delete without reading if appropriate
* no naming of children in heading
If you're thinking about how you're going to do 'revision' with Year 11 after the break, here's how you could do it using
#CogSci
principles.
Feedback from past 2 yrs doing this was positive from students. They can play games at home.....
Me: Do NOT Google your answers
Student: Tawhid (Arabic: توحيد, tawḥīd, meaning "unification or oneness of God as per Islam (Arabic: الله Allāh)"; also romanized as Tawheed, Touheed, Tauheed or Tevhid[2]) is the indivisible oneness concept of monotheism in Islam.[3]
The problem with teachers that let students do something against the rules in their lesson as a 'one off' is that it undermines everyone else. It lacks understanding of school as a community that they are part of and what happens in their lesson impacts other lessons.
Imagine going to work with someone that you know on here, that comes across as being popular/dynamic/knowledgeable etc and find out that’s not the case in real life 😂
I'm collating AI news/tools for teachers/educators in a document:
⬇️
Let me know of individual tools to add, especially if they do something different/unique to those already here. Sticking with websites at the moment.