I still do silent reading but it is hard to keep finding the time
So so so true and expressed so clearly
Look around your English department. There are probably around ten people in it, right? Maybe slightly more or less, but let’s take that as an average. Day in, day out, they plan lessons and they input data and they prepare for exam classes, and you’d think that they’re basically okay.
Except for that one guy. He’s the one who looks visibly exhausted. Who talks about it in the staffroom, ashen-faced. Who gets to Friday and looks drained, and who always seems to be there until 7pm each night (and who you suspect probably works when he gets home too). He’s not going to last. He’s not got what it takes. He’ll be out in the next year, either by capability procedures or by his own means. That’s the reality of the job, isn’t it?
Only it’s not. Look again at that department – at your colleagues who express a frazzled…
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After spending an hour and a half ‘marking’ 60 books with comments of the ‘you have done x’ variety and providing 40 of them with next steps purely for box-ticking purposes, I whole-heartedly agree with this post!
I have always sworn that I will use my blog to promote positivity. However, for one post only, I have to break that oath. Michael Tidd’s post yesterday, among many others I have read, stirred up the anger and frustration that I have felt building for some weeks now.
So, we are still awaiting the long promised report from the DfE. The one that was promised last year and is going to answer all… most… some… well, maybe one or two of the questions that we have been battling over with our new and revolutionary assessment systems.
Last academic year, I trialled a new system in my year group. It worked well, but there were many questions that the parents asked which I couldn’t answer. Not because I don’t know my stuff, but because the answers hadn’t been given. So, I made assurances and promises. “It will all be ok,”…
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Source: Dear Ministers… As always, Michael Tidd talking a lot of sense!
As well as a classroom teacher, I am an NQT and student mentor. Each term I attend meetings for these roles and, as requested, I note down the dates by which my student/NQTs observations need to take place, when their progress reports are due, how long our weekly meetings are supposed to be and whether or not I’m entitled to request non-contact time. These are necessary meetings, which explain the procedural requirements of the student teachers’ year. But I leave them dissatisfied, wondering when the second half is going to take place – the part where we discuss how we actually turn these baby-stepping students into the multi-tasking marathon runners they need to become.
For a profession necessarily obsessed by learning, we are strangely sloppy when it comes to our own. Where are the signature pedagogies which shape our on-the-ground, in-the-moment teaching of teachers? If we concur that good teachers…
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