There are no new ideas. All sorts of French 'philosophers' have banged on about this. So have other allegedly clever people. I say allegedly because it's a pretty bloody obvious point, and they've all made it, one after the other, showing that there are no new ideas.
There is a point to this. Good teachers borrow, great teachers steal. You don't even have to get it right. The Guardian article I stole the quote from has misquoted it, according to the depths of Google, which is definitely a privately owned company, and not a CIA plot.
Hopefully, my pedagogical point is clear. Steal lessons. Adapt approaches. See something you like? Nick it. Make it work for you. Be subtle and creative with this approach.
And keep the end product in mind.
Saturday, 29 November 2014
Sunday, 23 November 2014
Make it count.
The title is not a reference to cross-curricular numeracy. Many of you will know my strategy pertaining to that - when a number is mentioned during your lesson, shout numeracy, and tick that box!
It's just a reminder that, despite the marking, planning, moderating, meeting, gossiping and caking that we do each week, we need to be highly effective, We get a limited amount of time, both in terms of school and our pupil's existences, to make a fundamental and profound difference. There's the higher purpose to this, of inspiring and nurturing a love for learning and ideas, as well as the mechanistic and (arguably) more important for many of our pupils goal of getting them somewhere in life, perhaps somewhere they might not be able to reach if we don't get them over some societal barriers.
They might not go on to rule the world, although I hope some will; they most certainly can make a massive difference to themselves, their families and their communities if we set them up to succeed.
So let's make it count. Let's avoid anything unnecessary, any weasel words or meaningless gibberish that sounds good. (I don't include all trendy, AFL, AST strategies in this. I'm lightening my ideological opposition to these, as long as they are there for the pupils and not observers.)
Let's simply make it count.
It's just a reminder that, despite the marking, planning, moderating, meeting, gossiping and caking that we do each week, we need to be highly effective, We get a limited amount of time, both in terms of school and our pupil's existences, to make a fundamental and profound difference. There's the higher purpose to this, of inspiring and nurturing a love for learning and ideas, as well as the mechanistic and (arguably) more important for many of our pupils goal of getting them somewhere in life, perhaps somewhere they might not be able to reach if we don't get them over some societal barriers.
They might not go on to rule the world, although I hope some will; they most certainly can make a massive difference to themselves, their families and their communities if we set them up to succeed.
So let's make it count. Let's avoid anything unnecessary, any weasel words or meaningless gibberish that sounds good. (I don't include all trendy, AFL, AST strategies in this. I'm lightening my ideological opposition to these, as long as they are there for the pupils and not observers.)
Let's simply make it count.
Sunday, 16 November 2014
Effect / Affect
Why did you choose to be a teacher? How come you're a teacher of English? Destiny, or an accidental nightmare of history from which you're trying to awaken?
Or, more simply perhaps, because you love grammar.
Regardless, you will want to be effective. There are many ways to do this; positive relationships, AFL strategies, intelligent use of data and many more.
If you want to know how you can affect lots of learners, and become the most effective teacher you possibly can be, then this google search might help you to focus your energies. Some of you may remember looking at these in a meeting many moons ago; to others, it may be new. Either way, looking back over these recently has reminded me of what I like to achieve in the classroom - as much as possible.
0.40 is the magic number.
Or, more simply perhaps, because you love grammar.
Regardless, you will want to be effective. There are many ways to do this; positive relationships, AFL strategies, intelligent use of data and many more.
If you want to know how you can affect lots of learners, and become the most effective teacher you possibly can be, then this google search might help you to focus your energies. Some of you may remember looking at these in a meeting many moons ago; to others, it may be new. Either way, looking back over these recently has reminded me of what I like to achieve in the classroom - as much as possible.
0.40 is the magic number.
Saturday, 8 November 2014
SOP
Standard Operating Procedure.
Structure Organisation Purpose.
Some Other Pish.
The second one. Becoming the first one. Structure, organisation, purpose. It could be the motto of some Neo-Nazis preying on an austerity stricken population in England, Hungary, Greece, France wherever, to raise hell against anyone who looks, prays or speaks differently, but it is really what we need to be doing, how we need to be being, day in, day out.
Structure, because weekly, lessonly, that clarity is paramount. We need to whittle down what we do to a core, a refined product which delivers maximum punch with minimum input. It's not quite an allegedly impossible perpetual motion machine, so much as a Tesla inspired piece of perfection and innovation I'm after.
Organisation, because for the same reason. Simplify those previously complicated, yet engaging, ideas. Keep them, modified. Save time in lessons. The ideas you came up with on Wednesday were great - I've already flipped a few classrooms. Not to mention some chairs and tables. Only joking. Does anyone remember Flipper? I hope they gave Tommy Norden some factor 1000. Poor lad.
Purpose, because without one you're lost. Without the first two, purpose is muted. With them, purpose is heightened, focused, attained. Be effective, be deliberate.
Make this week work for you and your pupils.
Structure Organisation Purpose.
Some Other Pish.
The second one. Becoming the first one. Structure, organisation, purpose. It could be the motto of some Neo-Nazis preying on an austerity stricken population in England, Hungary, Greece, France wherever, to raise hell against anyone who looks, prays or speaks differently, but it is really what we need to be doing, how we need to be being, day in, day out.
Structure, because weekly, lessonly, that clarity is paramount. We need to whittle down what we do to a core, a refined product which delivers maximum punch with minimum input. It's not quite an allegedly impossible perpetual motion machine, so much as a Tesla inspired piece of perfection and innovation I'm after.
Organisation, because for the same reason. Simplify those previously complicated, yet engaging, ideas. Keep them, modified. Save time in lessons. The ideas you came up with on Wednesday were great - I've already flipped a few classrooms. Not to mention some chairs and tables. Only joking. Does anyone remember Flipper? I hope they gave Tommy Norden some factor 1000. Poor lad.
Purpose, because without one you're lost. Without the first two, purpose is muted. With them, purpose is heightened, focused, attained. Be effective, be deliberate.
Make this week work for you and your pupils.
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