In ten years of teaching, I am embarrassed to say, I have never managed to do homework right. It has always felt like an extra thing; to plan, to remember, to take in, to mark and to cause friction between myself and my students. Growing up, I also remember some homework tasks at school which made me anxious. My own circumstances meant that I didn’t have the resources, time or capacity to do some of the things my peers could. Homework has been something I have shunned and put to one side, doing enough to meet school policy, but without any real passion or engagement. That has changed this year.
I have been leading teaching and learning since January 2018, and it is about time I put my money where my mouth is and upped my homework game – lead by example and all that… Continue reading “Seven ways I’ve kicked my homework habit…”
This post is based on my talk at ‘Teaching and Learning Leeds: Encouraging the Leader Within’ on 23rd June 2018.
Teaching is fundamentally about making the best possible use of the human brain and helping students to use theirs to their fullest potential. Why then, is there so little focus on how the brain works in initial teacher training and in school based CPD? There are certainly some pockets of excellent practice out there, but the vast majority of teachers on the ground do not have a solid grounding in how we actually learn, and are therefore living in a fog of uncertainty and vague ‘I reckon this will probably work’ territory… Continue reading “Memory and Recall: Practical Strategies for a Linear World”
I am very blessed to work in a school where most of my students have a talent I do not possess. Over 75% of our students speak something other than English as their first language, and many of them speak three, four or even five languages fluently. There are 72 languages spoken in our school community. Walking through our corridors is a very humbling experience for someone like myself who scraped a grade C in GCSE French; our students are constantly slipping in and out of various languages, often creating their own unique patois as they attempt to transcend cultural and linguistic barriers to share ideas with their friends. Continue reading “Vocabulary Flood”
This post is based on workshops I have led this summer at both the Leeds Trinity University NQT Conference, and at Teaching and Learning Leeds 2017 (hosted by The Grammar School at Leeds). If you attended either of these sessions and have questions, suggestions or comments, I would love to hear them @funkypedagogy, or write a comment below. My thanks to Anne Williams (@agwilliams9) and Charlotte Wright (@commahound) for asking me to speak at these brilliant events and providing the impetus I needed.
differentiation: know your students and act accordingly. Anything which seeks to complicate this beautifully simple idea is missing the point. Continue reading “differentiation (with a small ‘d’)”
This is a resource I have developed for my Y11 class. It is meant to support them in making evaluative comments about texts (looking at them from a bird’s-eye view), and exploring overall text structure. The idea is that it allows students to construct strong opening statements, and also gives them prompts to consider the more challenging structural questions, and author intentions. Only by finding a way to access the BIG ideas, can students really come into ownership of the texts they study…
Enjoy! Feel free to use/adapt or discard as you see fit! Please get in touch with pictures or comments; I’d love to see if and how people use it! Continue reading “Bird’s-eye View: GCSE top grade statements and evaluation…”
The creativity and generosity of the online teaching community never ceases to amaze me. I have spent a couple of weeks collating resources for my department from my Twitter back catalogue, and was blown away by how long the list was. Years of communication with fellow educators has given me a huge collection of ideas and resources, some of which I use regularly, and some which I had forgotten about entirely. In an attempt to bring some order to the chaos, I have started with some reading and analysis resources. All of these resources were created by teachers, and shared online – you can see the creators’ details below in case you want to follow anything up with these very talented people.
Though I’ve collected them here for English resources, most can be very easily adapted to other subjects and disciplines. Continue reading “27 English reading and analysis resources which work!”
It was only after I had got through GCSEs, A Levels, an English Degree and my PGCE year that I discovered I am dyslexic. My particular brand of dyslexia manifests itself in letter, number and colour recognition. In other words, I misread words, struggle to recognise spelling errors (including my own), read more slowly than average, and have struggled for years with my handwriting. The fact that I am an English teacher just adds to the fun. Continue reading “The Dyslexic English Teacher”