Skip to main content

📝 Weekly Report #2

👨‍🏫 Teaching:

It's been great to be back teaching again this week and seeing my students again. I'm also super happy that the new initiatives we have implemented into our department are up and running and have already reduced my workload, so I am looking forward to hearing how the rest of the department have found it. I found a really useful resource by Nathan Day, @nathanday314, where he has put together the complete CIMT textbooks on to one pdf. I love CIMT resources and go to them regularly so this has been a big time saver. Check out his tweet here

🔊 Listen:

High performance podcast with Paul McGinley. Paul is a European tour golfer, where he has also captained team Europe. He speaks about empowering others to be the best they can be and helping them to express themselves. Its not about being best but making your team the best. Great one for middle leaders and developing your team's. Have a listen here.

📚 Read:

There's been lots of great blog posts about the start of the year and seeing routines etc but I wanted to highlight a Twitter thread by Sam Strickland. A real feel good thread where his school has had some really positive feedback from OFSTED. In the thread he talks about the changes he and his team have implemented to be successful. Check it out here

📺 Watch:

This week's video gives some advice on how to deal with challenging behaviour in the classroom. I had a tough time in my training and NQT year so here is some advice I would give to myself if I could go back in time. Dealing with Challenging Behaviour: Advice to my NQT self

Popular posts from this blog

📝 Weekly Report #21

The trainee teacher in our department has started to teach my Year 10 group this week. It has taken me back to when I was training and the struggles that I had and the feedback my mentor would give me. One thing I didn't consider back then was how the class teacher feels who I was taking over from.  I know that as a trainee I was no where near being an amazing teacher but over time I have continually improved. So it has been a struggle for me to allow the trainee to teach my class thinking that there would be aspects that I know I could deliver much better. On the flip side of this it has been great to learn from him by watching him teach and being able to give small steps to improve for next time. The initial focus has been on general pedagogy, e.g. use of questioning, planning for misconceptions etc. It's made me reflect on my own teaching ensuring I don't just talk it, I walk the walk too! I've also enjoyed seeing the improvements he has been able to make lesson on l...

Ratio Tables: Why you need to use them?

Only 36% of students were able to answer the question on the right. Whereas 75% of students were able to correctly answer the problem on the left. (7) Why? What's the big difference?  Students are more likely to relate values between objects (left question) than within an object (right question). (7) A similar issue comes up in the questions below. 91% getting the bottom question correct, relating 11 people to 33 people. Whereas only 51% answered the top question correctly.  Students often struggle to see all of the multiplicative links between and within values. One of the misconceptions my own students had with the right 'L' question was that the answer was 45. They had added 13cm because 8 + 13 = 21 on the base of the 'L'. "Young children tend to see multiplication additively" Dietmar Kuchemann   DfE suggests teaching multiplication as repeated addition, with arrays, in Yr2. Yr3 scaling is introduced but after that isn't mentioned again. It is as...

📝 Weekly Report #7

👨‍🏫 Teaching: Colin Hegarty has recently been posting questions from Sparx and discussing which questions are better to use and why. Check out some of his tweets here . It got me thinking about the questions and examples I use in my own teaching, in particular around the numbers I choose to use. It highlights the need to carefully craft questions to pull out misconceptions and ensure students are learning the concept correctly rather than getting to the answer by chance. Unfortunately time is precious and so it is very difficult to do this for every question in every lesson I teach. Having said that, I have made a conscious effort to ensure the examples I am using are there on purpose and can be used to highlight key concepts so students can generalise ideas more easily. Will definitely look into this more as part of my NCETM course throughout the year. Definitely given me lots to think about to improve my teaching.  🔊 Listen: High performance podcast with Mark Cavendish. Mark t...