Quite simply, effective teaching hinges on oral formative feedback and questioning on a lesson by lesson basis. It appears to me that the greatest benefit of experience that I observe in excellent teachers is the recognition of how and when to elicit feedback, with the nuanced understanding of what questions
Reading Ron Berger’s ‘An Ethic of Excellence’ should not be undertaken in the hubbub of morning buses or busy trains, nor it the middle of a lively office – it should be enjoyed in the privacy of a quiet room at home – preferably in a New England home, designed by
Firstly, may I say that this post is directly inspired by Ron Berger’s book, ‘An Ethic of Excellence: Building A Craftsmanship with Students’. My starting point is my current work with my Year 11 GCSE English group. We are undertaking mock exam preparation, but not in the conventional way.
Any teacher worth their salt should always ask ‘why’ and know what impact their teaching has upon the learning of their students. Why then do we continue to revere the sacred cow that is homework? Is it parental pressure, force of habit, the notion that all that extra work must
The inspiration for this blog post came from a running joke in our English faculty, about how bleak our literature offerings were to our young key stage three students. We joked about how we couldn’t select a new Year 9 class text without checking first whether a distraught-filled collection