“All our life, so far as it has definite form, is but a mass of habits,” William James Over the summer I read the excellent book, ‘The Power of Habit‘, by Charles Duhigg – It is a great popular science read, with an interesting array of anecdotes balanced with some interesting
Nearly a decade ago I began teaching English (not very well if I remember). I was a startled rabbit of the most baffled kind. Each morning I would quietly take ‘Rescue Remedy’ in the gents toilets to help conquer my raging nerves, before embarking upon the war of attrition that
This year our English and Media faculty are undertaking a coaching programme as part of our constant quest to keep getting better. We were lucky enough to have our ugly, ramshackle classrooms redecorated over the Summer – a process we undertook to consciously create a clearer, more spartan space – decluttered and
“Learn from yesterday, live for today, hope for tomorrow. The important thing is to not stop questioning.” – Albert Einstein Questioning is the very cornerstone of philosophy and education, ever since Socrates ( in our Western tradition) decided to annoy pretty much everyone by critiquing and harrying people with questions – it has
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