In this video, Vijita Patel, Principal of Swiss Cottage School, discusses how to support pupils with additional needs during school closures, as well as supporting the wider group of pupils. Vijita discusses the impacts of Covid-19, including: the loss of school structures, routines and daily interactions grief, including potential bereavements within families, as well as […]
Wellbeing, in a nutshell, is the point of balance between the pressures and stresses of life and a person’s capacity to deal with them (Dodge et al, 2012). It comprises of three strands: physical, psychological and social. These interwoven strands can’t be neatly separated out and neither can they be broken into handy categories, making […]
What’s the idea? Whilst face-to-face teaching has not been possible, schools have taken many different approaches to providing remote learning for pupils – from synchronous or asynchronous lessons, to project-based approaches. One particular approach is the use of independent study projects – typically making use of the internet for research. This kind of project usually […]
Teacher Aisha Thomas, in her recent TED talk, spoke of how ‘every day BAME children are educated without seeing themselves in the curriculum or their environment. They hear about the greatness of others, all that they have conquered and contributed. Then they look at their own skin and think, what have my people achieved?’ (2020) […]
This case study was written by Matt Shurlock, a primary school teacher. As you read this case study, reflect on how the teacher has developed their pupils’ oracy. Take some time to think about what the teacher does, how they do it, what they might do differently and how this might influence your own practice. […]
As my stomach turns at the loss of yet another life due to skin colour, I can’t help but feel the injustice seep beyond the media headlines and flow straight into the classroom. Coronavirus aside, our pupils will be making their way back to our classrooms: the rooms we deem safe, inclusive and a home […]
Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to support our pupils’ progress, we need to think carefully about the way that we construct and use questions in the classroom. In this clip, we see a teacher maintain high […]
Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to support our pupils’ progress, we need to think carefully about the way that we construct and use questions in the classroom. In this clip, we see a teacher maintain high […]
About the speakers Doug Lemov is the author of the international bestseller Teach Like a Champion, and Teach Like a Champion 2.0. He is the co-author with TLAC team colleagues of Practice Perfect, Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction, and Teach Like a Champion Field Guide 2.0. In addition to his work […]
United Learning teachers and English Advisors (Karen Tulloch and Jen Reynolds) have been developing writing sequences to support teachers. These writing sequences are written in Microsoft Sway. All teachers in United Learning have been trained brilliantly to use Sway at break-neck speed by the wonderful IT team. Using Sway ensures that our home learning is […]
TeachTogether is a free service from the Chartered College of Teaching and The Behavioural Insights Team, which sends one text a week to support teachers’ wellbeing. You can find out more and sign up here. In one week’s message, we asked teachers to tell us a resource they’ve found helpful to support remote learning – […]
Kuo M, Browning MH and Penner ML (2018) Do lessons in nature boost subsequent classroom engagement? Refueling students in flight. Frontiers in Psychology 8 (2253) DOI: 10.3389/fpsyg.2017.02253 Introduction This research paper investigates what happens to pupil focus and behaviour in the classroom following an outdoor lesson in nature. I chose it because there is an […]
Introduction In these top tips, Cornelia Lucey, psychologist and leadership consultant presents some possible approaches to building resilience for teachers and educationalists and shares ways they can be applied to build resilience. It is important to note that these are only some tips to help you cope with everyday challenges at work and beyond. It […]
Cognitive science is the study of the human mind. It is difficult to study and teach, and because it doesn’t have fixed laws like Newton’s Laws of Motion, is open to interpretation. But there are principles that can be utilised to design more rewarding educational experiences for young people in schools (Bermúdez, 2010). To utilise […]
Behaviour is crucial to the success of both you and your pupils. When your classes are civil and keen, content is covered and everyone’s opportunities are multiplied. However, learning can dissolve in the presence of even a few stubborn individuals determined to set their shoulders against your ambitions. But teachers can reset and reboot their […]
At the time of writing this, most British school children have missed six weeks of valuable school time. (Some have missed more if their family had to start self-isolation before the official lockdown). This is a surely a particularly good time to think about making the best use of our teaching time when we get […]
Identify opportunities and advice for you to best showcase yourself in an online interview Understand how to demonstrate your competence as a teacher without teaching in front of a class To share potential sources for interview prep and how to impress headteachers and ‘land’ the role for you For teachers at the early stage of […]
As expert learners, the stages that we take in solving a problem or performing a skill are not always thought consciously. To support pupils, we need to make these stages explicit and demonstrate how expert learners engage in an ongoing cycle of planning, monitoring and evaluating. Barak Rosenshine (2010) suggests that pupils ‘need cognitive support […]
As expert learners, the stages that we take in solving a problem or performing a skill are not always thought consciously. To support pupils, we need to make these stages explicit and demonstrate how expert learners engage in an ongoing cycle of planning, monitoring and evaluating. Barak Rosenshine (2010) suggests that pupils ‘need cognitive support […]
Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to support our pupils’ progress, we need to think carefully about the way that we construct and use questions in the classroom. Cotton’s (1988) research illuminates some helpful evidence about effective […]
