@BioRachProject A reminder: poor student behaviour is not your fault, even if there is stuff you can do to prevent it that you didn't do. Put it like this: if I drive to Birmingham up the motorway, odds are good I might break the speed limit. Bear with me. 1/
@BioRachProject I slow down when I see a traffic camera or a sign for one. So logically, if there was a camera all the way up the motorway, I would never speed. So the police could stop me speeding by putting up cameras along the entire route. 2/
@BioRachProject But they didn't. So I ended up speeding in bits where there was no camera. Now if I get caught, can I say "well hang on, you could have put a camera up, then I wouldn't have sped, so really it's your fault"? Obviously not. It's still my fault. Still on me. 3/
@BioRachProject Behaviour is stupid levels of exhausting. It brings feelings of emotional anxiety, mental strain and a crushing sense of guilt. But:
It's. Not. Your. Fault.
4/
@BioRachProject It's a sad fact that in 95% of English schools teachers struggle with poor behaviour. I struggle with poor behaviour. Everyone either does, or has done in the past.
It's. Not. Your. Fault.
5/
@BioRachProject That's the end of the thread. For concrete strategies, these should help and get you part of the way. And remember,
Ok here's the NERDY THREAD on interleaving and blocking!
When I was doing research for the @cogscisci FREE module on "how to write practice for your students" I uncovered some really cool findings, but also some mysterious ones. Read on for nerfery! 1/
So first, we know that "overlearning" leads to positive learning gains. This is where you just do a monster amount (a shed load?) of practice on a specific skill. 2/
We also know that "interleaving", which is where you mix different skills (or knowledge areas) together, you also get positive learning gains. 3/
Today a colleague called in with a temperature - she had two triple lessons, first lot with Y8 and second lot Y7. We decided to bunch the classes together and teach 60 kids in the hall. I'm fairly confident this will happen again, so here is a short thread with things we learned:
1. This does not work if you don't have a strong curriculum (obviously). All our classes learn the same content in the same order so it was pretty easy to just jump straight in seamlessly
2. You must have miniwhiteboards at every seat. Students were distanced on exam desks, which means that the furthest students were far away from me and I didn't circulate. Only way to ensure they were thinking during questioning was to do the whole lot on MWBs
I have not had time to blog in weeks, so it's nice to know old stuff is still helpful and relevant. I particularly like this blog, because it has *absolutely no original ideas* in it at all. Why is that important? 👇 1/
The principle idea in the blog is taken straight from Koretz, and is completely uncontroversial in assessment circles. I can't remember who first directed me to it, but @DSGhataura has helped me a lot in changing my thinking on assessment. 2/
I very rarely give any ideas that are actually original. All I do is take cool concepts which normally only exist in the abstract or in generalities and try to make them specific and concrete - readily applicable to any classroom. 3/
Finally got around to processing our pictures from Gower. Here are a few of my favourites. Old knackered camera really showing its age...
Rhossili at sunset and one of the waterfalls from the four waterfalls trail (don't have pics of the others, was shlepping a massive bag + baby in sling + a zillion degrees heat)
Periodically, someone is appointed to a role with some kind of authority, be it in the DfE, Ofsted, a panel, whatever. Every time this happens, EduTwitter goes berserk. 1/
When, for example, the Ofsted review panels on curriculum was announced, I was informed that I was not appropriate for the job. People who have never met me, interacted with me, seen my CV, were telling me I was the wrong fit. 2/
The same happened yesterday with the Teach First fellow. People who had never heard of him, never heard of the role, not seen the job description, not seen the CV, not been at interview...all 100% sure he was the wrong person. 3/
1 I DARE you to watch my videos and tell me they are poor quality.go for it. Yes, they feature a talking head. Because I talk from my head. Like other humans.
2 differentiation...what type? I'd like to see anyone "differentiate" a *remote* video for *students you don't know* better. Good luck chief. In fact check out my video here for an example of how we tried to get around that