Daniel Goleman’s seminal work on emotional intelligence has been on my reading list for a while; this post will review what I learned from it and my particularly thoughts about what he has to say about education. His core thesis begins with the claim that the conceptual understanding of intelligence in the 20th century has… Continue reading Book Review: Emotional Intelligence by Daniel Goleman
“I think there should be a rule that everyone gets a standing ovation at least once in their lives…”
Today, I was observed by teachers in the first year of their training. The lesson they observed was a ‘research’ based lesson on the planets as part of our Space topic. I ambitiously planned for this to be a two step process: my pupils were to come up with their own questions about their planet… Continue reading 3 ways to make sense of ‘teaching mistakes’.
2017 has been a year of real challenge and struggle for me, for reasons I won’t put down here. However, it has led my wife and I to consider what sort of things we want to achieve in 2018. We agreed to reconvene on New Years Day to discuss three things we want from this… Continue reading Why I am a reader.
This post is about a frustrating aspect of my teaching practice from this term, which was first brought on by a few educational doubts that I talk about here. I draw on Christodoulou (2017) and Wiliam and Black’s (1996) work. In subsequent posts, I will draw on others to show the solutions I have tried… Continue reading Handle with Care! Untangling problems with classroom assessment.
I have had some educational doubts lately. They all started on my way home from school listening to a podcast episode of ‘The Educators’. In the episode, it interviewed Salman Kahn, the creator of the highly successful, not-for-profit organisation: ‘The Khan Academy’. To give you any sort of understanding of my angst, I ought to… Continue reading Educational doubts and ways forward for classroom learning: lessons from the Khan Academy
My last two posts (found here and here) have been a bit too theoretical. Here's for something a bit more practical... Stretching over three decades, research conducted by Wubbels (2013) suggests that teachers who combine maintaining high expectations for learning with ‘friendly’ characteristics (such as the ones mentioned previously), achieved some of the greatest learning… Continue reading Classroom Relationships and The Power of Warm/Strict
In my previous post, I discussed whether teacher student relationships matter and how much effect they have on learning outcomes. What was evident from some of the research out there is that it is essential for productive student engagement, which leads to high motivation in pupils to learn. In a nutshell, it is a fundamental component… Continue reading What makes a great student teacher relationship?
From tes.com If my school was defined by it’s socio-economic context, it would be destined for poor results, dreadful behaviour and high staff turnover. On the contrary, it is none of these things. The children are polite, kind and they enjoy school (of course there are always a few exceptions). Many members of staff have… Continue reading How important are great teacher pupil relationships?
This post follows on from two previous posts, found here and here about teaching metaphors. This is by no means a new metaphor but I think this character allows a great perspective on our role as primary teachers. Writing about where the story of ‘Goodnight Mister Tom’ came from, Michelle Magorian described how she started… Continue reading Mister Tom the Master Teacher