teacherhead

This is a selection of things that I find myself discussing with teachers regularly. We all crave simplicity, but actually, when teaching is great, there’s a lot going on. It’s unavoidable- but we can still try to break it down. As with any generic post it might appear to ignore subject-specific curriculum matters but importantly, … Continue reading →

Based on my experience working with hundreds of teachers in numerous contexts, I’d suggest that one of the strategies with the biggest impact on the overall effectiveness of lessons is the routine use of cold-call questioning. More and more I find that, rather than merely promoting it, I am strongly advocating it, basically saying: every … Continue reading →

As our thinking about what works in education develops, the concept of formal lesson observation conducted by school leaders (and visiting consultants and inspectors) seems to me to be increasingly flawed – even preposterous. And yet, it is deeply embedded in our systems and culture that in doing their duty in relation to securing high … Continue reading →

In response to demand for my workshops and masterclasses on Rosenshine’s Principles of Instruction, I’ve recorded a screen capture of me talking through the slides I use for my one-day events. The slides are available here I have posted the links on youtube in a playlist that can be found here: There is 2 1/2 … Continue reading →

A couple of weeks into term and, so far, I’ve had the privilege of observing 40 or more lessons.  I’ve seen lots of excellent lessons – it’s such a joy to be around when a teacher is doing great things; where you think how lucky these students are to be here in this room with … Continue reading →

Sometimes switching to using different teaching strategies can feel like a fairly major upheaval for some people.  That is especially true if they require new resources to be produced.  However, very often, I think that a teacher could make a big impact in their practice by making quite  small changes to the routine way they … Continue reading →

I see a lot of lessons – hundreds of them in multiple contexts – and I’m going to suggest that there is one very common challenge that teachers face that is often not addressed well enough, even by experienced teachers.  In my view, it’s the single biggest reason for lessons being ineffective or certainly less … Continue reading →

I’ve written a lot about curriculum in the last year or so… so here’s a one-stop-shop to access them all in place: Clarification about the idea of ‘knowledge rich’ and the wider context. Curriculum Review process: Details of Curriculum Review Challenges These two posts contain a lot of details that schools wrestle with – with … Continue reading →

Image credit: Melbourne Child Psychology  As each new term approaches, it’s worth reflecting on the powerful Bill Rogers concept that, as teachers, ‘you establish what you establish’.  This means: If we establish that we expect high standards and reinforce them continually with tight routines in lessons characterised by rigour, depth,  drive and a clear sense … Continue reading →

Towards the end of last academic year, I wrote a post outlining what might be in a typical school’s development plan:  Here’s your school development plan – no, really, don’t thank me.  All of those ideas are still relevant for next year.  But what about at a departmental level or a year level in primary? Here … Continue reading →

The slide below is one that I often use in my CPD presentations.  The percentages are revealed after some reflection time.  I’m keen to stress that, as a physics teacher, this is how I see my time is divided.  I am not recommending this particular split; I am reporting my experience of it.  Other teachers … Continue reading →

I love the idea of ‘evidence-informed wisdom’. I honestly can’t remember where I first encountered this but, essentially, it’s the idea that, as teachers we are faced with making hundreds of decisions a day – largely about how to question, how to motivate and how to adjust explanations, feedback,  and the pace and depth of … Continue reading →

NOTE To Teach First #TDC2019 Delegates: Slides available here: Teach First Marking If teachers are going to have a significant impact with the feedback they give, it needs to lead to improved outcomes for students. I am increasingly convinced that feedback needs to be constituted  less in terms of a review of what has gone … Continue reading →

Last week I was asked to lead a workshop on leadership for some middle and senior leaders.  Here are some of the ideas I shared.   Believe me, I’m not preaching from on high.  I’ve had some successes but there isn’t a day that goes by when I don’t run through some kind of imagined … Continue reading →

It’s a well-established idea that, to develop expertise in a particular skill or technique, you need to practise. The more you practise, the better you get.  As outlined by the excellent people at Deans for Impact in their Practice with Purpose document, it helps to identify a specific element of your teaching to practise on and … Continue reading →

Over the years and in recent months I’ve seen lots of different, fascinating schools with great Headteachers; it’s so interesting to see how things are done in different places and the relative importance certain issues are given.  Currently nearly everyone is talking about budget constraints, the challenge of implementing curriculum changes at every Key Stage … Continue reading →

1. Doing the things you love while you’re at work It has always struck me as remarkable and fortuitous that I am paid to do a job where I get to have so much fun. In my lessons, I have the chance to explore my favourite subject – Physics. Today I was talking about space, … Continue reading →