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Tom Sherrington
Tight-Loose and the Folly of Prescriptive Lesson Structures.
Jeez. There are some serious control freaks out there! And this is a problem. A big one. I’ve seen a lot of discussion about this and it’s actually heartening to see so many united against the forces of control-freakery – but it’s still so utterly depressing to hear of teachers forced to comply with robotic … Continue reading
Blog 600. On Being Grateful.
I started this blog back in May 2012 messing about with a picture of me standing in my kitchen. I didn’t know what I was doing or where it would lead. Amazingly, seven and a bit years on, this is my 600th public published blog post. The stats show that I’m close to hitting the … Continue reading
Two Years of The Learning Rainforest
Trees are poems that earth writes upon the sky Khalil Gibran It’s exactly two years ago today that The Learning Rainforest was published by John Catt Ltd. In that time, over 16,000 copies of the book have been sold worldwide and I’ve had some wonderful feedback from teachers everywhere alongside positive responses from some … Continue reading
The Learning Rainforest FIELDBOOK!!
October 18th marks the publication date for The Learning Rainforest Fieldbook. It’s so exciting to reach the date when something you’ve been working on for a long time finally comes to fruition – I just can’t wait for people to read it. Fieldbook comes out almost exactly two years after The Learning Rainforest was published … Continue reading
The #1 problem/weakness in teaching and how to address it.
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
Rosenshine’s Principles: 10 FAQs.
Having published the little red and black booklet, Rosenshine’s Principles in Action, I now get asked to talk about it a lot. I also get asked a lot of the same questions. Here’s a sample of 10 FAQs. 1. Do the principles all apply to every lesson? No. It’s really important not to think of … Continue reading
Signposting the hinterland: practical ways to enrich your core curriculum.
Working with several schools on curriculum development over the last couple of years, a regular challenge has been to resolve the tensions that arise from having finite time and the inherent need to make a selection of material to teach from all the possibilities that swirl around. What to cover? What to leave out? How … Continue reading
#CPD: Meeting half-way. Changing minds, shifting the inertia, overcoming the resistance.
In my work as a travelling teacher trainer, in amongst the enthusiasts with welcoming smiles, I meet plenty of teachers who are being compelled to sit and listen to me. It’s not as if they are being held forcefully against their will but you can be sure, given a completely free choice, they’d be … Continue reading
Relationships at school. Teacher-student.
This post is Part 2 from two, based on a talk I gave to the Kings’ Schools in Dubai in August. Part One was about adult relationships: Relationships at School: The Adults. This one is about teacher-student or, more generally, adult-child relationships. Here are some of the areas that we discussed in the session: 1.We are … Continue reading
If we talk intelligently about boundary conditions, Twitter could be better still.
It seems to me that a lot of energy in the edusphere is dissipated dealing with issues that emerge through the inherent limitations of online media. Twitter and blogs are brilliant; they have transformed the nature of our professional landscape, democratising access to key thinkers, research papers and policy makers and massively magnified our level … Continue reading
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