Teacher appraisal and the fundamental attribution error
As favour and riches forsake a man, we discover in him the foolishness they concealed, and which no one perceived before. Jean de La Bruyère You know that lad in Year 9 who gives you constant grief? He's a manipulative little git and he hates you. And that lovely, hardworking girl in Year 11? She's such a warm, kindhearted soul - what a privilege it is to teach her. As [...]
Why do we overestimate the importance of differences?
"For a difference to be a difference, it must make a difference." William James We're all different. Obviously. Just like snowflakes, human beings are all special, unique and entirely individual. But like snowflakes, maybe those differences aren't as important as we might sometimes like to think. When it snows the difference between individual flakes is irrelevant. For all we have our very own permutations of DNA, the fact our physiognomies are broadly similar [...]
Turning the tanker: lesson grading
I spent a good part of the past year or so railing against the injustices of lesson grading: My impatience with some Ofsted inspectors 24th July 2014 Ofsted: The end of the (lesson grading) affair 4th June 2014 Should Ofsted judge ‘quality of teaching’? 26th May 2014 A horror story: Does Ofsted get it wrong again? 23rd May 2014 Ofsted inspectors continue to do whatever they like 21st May 2014 Watching the watchmen: Is Ofsted [...]
Some thoughts on truth
Every truth has two sides. It is well to look at both before we commit ourselves to either side. Aesop This weekend I took part in a panel discussion on the meaning of literacy at the Battle of Ideas. Before I was about to go on, grammarian Nevile Gwynne asked me about the stance I was planning to take; I said he’d probably find me ‘quite traditional’. He then took [...]
Negative framing and No Pens Days
The framing effect is an example of cognitive bias, in which our reactions to a choice depend on whether it is presented as a loss or a gain. Our tendency is to avoid risks when they're framed negatively and embrace risks when they are framed positively. For instance, we’re happy to pay home insurance on the off chance that our house is burnt to the ground, but we’d likely be [...]
The surplus model of school improvement
As teachers we are sometimes guilty of assuming that all would be well if only children behaved better and worked harder. This is basically sound; everything would be better if kids did what was in their best interests. So why don't they? Well, in some schools they do. In some schools there are strong social norms which ensure that misbehaviour and laziness are the exception. This isn't because only children from [...]
Can you be too independent?
If the man doesn’t believe as we do, we say he is a crank, and that settles it. I mean, it does nowadays, because now we can’t burn him. Mark Twain Today I discovered I had been 'let go' by Independent Thinking Ltd. Of course accidents happen, but I hadn't received this email so it came as something of a shock. This post is in no way intended to be sour; [...]
Where do I want my daughters to go to school?
My eldest daughter is in Year 6 and applications for secondary school applications need to be in by the end of October. To my shame, I've taken the route my middle-class parents take; we're moving into the catchment of the school of our choice. But why have we chosen it? Well, the results are very good; the view of parents is overwhelmingly positive; it offers about the right blend of academic [...]
Forget about assessing learning after lessons
Today I not only have my first ever article published by the TES, it's made the front page! Those of you familiar with my output will recognise the arguments and be familiar with the thinking that's led to these conclusions. But for anyone new to the blog, a little background wouldn't go amiss. The first and perhaps most important brick in the teetering edifice I've been constructing over the past couple [...]
What I learned in my visit to King Solomon Academy Part 2 – The Lemov lecture
When I reported my observations about King Solomon Academy, a number of commentators pointed out the similarities to some of the Charter Schools in the US. Any similarity is the Charter model, particularly the KIPP schools (Knowledge is Power Programme) share many of the same aims, values and structures as KSA. Although I've never visited one of these schools I was aware of the influence they've had on a number [...]
What I learned in my visit to King Solomon Academy Part 1
Yesterday I wangled a visit to the latest ministerial touchstone for excellence in English education, King Solomon Academy just off the Edgware Road in Westminster. The Ark sponsored academy has the dubious privilege of being situated in the most deprived, socially disadvantaged ward in London. 12% are on the SEN register; 51% are in receipt of free school meals and 65% speak English as a second language. They can hardly be accused as cherry [...]
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