The problem with marking and how to solve it

2022-01-31T20:03:24+00:00January 31st, 2022|workload|

Every teacher - particularly English teachers - has huge existential guilt about marking. When I worked full time as a teacher marking was the first thing to go when the stress inevitably piled up. And if we excoriate ourselves sufficiently to make sure mock exams and termly assessments receive sufficient attention, who's got time to keep up with all those Key Stage 3 books?, There are only so many hours in the day and the only way to survive the brutal realities of teaching is to make correspondingly brutal choices. Pretty everything teachers do has value, but it's unavoidably true that [...]

Modelling and observation: a low threat model for teacher development

2020-08-03T12:09:59+01:00October 7th, 2018|training|

For some years now I've been of the opinion that while lesson observations can be useful learning opportunities the person doing the observation learns far more than the person being observed. This is a bit of a problem as, in the main, the people who observe the most teach the least. This means many schools end up with a class of teachers who know an incredible amount about teaching but don't do all that much of it. Consequently, I usually advise school leaders to use some of their non-contact time to free up colleagues to be able to observe more. As [...]

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