Monday I start my teaching placement. I have so many emotions about this I think my brain has crashed. I am a bit of a loss about what to do; the calm before the storm I guess. I know there are a few niggling pieces of uni work but I am distracted by the thought on…
University of Cambridge researchers studied the effects of hiding children’s eyes on their feelings of invisibility, and discovered some very interesting things about how young kids view their “self” versus their “body”, which you should check out.
“… it would seem that children apply the principle of joint attention to the self and assume that for somebody to be perceived, experience must be shared and mutually known to be shared, as it is when two pairs of eyes meet.”
Apparently kids only exist when you make eye contact with them. Remember that when you don’t want them to feel invisible.
As a full-time teacher, I was given this tip. I have to wait for Tom to get off of school every day (I get done at 3:30 and he gets done at 4:40). When I’m done doing hallway duty at 3:30, I get my classroom grades into Schoolmax (I am caught up on grading almost every…
I found this and thought it was really useful. Enjoy!
"Being a teacher is a hectic job, with lesson planning, grading, and actually working with students. Organized teachers find that getting all their work completed on time becomes much easier, eliminating wasted time hunting for handouts and allowing them to focus more time on student learning. Organization takes a little extra time at the beginning, which more than pays for itself in time saved down the road…." Read More Here (including tips and advice)
How to Write a Novel Using the Snowflake Method | ehow
1:Write a summary of your novel in one sentence. Take an hour and write out your one sentence summary. This sentence will be how you hook an editor into buying your novel. Therefore, it should be the best you can think up.
2:Turn your sentence into a 5 sentence paragraph that outlines the beginning, conflicts and the end of your novel. Next, give each of the major characters a one page biography. Put down what motivates each of them and the conflicts they will endure.
3:Go back to the paragraph in step 2. Turn each of the 5 sentences into individual paragraphs. All of the paragraphs should have some excitement and conflict with four of them ending with a disaster and the last paragraph telling how the novel ends. Then, take a day or two and write a page long character synopses for all the main characters. Write a half page synopses for any supporting characters.
4:Take your one page synopsis from step 4. Turn it into a 4 page synopsis. You'll do this by expanding each of the paragraphs into 4 individual pages over a period of one week. Next, take another week and expand the biography you created in step 4 for all of your characters. Now is the time to sort through the story lines to see which are workable and revise anything that needs it.
5:Use a spreadsheet to make a list detailing all of the scenes you'll need from the 4-page synopsis. Create a line for each scene. List the point of view character in one column and a description of the scene in another column. You can also add a chapter number for each scene and list them in a column.
6:Expand each of the lines on the spreadsheet into a multi-paragraph description of the scene. If you find no conflict by the end of a scene, either rewrite it so there is conflict or cut out that scene. After you finish the steps above, take a break and catch your breath. Next, gather the pages you worked out with the snowflake method. Type them into a novel.
It is essential that pupils have the opportunity to interact and engage with texts and move beyond literal comprehension. They need to consider questions that require them to deduce, infer, justify and evaluate.
Literal questions: repeating directly, or in own words what the text…
1. Don’t have a full time job. If you are to teach a perfect lesson, then the first thing you must ensure is that you are not a full time teacher. Full time teachers haven’t got the time to teach perfect lessons. It’s only gurus who can do this because gurus don’t have pigeonholes to check.
This is by far one of my favorite posts of the year, and the best I’ve seen on feedback in a long time. It’s worth the time it takes to read and re-read (and you should re-read it).
I stole my scaffold for peer and self-assessment from Geoff Petty. I think he’s great because he shares so many wonderful resources for free online. Petty argues that too much of the feedback we give students is BACKWARD looking and often this feedback is quantitative (numerical e.g. 7/10; 70%), but even qualitative feedback (words e.g. ‘You didn’t begin your sentences with a capital letter.’) more often than not looks backwards at what WAS done or, typically, WASN’T done. Petty advocates for a method of feedback that is both backwards and forwards looking, and to do that he uses the ‘goals, medals, missions‘ protocol. It’s really neat because the language is accessible to all age groups and is non-threatening. Essentially the ‘goals’ are the criteria for the product (be it a short film, an essay or a presentation) and the ‘medals’ are what has been achieved (this is the backward looking stuff) and always takes the form of positive statements, e.g. ‘Your introduction is strong.’ The ‘missions’ are the important part of the protocol – this is ‘feed-forward’ as it is looking at what the student needs to work on to improve the product.
…when you realize next year is going to beso. much. easier.
Having autonomy in my classroom is awesome (I know what books I have to teach, but can choose how I teach them/how much time I spend on them), but it is also exhausting—we’re talking two to three hours prep every night, and I am…
Nothing amazing to report, except that tonight we stayed for a 2.5 hour INSET on Safeguarding children. The Children’s Act sets out a range of parameters that are relevant to schools and it was interesting to hear and discuss the impact we make as teachers.
The Children Act 1989 is designed to help keep children safe and well. If necessary, it helps a child to live with their family by providing services appropriate to the child’s needs.
Local councils have a duty to provide services to ‘children in need’ if these services will help keep a child safe and well.
A ‘child in need’ may be:
disabled (for a definition of disability see the Children Act 1989 link)
unlikely to have, or to have the opportunity to have, a reasonable standard of health or development without services from a local authority; or
unlikely to progress in terms of health or development; or
unlikely to progress in terms of health or development, without services from a local authority
Local councils must identify the extent of need in their area and make decisions about levels of service they provide.
There are also the child protection issues within this, which encourages the identification and reporting of suspected abuse.
It all certainly made me think about ‘little Johnny’ who misses a lot of lessons and doesn’t say boo-to-a-goose when he’s in…