Teachers can positively impact pupil performance by encouraging and helping them consider their goals for the year ahead.
It’s a good idea to capitalise on their new term enthusiasm by helping them record these goals so they can continue to reflect on their progress. Setting goals can also help them to focus and banish any anxieties they may have.
The Labour government announced a plan to put critical thinking at the front of the curriculum in England and has established a curriculum and assessment review to create a viable plan for change.
Prioritising critical thinking is a common theme in school curriculums globally, but there are barriers to making a dramatic change to our curriculum, primarily due to restraints such as financial, resourcing and time.
So, what does the government mean by critical thinking, and why is it considered so essential to formalise its inclusion in the English curriculum?
Supply teaching offers a unique and fulfilling career path for educators who crave flexibility and the chance to experience diverse teaching environments. Whether you’re just starting out in your teaching career or are an experienced teacher seeking a change of pace, supply teaching allows you to work in various schools, engage with different student groups, and continuously learn and adapt to new teaching methods.
It’s a career choice that not only broadens your professional horizons but also equips you with invaluable skills that can enhance your overall teaching journey.
Let’s talk about robots! Some research has investigated the potential of robot teachers. Yes, that’s right: Robot teachers.
Now, you are either rolling your eyes or feeling a little anxious, but with the advancement of AI, it’s a topic that we have to take seriously.
Before we get carried away, let’s look at the research in more detail.
Ross Morrison McGill, an influential educator who established the Teacher Toolkit website, has produced some new research into feedback strategies for teachers.
In his new book, he has broken down marking into nine approaches to help educators with formative assessments. He aims to reduce the workload for teachers while delivering worthwhile quality feedback. An in-depth guide to his methods is available here.
Let us take a look at some of the reasons why he has developed these strategies.
Helping students to improve study skills is a vital element of teaching in secondary school. What better way to help students study more effectively than to use the latest research to ascertain which strategies are most effective?
As educators, we always look for strategies that can elevate our teaching and enhance student learning. One powerful technique that has garnered significant attention is retrieval practice. This method involves recalling information from memory, which research shows is more effective for long-term retention than other study methods like rereading or passive review.
But how can teachers best implement this technique in their classrooms, especially given the diverse learning needs of students?
One question frequently dominates the use of AI in education: Could artificial intelligence replace teachers?
So far, it is clear that many schools are embracing the use of AI to enhance learning, but the fears that AI could take over have not been proven.
Chan and Tsi, at the University of Hong Kong, published a paper asking questions about this topic.
In this article, let’s consider some of their main findings.
1:1 Part time Teachers Cambridgeshire
Strategy Education are looking for qualified Primary and Secondary teachers to work part time 1:1 with Primary and Secondary students based in Peterborough, Cambridge, Wisbech St Neots, Huntingdon, March, Ely and Whittlesey area who has been excluded from school or have anxiety and are school refusers.
These roles are rewarding, and the primary activity is to provide an individualised education both academically and socially in the community in either a school setting, at the students home or designated public building such as a Library.
The majority of students on a 1:1 programme have had difficulties in a mainstream setting and may have behaviour or special needs and are likely to be working below their age group.
Candidate skills and experience for the role –
You will hold QTS or QTLS
Be a reflective practitioner.
Some knowledge about a range of interventions and their impact on meeting the needs of SEN students.
Some experience of Autism, SEMH or ADHD would be advantageous but not essential.
The ability to help deliver creative and innovative lessons to engage the most reluctant of learners.
Benefits
Flexible working hours to fit in with your lifestyle.
Work close to home.
Dedicated SEN consultant
On-going contract
Please email your latest CV to Debra at Strategy Education for this part time 1:1 primary role, or for other special needs roles (SEN) in Cambridgeshire area.
Strategy Education is an equal opportunities employer and we are committed to safeguarding and promoting the welfare of children and expect all staff to share this commitment. The post is subject to an enhanced DBS check.
If you are interested, please email your most up to date CV to Debra@strategyeducation.co.uk or call me on 01603 576050 for further information.
The term Memory Palace is undoubtedly intriguing and almost magical, but what exactly is it, and how can it benefit your students?
Picture this: students harness the power of their imagination to transform familiar settings into repositories of knowledge. This technique, derived from the ancient Greek method of loci, allows students to navigate through mental landscapes, anchoring abstract concepts to tangible locations for enhanced recall.
Put simply, a powerful visual image can trigger all sorts of memories that help a student to recall important facts.