There will be very few teachers who have not heard of ChatGPT. This new release of artificial intelligence (AI) uses text-based language to generate human-type responses.
The main issue for school leaders and teachers is that using ChatGPT in schools raises some ethical questions.
In this article, we will examine some of the primary concerns and advantages of using ChatGPT in schools.
Understanding how their students’ memories work is a fascinating learning area for many teachers. Improving your knowledge of how memory works is always beneficial as it will positively impact teaching strategies.
Getting to the bottom of cognitive science can be difficult, but here are some publications that are enjoyable to read and informative.
The connection between neuroscience and education is undeniable, yet there has been very little progress towards applying neuroscience directly in the classroom.
The main barrier to incorporating neuroscience is that there has been very little development in applying it to pedagogy and classroom support.
Many experts now think that neuroeducation should focus on helping teachers to learn more about brain development and functions.
Your ability to manage challenging behaviour in the classroom is one of the keys to success.
It’s important to remember that those pupils who present the most challenge are usually the ones who are crying out for support.
Here are some ideas that will help teachers looking for guidance when faced with challenging behaviour.
Teachers are usually reflective on their practice and one subject that comes up time and time again is whether a traditional or progressive approach leads to better outcomes for pupils.
Back in 2018, TES was already reporting a teacher recruitment crisis in England.
The truth is that now, in 2022, teaching has a real recruitment and retention problem in education across the country.
In this blog, we will look at recent research investigating the causes and suggested solutions to the recruitment crisis in teaching.
It can be challenging for teachers to find information about working memory, yet it is often an area that students struggle with.
For teachers who want to carry out working memory interventions, a piece of research by Westby published in 2020 shines a light on some valuable principles.
This post will highlight some of the ideas that Westby has researched to help teachers understand how they can support working memory better.
Social and emotional learning (SEL) is a vital area of education that is often neglected. Yet, when tackled positively, it can have an enormous impact on children.
Resilience is a term used more and more as the challenges and obstacles our young people face grow. It involves being able to adapt when encountering difficulties, make adjustments and take a flexible approach.
While many teachers will insist that the transition from Year 6 to Year 7 is the big one, it is often at the other end of the school where problems occur.
The EYFS curriculum offers far more freedom than in year one, and the jump can be stressful for children and their parents. It is not uncommon for year one teachers to struggle with settling children into a year one routine.
So what can schools do about the issue of transition?
This article will explore ideas to transform the transition from reception into year one into something more positive.
Schools working in partnership with parents is nothing new. It was a major focus of the Early Years framework from around 2012, when it was identified as a key factor in improving children’s learning and development.
As children get older, parents often take a step back from engaging with schools. Home based learning during COVID lockdowns certainly alerted many parents to the difficulties in supporting their children’s education.
While schools often focus on parental involvement, it can be challenging for parents to identify how they can support their children effectively with their education. They may fear that their lack of knowledge hinders them or worry they don’t have the time to make a difference.