In recent years, an increasing number of teachers and schools have started to adopt research and evidence-based practices.
One notable example is cognitive load theory, which has been described by Dylan William as “the single most important thing for teachers to know.”
But what do we mean by cognitive load theory? And how can it impact the classroom? Here’s what you need to know.
It is fair to say that throughout life, people are measured and judged against certain benchmarks, which don’t always paint true-to-life pictures of character or capability.
The exact same thing can be said for our current examination system, which ignores the individuality of each student – it’s simply the strongest and fittest who survive.
So, does that mean to say we are failing our pupils with school examinations?
Every week, Ofsted carries out hundreds of inspections and regulatory visits of services providing education and skills for learners of all ages.
For many years, it has used statistical models to ensure proportionate inspection of maintained schools and academies as well as independent educational institutions and programmes.
But in March 2018, Ofsted released a publication outlining the risk assessment process for good and outstanding maintained schools and academies, which involved individual assessment of published data alongside a more in-depth ‘desk-based’ review of a wider range of available information.
In order to control spending and keep costs down, education policymakers often decide to increase class sizes. But what impact does this have on the academic ability and achievements of children?
A 110-page report by Campbell Collaboration attempts to lift the lid on class sizes and their effect on student learnings in both primary and secondary schools.
Getting to know your students is never easy, especially in the first term of a new school year. But now that you’ve spent some quality time with your class and the distraction of the Christmas holidays has disappeared, this is the perfect opportunity to gain a better understanding of your students both as learners and people.
By doing so, you’ll be able to build strong relationships and a favourable rapport with your class, which in turn can help you become a master of behaviour management. Throughout the rest of your career in education, you’ll soon realise that this is an invaluable and indispensable skill.
Now that the festive season has passed, a hot topic over the internet and social media is that of the school Christmas nativity. Is the tradition still relevant, and who really benefits from maintaining it?
The nativity play remains a long-standing tradition in several schools up and down the country. For many, it’s something to look forward to with great anticipation and excitement. But for others, it is yet another major school project that has the potential to take up a lot of precious time.
On a day-to-day basis, most teachers will witness children misbehaving or being somewhat cruel to each other. But thankfully, there’s an innate kindness in everyone, which simply needs a little bit of classroom cultivation.
Famed naturalist and geologist Charles Darwin believed that kindness was one of the strongest instincts in humans stating, “those communities which included the greatest number of the most sympathetic members would flourish best and rear the greatest number of offspring.”
According to the National Literacy Trust, 3 in 5 children in the UK enjoy reading, which is an all-time-high. This will come as good news for teachers, as the longer children maintain an enjoyment of reading, the greater the benefits are in the classroom.
In fact, 10-year-olds who enjoy reading have a reading age 1.3 years higher than their peers who do not enjoy reading, which rises to 2.1 years for 12-year-olds and 3.3 years for 14-year-olds.
According to a report by Public Health England, there is a clear link between health, wellbeing, and educational attainment. Happier children work better, have less time off school, achieve higher grades, and are generally more successful.
Therefore, it is in every teacher’s best interests to create a happy classroom. Student happiness doesn’t detract from ‘serious’ learning either, as evidence shows that those with a greater sense of wellbeing also do better academically and are better behaved.
Most teachers probably feel like they’ve got a million and one different relationships to manage at the same time. But even if you get on well with your colleagues and have established a strong bond with pupils, that doesn’t mean to say relationships between you and parents will be just as rosy.
The secret to building good relationships with parents and guardians is actually quite simple – communication. By reaching out to parents and guardians early on in the school year, they will feel much more comfortable and confident that their children are in good hands.
