Coaching Teachers- Promoting Changes That Stick- Week 5 | hannahruthtyreman

This was to be the final week of my Coursera course from Match Education. I knew when I began this learning that coaching was an area of my practice I felt that it was vital for me to develop. I don’t think I could have chosen a better way for me to begin this journey and having applied some of the approaches to my practice already- I am beginning to see how transformative these things might be for me, fellow leaders, coaches and our colleagues- and therefore how transformative for our students too.

Read week 1 here (an introduction to the coaching equation)

Read week 2 here (fixed…

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Coaching Teachers- Promoting Changes that Stick- Week 4 | hannahruthtyreman

This week would be concerned with the all important quality of feedback. Yes- there’s a lot to it and it’s more than a sit down and a chat over a cup of coffee if we truly want to unlock the door to practice that sticks.

A reminder of the equation- Teacher change as generated by coaching = clarity of instructional vision of the coach X quality of feedback delivered by the coach X (1- fixed mindset tax)

Read week 1 here (an introduction to the coaching equation)

Read week 2 here (fixed mindset tax)

Read week 3 here (clarity of instructional vision)

An opening video involved Mr Good…

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Qualifexaminations | Sam Shepherd

A couple of weeks ago one of my Level 1 students explained to me that “I don’t really mind about qualifications, I just want to learn some more English.” Now, I know you may be thinking you’re reading something written on GeoCities back in 2004, but I promise you, this was a genuine statement: the first time I’ve heard that sentiment openly expressed in literally years. Because dress it up how you want with talk of progression and achievement (themselves usually euphemisms for “getting a qualification”) or whatever, but qualifications have become more and more important in ESOL since the…

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Ask Uncle Colin: Trouble in Sector ABC | Colin

Dear Uncle Colin,

I got stuck on this sector question, which asks for the radius of circle $P$, which touches sector $ABC$ as shown. I’m given that $ABC$ is a sector of a circle with centre $A$ with radius 12cm, and that angle $BAC$ is $\frac{\pi}{3}$. My answer was 3.8cm, but apparently it should be 4cm.

– Someone Explain Circles To Otherwise Reasonable Student

Hi, SECTORS, and thanks for your message!

The answer is indeed 4cm, and here’s how you can work it out.

I started by drawing radii from the tangent points on AB and AC to the centre of the circle, and the line of…

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Planning a Scheme of Work from scratch | Mike Tyler

In September we begin teaching the new (from 2016) specification for Level 3 BTEC Sport. Here’s my attempt to break the process down into stages. I think of myself as a fair-to-middling sort of teacher: there are many things I’m yet to grasp or put into practice. As a result, I’m posting this in the hope that I might have some further advice thrown my way, as well as possibly introduce others to some of the ideas that have underpinned this planning.

Anyway, here’s the short version of what I did…
Identified the curriculum contentBuilt up a mental picture of the domainDivided the domain…

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Creating the conditions for CPD to flourish | joannemilesconsulting

In schools and colleges there are many real and complex challenges in offering CPD opportunities that both motivate staff to get involved and meet their varied needs and preferences. In my freelance consultancy and training role, here are some of the attitudes I have heard which highlight the challenges involved:

CPD is not for me; it’s generic and part of a management tick box exercise to cover the hot topics of the moment!

I meet many teachers who feel disengaged from the current CPD offer in their workplace and cynical about the compliance with sector agendas that they feel are more…

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Attack of the Mathematical Zombies: Calc vs non-calc | Colin

Another horde of zombies lumbered into view.

“What are they saying?” asked the first, readying the shotgun as he’d done a hundred times before.

“Something about the calculator exam,” said the second. “It’s hard to make out.” He pulled some spare shells from his bag.

“Calculator papers are easier!” groaned the distant horde. “Calculator…”

The first sighed. Bang bang.

“How on earth do you get through eleven years of schooling and believe that?” muttered the second.

“Beats me.” Bang bang.

“It’s as if they think the point of maths is following recipes to get a number.”


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