This is my go-to method for reading comprehension. I get to see what each child picked up on on their own, but they also get the benefit of learning from one another.
I need a word for "you have a go at doing a task independently, then we discuss it as a whole class and you get to make corrections/upgrade it and then I mark it and give feedback."
I need a word for "you have a go at doing a task independently, then we discuss it as a whole class and you get to make corrections/upgrade it and then I mark it and give feedback."
I've started doing some things that I would have got pulled up for as a student teacher.
I have a good rationale for them and the context is different.
Feeling free to do this feels like it's maturity.
@C_Hendrick I remember this being something I struggled with in my GCSE English. We had to write a film review and a restaurant review. Both of those things were huge treats to me that I'd always be determined to enjoy so had no framework for evaluating them.
All of you are arguing about reading for pleasure among children when I'd just like my staff to be able to read.
I was supporting a Year 3 "struggling" reader on a visit back to the UK and was surprised she was more fluent than most of my teachers here.
@RachelOrr Working in disadvantaged areas is hard.
But also that kind of atmosphere doesn't come out of nowhere. Those leaders and teachers also worked hard.
One doesn't cancel out the other.
Safeguarding training: report everything, even if you think it's probably nothing.
Me: *reports something*
School: That wasn't a big enough concern to report. More training needed.
Giving myself some teacher points for explaining to the children how multiplying by ten affects the place values, instead of just telling them to add a 0. Even though that's what the textbook said.
@Chris_McClem I have never come across a special school that doesn't offer a school bus service? One reason I've seen them starting a bit later is to give the bus enough time to pick everyone up.
@RogersHistory I think the issue is that the sanctions are making them feel like they don't belong. If the child feels loved and valued then the sanctions won't change that.
@BarryNSmith79 This is the conclusion I'm coming more and more to.
School leaders spend too long anticipating and responding to outside forces instead of looking internally at what the issues are and how they can be solved.
@JamesHandscombe@RebeccaScambler@RogersHistory I wonder if in time we'll get AI programs to filter through and give the humans a list of complaints from high to low priority. Not that I would trust the AI to do a particularly good job!