Dan Miller 🇶🇦

HOY | AHT | Head of PE ☀️🇶🇦

[Dan Miller 🇶🇦 @MrD_Miller]

@sebel44 @_MissieBee Sure you’re then told to use the more able students as a support or aid for the less able, pair them up. Children are there to learn, not to teach other children less able than them.

[Dan Miller 🇶🇦 @MrD_Miller]

@PedroTytgat I find it astonishing we’ve had to spend money and time establishing such an obvious pattern

[Dan Miller 🇶🇦 @MrD_Miller]

@_MissieBee But grouped in core subject areas as you go into Ks2? Similar approach but by table in Ks1? If not, it begs the question as to why not

[Dan Miller 🇶🇦 @MrD_Miller]

@TTRadioOfficial Or. We really look at the impact marking has (limited), and establish a far more manageable way to still have impact; live marking, whole class feedback, reflection specific lessons.

[Dan Miller 🇶🇦 @MrD_Miller]

@ICT_MrP Every single teacher at teacher level says the exact same thing, yet nothing ever changes.

1. Centralised behaviour systems
2. SLT on call, present & visible
3. Holding parents and students accountable

Behaviour Manual by @Samstricko181
Culture rules by @jo_facer

[Fixing Education @FixingEducation]

Schools spend hours trying to “reach” the kid who openly doesn’t care, while the kid who tries every day quietly gets ignored. We’re exhausting ourselves chasing resistance instead of investing in effort.

[Dan Miller 🇶🇦 @MrD_Miller]

@ICT_MrP Political jargon.
1. 1 PPA per day by law.
2. Increase school budgets.
3. Culture reforms for all to follow. Less restorative practice, more accountability for parents & learners.
4. Space out school holidays more evenly.
5. Incentivise teachers returning to profession.

✅

[Dan Miller 🇶🇦 @MrD_Miller]

Amen 🙏🏻

[Sam Strickland @Samstricko181]

I still hold that one pupil should not be allowed to undermine the learning of 29 other children & disproportionately consume the teacher’s time.

[Sam Strickland @Samstricko181]

We wonder why people don’t want to become teachers…

Poor pupil behaviour

Workload

Pay

Ever increasing expectations that go way beyond our core purpose - to educate

Loud voices who don’t do the job are taken as expert over those that do

To name a few issues

[Dan Miller 🇶🇦 @MrD_Miller]

@Headteacherchat “They behave for me” or “they have an unmet need”

[Dan Miller 🇶🇦 @MrD_Miller]

@HeroicMrT Time is sparse, admin is heavy and workload is vast.

[Dan Miller 🇶🇦 @MrD_Miller]

@Soarpoints Change the marking structure so teachers aren’t needing to mark each book and each bit of work

[Dan Miller 🇶🇦 @MrD_Miller]

@BarryNSmith79 @ianwhite21 I don’t disagree. That still doesn’t get away from the fact that having more physical activity during school should be a national priority though.

[Dan Miller 🇶🇦 @MrD_Miller]

@StAsaphCC @PhilSalt1 Shut up, he played for you lot once upon a time?! Why didn’t you tell us sooner!!

[Teacher's Manual @UnofficialOA]

‘It’s all about relationships’

… is not true and is usually touted by schools that would rather blame teachers for everything.

However, good relationships are very helpful and make teaching more fun!

Here’s how to build them.

#edutwitter #ECT

https://t.co/Ma3cXg1mCF

[Katharine Birbalsingh @Miss_Snuffy]

GCSE results are OUT!

First time we have achieved this!

Congratulations to everyone!

Social mobility at its best! 🥰

[Daniel Buck, “Youngest Old Man in Ed Reform” @MrDanielBuck]

One student can ruin the learning of an entire class

That kid deserves and education but so do the other 29 kids in that room

Regardless his or her reason, it is simply unjust to let one child daily compromise the education of everyone else

[Tom Bennett OBE @tombennett71]

I see a lot of schools, and in many of them behaviour is below what it could and should be. Very often I see some of the most common strategic mistakes in these schools:

1. Vague expectations of behaviour
2. No staff training in implementing the school behaviour policy
3. A belief that teachers should ‘own’ the behaviour (which usually means in essence that they shouldn’t bother anyone else with it)
4. Gaseous boundaries that can be crossed without consequence
Inconsistent consequences
5. An emphasis on restorative and purely therapeutic techniques over clear routines

Some of these strategic errors are believed to be virtues, eg ‘we believe that children must only behave because they want to, because extrinsic motivators are immoral.’ A lot of these mistakes stem from a Progressive view of the child, and how they behave in classrooms.

1. Children are naturally inclined to be good
2. Children are naturally curious about school work
3. Children will learn by themselves how to behave if we let them
4. Children will do things correctly as long as we ask them nicely

These are lovely but deeply flawed premises. Basing your institutional system of behaviour on these will lead to sub-optimal outcomes, very often disastrously so.

And when they don’t work, the most common reason cited for why is an appeal to society: these kids are poor, these kids are disadvantaged, what can you expect from kids like this? Too rarely do people reflect that it may be the strategies of the school, powered by the assumptions of helplessness mentioned above this sentence, that are the major factors in their outcomes.

Demographic disadvantage is a powerful thing, but it is not destiny, and I’ve seen hundreds of schools ignore the temptation to settle for less, and build cultures where everyone flourishes, not just the fortunate recipients of privilege.