Rebel Teacher Network

A place for all the rebels in education to communicate, collaborate and make big changes!

Thoughts and opinions belong exclusively to @KarlMillsom

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Some background on my views, perhaps.

I started in language teaching, where research (and my own experience) strongly supports acquisition.

I trained other language teachers in acquisition. This was very successful with great outcomes.

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@howie_hua One of my favourite maths tricks is that you can swap percentages, so 95% of 300 is the same as 300% of 95. In this case, 3 x 95 is much easier. 100 x 3 - 15 for 285

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@MrDixonMath Long blocked for disagreeing on something or other.

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@JayWamsted Very similar. Looking at ‘e’ ‘t’ and ‘I’, I’d say a lot of shared characteristics. But this is nothing like a definitive conclusion.

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@oldandrewuk God forbid a teacher attempt to activate schema, relate to learners or ground learning in real-world contexts. Recant, foul beast, recant!

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@JamesAFurey This might well fall under the banner of sparking a love of reading, but I think there are massive benefits to reading to children both as a model and as a normaliser. It should definitely be part of an ideal approach.

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@greg_ashman But there are certainly those more attracted to, interested in, fulfilled by certain types of subjects and others by others. This doesn’t have to be a problem as long as we strive for a reasonable minimum academic achievement in the cores like literacy, numeracy, etc.

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@greg_ashman If there’s a problem with the idea of more and less ‘academic’ kids, then perhaps the problem is with the word academic. It’s quite an emotionally loaded term, and there is a sense that the opposite must be some synonym of stupid.

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@greg_ashman @stacey_flan This question seems to be loaded. As in, if it’s not genetic, then it’s environmental, and therefore something that can be fixed. But whether that’s your implication or just my inference, it doesn’t have to be seen as a problem. People have different interests and motivations.

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@AccessibleRail @kaiav11 Show us when it’s cooked…

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@thetallBlonde68 @terrychristian More privileged people finding themselves in an underserved system is never bad news for the system. It is likely to be the very trigger that is needed to invest in proper change, now that it’s actually affecting the ‘important’ people!

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@ranmon545 @leecrawfurd @oldandrewuk It’s entirely plausible that it represents an improved awareness of existing need rather than an increase in need.

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@NateJoseph19 I always think “reading isn’t a science” is such a colossal own goal!

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@dontbrexitfixit Imagine thinking that there’s probably justification for this act if only you could see the seconds before the recording started!

[Howie Hua @howie_hua]

Teaching tip: Several years ago, I've retired the question "Do you have any questions?" and replaced it with "Ask me at least 2 questions" to help normalize questions in the classroom.

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@iamchiaravalli @GBGEdu Love these. Gradeless feedback is the hill I will die on, and peer and self reflection are incredibly valuable sources of feedback!

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@jdurran We want them to learn two things: the facts we want them to believe and the sources we want them to believe.

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@jdurran This is a solid point. What brings both of these together?

We don’t want children to learn critical thinking, and we don’t want them to learn media literacy. So let’s not teach them!

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@clairebubblepop I’m with you on sentiment. I don’t think it’s helpful to your cause to claim that illegal immigrants don’t exist. What does need to be clarified is that an asylum seeker cannot be called illegal if their application has not yet been processed.

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@clairebubblepop When I lived overseas, I was an expat. When those dirty, stinking immigrants want to live in my country… hoooold on…!!!

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@Matt_Pinner In this case, 30+55.

Typically, add the tens, then add the units. Perhaps via the nearest 10.

56 + 20 = 76
76 + 4 = 80
80 + 5 = 85