@prof_di_chimica Having done all different permutations of this, (including rotations & split curriculum time) I firmly believe that consistency trumps subject knowledge for all groups.
Provided, structures are in place to support teachers with the content outside of their natural preference.
@bw_english When I couldn’t find time/was too tired after work I started doing it before work. It was hard, like ridiculously hard but habits are hard to make and hard to break. I now exercise 4x a week before work & Its normal, I feel fidgety on my day off.
At the end of term tomorrow, 5 days later than planned (switching authority mid-year). It’s been an extremely challenging year professionally, the last 2 terms in particularly but I’m so positive about the year in front. Roll on September and bugger off bubbles.
@adamboxer1 Does that actually happen? Aren’t we teaching the use of language in the right context? I’ve never given my weight in Newton’s outside of a scientific context or crossed out weight & put mass when asked what I am in kg. It’s not about teaching kids to have a superiority complex.
@MissFolorunsho This is remote tuition so I’m not sure I agree that it’s so terrible. My philosophy is only use video if it can do what you can’t. Normally this list is short but remotely it’s definitely much longer. I suppose it boils down to did the oak video did something the tutor couldn’t?
@blastmaths I’ve used this strategy to track completion rates through longer activities. I also like the different reactions for MCQ’s and AfL to avoid retyping possible answers into chat
@2ndtimeMama It’s been useful. I use the visualiser lots and find the lag particularly bad when I am, it’s great to have an idea of what students can actually see.