I posted a recent blog focusing on a strategy which has really helped improve a child’s handwriting in my class. It has led me to think about handwriting and the role it plays in education.
From Reception, we encourage children to make marks, write their name and more – that means from 4 years old we are educating children in the art of calligraphy (or, at least, the starting point of it). Children are encouraged to them move onto short writing tasks and their writing is assessed. Short letters, instructions and more are examined and created.
However, in a day where the average physically writes very little, if at all, is handwriting as high a priority as it had been in the past? What do you think?
Not quite Weekly right now but trying to keep up!!
So, I have just posted my thoughts after attending a Level 6 Reading and Writing Conference and want to know what you think about Level 6!
Should Level 6 continue to be an indicator of a successful school? Should there still be the pressure for more children to reach this target (or whatever target the New Curriculum Assessment will throw up) in the future?
Please, share this with others and we’ll get a good idea about the general feel of this area of assessment!
Last week’s results were not very conclusive as only two educators voted. The poll for writing LO’s is still open so please follow the link here to be forwarded there when you’re done here…
This week is focused on a blog post I want to publish this week and will hopefully find the time. Simply, it is about the teacher reading to the class, is it worth it, is there time and the best practice in which to do it. Therefore, as I feel this has been one of the biggest barriers for me, the question is focused on whether you have time to read to your class. Of course, there is the generic response “we should MAKE time” but as a reflex response, do you really have time? I suppose this is more focused to Primary teachers but if any Secondary colleagues wish to add their vote then by all means do so!
A New Year, a new commitment to post a weekly poll for the Teacher Voice blog!! Here goes…
This week a discussion exploded on Twitter surrounding the writing of LO’s at the start of each lesson, how it takes up ~32 hours of education on a yearly basis and which schools still insist that LO’s are written.
According to Ofsted, it is no longer a requirement to write LOs at the start of each lesson. Some would rightly argue that it is a waste of learning time and can disrupt the flow of a lesson. Some might argue that it helps children to focus on the skills and knowledge that they are developing in that lesson.
Personally, I have my views, which I will not state here as this is a neutral poll. My school does still have children write LOs at the start of each piece of work. What about yours – does your school require chn to write an LO at the start of each piece of work? Do your children have to write LOs and if not, what do they write instead? A title? Do they have to write any kind of heading at all? If your answer is no, then I’d be interested to hear what they do instead in the comments section below.
Please post and share this so that we can get as many votes as possible to see a bigger picture!
Well, last time’s poll really brought in some interesting results! The focus was on setting by ability. 22.2% believed setting was a good idea, 33.3% believed setting should be instigated in Maths lessons but no others and 44.4% said that setting by ability should be avoided. That’s probably the most evenly spread result sen so far in one of these polls and highlights the need for research that has been done into this area to be examined and brought more into light – this decision can have a major impact on a child’s learning; is it therefore not important to decide what is best with evidence?
This week’s poll is linked to my last post on Parents Evening – what do you think is there most effective method of working in partnership with parents on their children’s learning? Obviously it will be suggested that more than one of these options should be used, and rightly so! However, which do you think has the biggest impact and which every teacher should implement?
Well, time for another weekly poll. Last week’s poll focused on behaviour management, asking what you thought the most important aspect of behaviour management was. This was partly off the back of an NQT Conference I attended but also with Ofsted’s recent publication on low-level disruption I thought this was also appropriate. The results were mainly split between two answers but one clear winner with 70% – setting high expectations from the start. Obviously, all the aspects are important but that was deemed the most important. The poll is still open so feel free to add your voice!
This week is off the back of a previous blog post in August. Grouping by ability, or setting, is a practice that is widely debated and has well documented pros and cons. I looked at this in one of my final papers at University and had negative views. However, now I’m using it for Maths in my own classroom by topic rather than the same sets for the whole year I’m finding some really good benefits from this! So what are your views:
Should setting by ability be avoided at all costs or utilised to support teaching and learning? Or is there a time and a place where it would be effective?
Well, now is the time for another Teacher Voice Weekly Poll. Last time, the question was focused on group sizes used in the classroom. I don’t know if this was a less popular question or if it’s simply because I’ve not had the time to promote it but there were not as many voices heard as normal. However, the result was clear – 100% of the votes said that 4-5 children was the most popular group size. Why do you think that is? Does it provide the most opportunity for key language to be discussed among all learners? Is it simply the easiest group size to have logistically?
This week I’ve gone with this question on behaviour management. The context of this comes from an NQT Conference I attended today which I will hopefully blog about later. It raised a few questions for me from my Twitter experience as well as I have linked with different types of professionals who will have differing yet equally valuable views:
Which of these pillars of behaviour management is the most important in your view? Is there another that’s not mentioned which is more important? Of course, I’m sure we’d say that all are necessary but which do you feel has the most impact?
Hey all! A bit late this week but that’s me, adapting to NQT life! So here we go!
Last week’s poll was interesting. Teacher Voice asked whether teachers should have free access to academic journals or not. Now, unfortunately, it was the lowest response to a poll I’ve posted – however the results were clear – 100% believed teachers should! If you haven’t voted in last weeks poll please take a moment to do so and if you feel strongly about teachers receiving this free access please take a minute to sign on this petition.
So this week’s Teacher Voice Poll is linked back into the classroom. In my placements I have seen a variety of ways teachers set out group tables in the classroom, right the way from in pairs to groups larger than 8! This will be down to different teaching styles, children’s abilities, classroom space and I’m sure more reasons!
So what is your preferred group size? Or maybe you use a mixture if your classroom space allows you to move tables around regularly? Does your school have a set policy? Please leave your vote and invite another teacher! Let’s share our practice and improve!
The last results of Teacher Voice Weekly Poll were quite split – what is considered the most effective method of CPD? The most popular option was observing good practice. Interesting results considering which options are the most used in schools…and they tended to be viewed as the last effective!
Anyway, onto this week! The basis of this week’s question comes from the petition I signed and posted about concerning teachers receiving free access to academic research journals on education. As I mentioned in my blog post I’m sure we wouldn’t say no to free stuff. However, the focus of the poll is if you think that you personally would benefit from having free access to these e journals and if it would positively impact your practice? If not then we can assume that it would not be worth the cost to make them freely available.
As always, please take the few seconds it does to vote and then invite others to take part. The more teachers that are heard, then the more likely it is that we can influence educational change!
I’m going to have last week’s poll carry over to this week as I’ve been away sunning up (in Devon) and haven’t really pushed this question out. It’s one with considering too, so please cast your views on there!