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Taking a few minutes out of our busy school day just to stop and be still can be hugely beneficial. Yet stopping feels counter-intuitive when we are rushing around - teaching, preparing for the next class during our break time, playground duty, catching up with parents, meetings after school and so on. It can be hard to find time for a quick coffee, let alone actually stop for a minute! However, when we get into the habit of stopping for a few deep breaths, we can actu
In the 80s, as a music teacher for kids with labels and diagnoses, it was my joy to have had the forethought to have school systems buy mixing equipment and teach students how to use it. Was this outside-the-box education, or did I view the current trend and make it part of the classroom experience?
To be told or to be encouraged - the educator's conundrum. Research carried out by Elizabeth Bonawitz and Patrick Shafio published in "Cognition" recently addresses the question as to whether teachers should 'tell pupils' the way things are or encourage them to 'explore' and 'play' Remember in the review of the National Curriculum in which Michale Gove (Education Secretary) was reported as saying "lessons should emphasise the learning of facts and equip chi
What's this -- classroom assistants must learn to do nothing? Is this crazy talk or what? No, not crazy -- totally serious. It's is often extremely beneficial when managing children's behaviour to stand back and do nothing.
Teaching is always a dynamic activity. It unfolds a world of knowledge and information, experience and erudition (Chakrabarti, 1998). Effective teaching requires more than straightforward teaching methods. Teachers need to know their students well and be able to adapt their teaching styles to a particular classroom and to individual students. (Elliott et al, 2000).
Are we transitioning from a “teaching centered” system to a “learning centered” system...should we be?