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The daily challenges of teaching and caring for children and young people can wear staff down over time. David Grumball, author of Being Resilient, writes: “Making snap-decisions about behaviour, moving the learning on in the moment or assessing a piece of work all come with challenges to our resilience”.
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‘Resilience’ has become something of a buzzword for education policy-makers in the past few years. But the focus has very much been on supporting children and young people to become more resilient, rather than the mental health needs of the adults who work with them. Paradoxically, helping pupils develop their ‘resilience’, in inverted commas, risks becoming another source of stress – another responsibility to add to ever-increasing workloads.
Is your school GDPR compliant yet?Many organisations are still considering the implications of the General Data Protection Regulation (GDPR) due to be implemented by 25 May 2018.
The GDPR is a major new piece of legislation that is understandably is a source of worry for many, particularly with the media attention it has gained. For schools there are a number of significant changes which need to be addressed, and let’s face it, the timing couldn’t be worse, with SATs, GCSEs and other summer term challenges looming on the horizon. Do your pupils have fixed mindsets or growth mindsets? Encouraging growth mindsets in children is vital for creating resilient learners, and helps lay strong foundations for their relationship with learning, success and failure.
'Invisible' pupils are pupils that are largely overlooked by teachers and by school data systems. They are often midle-ability pupils; they don’t have special educational needs but are not high achievers either. They are often quiet, well-behaved and have a high attendance rate. These pupils can easily slip under the radar.
Today is the 951st anniversary of the Battle of Hastings, when William, Duke of Normandy, won a historic victory against the Anglo-Saxon King Harold Godwinson. We take a look at what we're taught about this event, and what we not so familiar with...
Summer has come to an end and term is upon us! For NQTs this will be a time of excitement and trepidation as they begin their journey as qualified teachers. Although the year ahead will pose many challenges, it will also be intensely rewarding.
'How do you support EAL learners?'
That can be a tough one to answer. Teachers can sometimes be unprepared when it comes to EAL learners, and recently-qualified teacher Stacie admits that her knowledge of English as an Additional Language was somewhat lacking. Being a teenager can be stressful. Not only do you go through a whirlwind of physiological changes, but life also hands you the added inconvenience of standardised testing. Thousands of students around the country have been sitting GCSEs and A-levels this June and many still have more to go.
Applying to university is a daunting process. But a recent article in the Telegraph suggested that it’s not only students who are intimidated by top universities: teachers are apprehensive too. Research published by the Sutton Trust reveals that 40% of state secondary teachers rarely or never advise their brightest students to apply to either Cambridge or Oxford. However, teachers play a key role in raising students’ aspirations.
The stress is over – the SATs are finished! But parents and teachers alike are sometimes lost for what to do with their Year 6 pupils. How can you give them their well-earned fun while ensuring they are learning?
What makes a successful school leader?
Author Jeremy Sutcliffe interviewed the UK's best headteachers to find out what makes a good leader. Eight qualities emerged: vision, courage, passion, emotional intelligence, judgment, resilience, persuasion and curiosity. IoE academics came up with a different set of eight as discussed by Nick Morrison, proving that there are in fact a huge number of qualities school leaders need in order to be successful. This week, new team member Stacie reflects on her time teaching and the importance of teacher well-being.
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