Edu Book Review

Edu Book Review

This article first appeared in the Summer 2021 Edition of HWRK Magazine. You can read this article here. This article contains affiliate links.

With so many edu-books released this year, where should you begin? Here are three of the most impactful that I’ve read this year.

A new teaching book seems to be released every other week at the moment. Maybe that’s just because of all the free time teachers suddenly had during lockdown, since the schools were shut?

As if.

I still have no idea how some teachers find the time to write so much and so well. But with limited time to be able to devour all of these new books, where should you start? Here are three that I seriously recommend, both for the short-term impact in your classroom tomorrow, but also for the way in which they will help you to develop as a teacher over the long term.

Retrieval Practice 2: Implementing, Embedding & Reflecting by Kate Jones

If, like me, you want your students to be able to remember more of the curriculum that you teach, then this is an absolute must-read. Kate Jones has written extensively on the theme of retrieval practice (this being the sequel to her first book, Retrieval Practice: Research and Resources for Every Classroom). The book itself strikes a careful balance between what educational research can tell us and also what it can’t, alongside real-world examples from the classroom practice of teachers. This is where some pedagogical books go wrong, but where Retrieval Practice 2 excels. From the outset, the educational research is presented with clarity, for novices, but with further references for those who want to dive in even further. If retrieval practice is something you intend to focus on in your department or in your school, then there really is no better author that I would trust, to guide you along the way.

The Feedback Pendulum by Michael Chiles

Feedback is often misunderstood, conflated with marking and overly laborious. Michael Chiles aims to put an end to this in The Feedback Pendulum, which is his follow-up book to the also excellent C.R.A.F.T. of Assessment. In The Feedback Pendulum, Chiles takes us through not just how we could assess better, but also the wider issues that are sometimes overlooked. One such issue that Chiles deals with masterfully is the culture of assessment within schools and individual classrooms. Using Chiles’ advice, Middle and Senior Leaders can identify underlying problems across the school and with other stakeholders such as parents, that undermine attempts at effective assessment. Feedback is a highly complex concept and to do it well, you need to understand the nuances of it. This book is just that. Nuanced, practical and will stand the test of time.

Mentoring in Schools: How To Become An Expert Colleague by Haili Hughes

Haili Hughes has created an exceptionally useful guide to mentoring, in her book Mentoring In Schools. In fact, when I read it, I felt as though I was being mentored by Haili herself. The chapters are designed to fit with the Teachers’ Standards and so this gem of a book can be read from cover to cover (as I did), or you can dip in and out of the parts that are most relevant to you at the time, as a Mentor. What Haili does particularly well is to include not just her own extensive experience, but also that of others, including a wide range of voices. Those voices do not just offer insight, but they offer a breadth of practical strategies and questions to ponder. Reading this book will make you a better Mentor, that’s for certain. But it will probably make you a better teacher in general too, as many of the strategies discussed and the issues raised are as important for teaching pupils as they are for mentoring new teachers.

On Teachers Walking Away

Teacher Leaving

A Guest Post by Ele Crovato

DISCLAIMER: This blog is a personal stance on a much-discussed topic; I don’t speak for anyone but myself and those that I have quoted where appropriate. 

The following is taken from page 9 of Briefing Paper 7222, 16 December 2019, available from The House of Commons Library:

“22.5% of newly qualified entrants to the sector in 2016 were not recorded as working in the state sector two years later. The five year out-of-service rate for 2013 entrants was 32.3%, the highest on the current series, which dates back to 1997. The rate has been between 25.4% and 32.3% in each year over this period. The ten year out-of-service rate for 2009 entrants was 38%. It has been between 40.3% and 34.4% in each year since 1997.

DfE commissioned research on factors affecting teacher retention 

Following a survey targeted at former teachers in January to March 2017, the DfE commissioned in-depth qualitative research into why teachers leave the profession and what would encourage them to remain in teaching. The report of this research was published in March 2018: Factors Affecting Teacher Retention: Qualitative Investigation

Amongst the findings of the research were: 

  • Workload was the most important factor influencing teachers’ decisions to leave the profession and most suggested solutions to addressing retention were linked to workload in some way. 
  • Decisions to leave the profession were “generally driven by the accumulation of a number of factors, over a sustained period of time”, but for some, there had been a specific ‘trigger’ point. 

Suggested solutions for retention offered by teachers included: improving in-school support for teachers, increasing focus on progression opportunities, reducing workload, improving working conditions (flexible working was viewed positively; pay was not a driver for most but it was stated that pay levels were not reflective of the role), professional recognition and greater autonomy.”

Roughly, one in three new teachers don’t stay beyond those infamous first five years of service; I don’t have any numbers to prove it at this point, but I’m not convinced that the teaching profession is so much different from other sectors.

In the good old days of me having jobs before teaching, staying with one employer or in one sector for a long time was no longer an expectation, even if you had been offered a permanent job; the truth is, I think, at least partially, that becoming a teacher is still seen as one of those jobs that clearly carry the ‘vocation’ label and therefore, once in, you’re in, and commitment is commitment.

In other words, you’re expected to stay no matter what (I’m being very generic here, I know) and leaving is seen as a huge deal.

I live most of my teaching life in the very limited world of EduTwitter, but I know that every time someone posts about making that big decision of leaving teaching, the post leaves ripples. I’m guessing this is normal for a number of reasons (we’re losing one of ‘our own’, if you like) and we know that retention is hard work, so I do sympathise with the upset; goodness knows that we need all the good teachers we can get. I genuinely understand why a seasoned teacher would be an overall loss to the profession.

I’ve yet to encounter a leaving tweet that speaks of dreadful children, horrible colleagues (again, being generic here), and the hate of working in a school being the reason people leave; no, let’s be honest here, people leave because teaching is a relentless job which you don’t step away from: the workload in far too many schools is horrendous, the demands on time are absurd and, quite frankly, nowhere near worthy of the money we get.

Of course I know that no one gets into teaching for the money – if that was the case we’d have no teachers to speak of – but sure enough it has to be considered at some point; and, while the bursaries for training in certain subjects look very nice, they’re also very deceiving: going from 30K as a physics trainee to circa 24K as an NQT doesn’t bode very well, does it?

In view of all of the above, it comes to no surprise that the latest input from Gavin Williamson regarding teacher retention was seen by some as gaslighting (see this TES article for details). Thing is, Mr Williamson, while we could argue that some ITT providers are better than others at their job, you know and we know that training has nothing to do with teachers staying or leaving; statistics have shown, over and over again, that workload is pretty much the bugbear here and often one of the deciding factors in choosing the school you work at.

So, in essence, if Mr Williamson continues to come up with pearls of wisdom like the one above, I fear he will manage to create an unsurmountable divide between government and the very people a Secretary of State Education is supposed to work with and for. 

Yet, I’m making what is potentially an even more controversial claim here: while it might be true that retention is an issue, it makes no sense how big a fuss we make of it. Now, before you get the pitchforks out, I’ve thought about this long and hard and I hope that you can too; for one reason or another, I’m not as insular (some detractors would say ‘institutionalised’) as other, more experienced teachers. Also, the fact that I’ve come to teaching after doing loads of other stuff might actually help me see the profession in a different way as most people that have been teaching for a far longer time than me, do.

In my school we currently have a number of Teach First trainees. I had never heard of TF before getting onto Twitter, and I’ll admit that their reputation – not always positive – precedes them. So far I’ve heard that TF trainees are trained for SLT, are trained to leave, are trained to go into bigger and better things, with the overall feeling that they basically don’t stay in teaching.

This might or might not be true and I’m not interested in the TF rumours being proven or otherwise because I’m sure that, one way or another, the organisation reflects the variety of outcomes of all ITT providers out there. So, for example, while I stayed on as a teacher after my training, one of my fellow trainees decided it wasn’t for her; once again, the overall reaction to her decision (from me included) was one of commiseration but of recognition of her bravery. Believe me when I tell you that, when I left my job as a team manager at Esso, no one made a fuss and told me how brave my decision was.

But back to TF. 

One of the trainees we have is in my science department and this is her second year with us; this is obviously not the norm as we’re used to trainees coming and going as they move on through placements. The TF trainee and I have some wonderful conversations about all sorts of stuff; I’ll call her Hannah just to respect her privacy, even though she’s fully aware of me using her as an example for this blog.

Hannah and I spend some of our PPA time debating and discussing education stuff, anything from making resources to abandoning PPT for booklets to the best cake for tedious meetings. Recently she talked to me about her future plans post QTS and I was not surprised to find out that she wishes to go on a gap year but I was actually surprised to find out she doesn’t intend to return to the teaching profession after that.

As you can expect, my reaction was the usual one of commiserations and of mourning the loss of a really decent teacher. Of course, I probed a bit more and she was happy to discuss her views of the teaching profession as it stands; a further disclaimer should go here and I should remind anyone reading this that I’m relaying Hannah’s personal views, but she definitely found me in agreement with many of her points.

Hannah mainly mentioned the well-known retention factors that we all know about: unrealistic workload, as well as demands on time that go well beyond the school hours and lack of support from some SLT. She recognises that the way we do things in our school is much different from other schools, and what I mean is that, as teachers, our workload is the absolute minimum, we don’t mark books, we have centralised detentions, we don’t chase parents nor children, we are consistently supported by a lovely and very visible SLT, and that makes a huge difference. However, both Hannah and I know very well that this is not always the norm, at least not at this point, and we appreciate that changing schools might also mean giving up some or all of the nice stuff we have at our own school. 

Hannah also bemoans the unrealistic expectation of having to find new resources to teach with, indeed of not having some sort of centralised database for each topic which we can access and use at leisure; she finds the lack of a more standardised approach to running a school just as baffling; she cannot quite fathom the fact that some schools are criticised for being strict with behaviour expectations, something which was basically a given among her peers during her schooling (she’s in her 20s).

In short, she has found too many negatives in her day-to-day teaching job to want to come back as a qualified teacher; she knows that demands will possibly get worse once she’s an NQT and beyond and therefore she’s stepping away from the profession altogether. When I asked her if she would consider returning she said no, not unless considerable changes and improvements were in place.

As she was speaking about all this, I found myself nodding along in agreement a lot; because of a number of reasons, this is my fourth year in the classroom and I’ve seen some wonderful schools and some terrible schools, so I really do know what is out there.

Yet, the thing that struck me the most was her reaction to the responses she gets when she says she will not continue teaching: she doesn’t get the sympathy nor the commiserations, and she doesn’t get why it’s a big deal. She got me thinking and you know what? She has a point. Hear me out.

In every other profession or job I’ve ever been in, leaving is not a big deal. I mean, sure, if you’ve been in a job for a long time and you have some lovely colleagues they’re bound to miss you and you miss them. However, I’ve lost count of the times in which I’ve seen a post about a teacher fully leaving teaching and being told that changing schools might help (yes, I’m also guilty of this, I will do better): why? Why do we say this? Instead of saying something encouraging, we sort of turn the tables. Look, I know this is the kind of comment made with the best intentions, I do. But it still sounds odd, somehow. Put it in the context of any other form of employment and you’ll see what I mean.

Every job in the world carries a probation period, however long, and teaching is no exception; to be brutally honest, I’ll go one more and say that teacher training, as it stands now, is misleading; the most you teach is about 70% of a full timetable and the responsibility of the classes you teach ultimately rests with the actual teacher so yes, I think misleading is a fair assessment. No, I don’t have a solution and I fully understand why ITT courses are setup the way they are, but they are nevertheless unrealistic. Many people told me that my NQT year would be so much easier than my training year but that was definitely not true for me, or rather, that was far too simplistic a way to put it.

The reality of being in a classroom, in charge of – on a typical five-period day – about 140 or so kids is terrifying and a huge responsibility! And the truth is that we don’t know what that is actually like until we’re well into our NQT year. And the even more obvious truth that sometimes we ignore is that it takes time to try out a job, any job, but especially a complex one as teaching; complex not necessarily because of what we do, which of course is not rocket science as such, but complex because of the constant plate spinning that comes with the job. Someone once compared the skills you need when teaching to the ones you need when driving a car, which is fair enough, except the car is on fire and you’re driving on two wheels on the edge of a precipice. While I can agree that in time things get better, this is true of some aspects of the job, but not all of them; in fact, my argument here is that some get worse as responsibility increases: eventually something has to give to restore balance.

So, with all the respect I might have for Mr Williamson, he’s once again off the mark and appears to operate in a parallel universe where teachers have no lives outside school, no families to worry about, no agency, no voice; quite frankly, no amount of training will ever solve the number of ludicrous loops we make teachers jump through.

While I’d agree that the vast majority of people hold teachers in high esteem – despite all attempts to convince them otherwise from far too many sources – it’s really important that, for at least once, you read the room, Gavin, seriously. If not the room then read the reports the government you belong to commissions. Honestly, we deserve someone who knows what they’re doing.

But, and this is a sizeable but, to me it seems also true that we make a rod for our own back in the way that we view those who choose to leave the profession, for whatever reason. We might not do it willingly or in a way meant to cast doubt, but we still do it and I think we should stop; we should consider the kind of implicit message we might be sending to others who are doubtful of their place in the classroom.

Overall, it feels like we’re very good at recognising the things that make us want to leave teaching, but we often fail to accept that teaching is just like any other job and we should be able to come and go, so to speak, even if training is hard work, even if we give it a proper try but still it doesn’t work out, even if we take as much as two years (as in Hannah’s case) to actually make a decision about it.

We should be able to just leave it or take it as with any other job without the burden of guilt hanging over us because we are left feeling that we didn’t try hard enough.

Ele Crovato

Science Teacher and #TeamTransition Science Lead

On Twitter as @Illwriteitdown

With special thanks to Hannah for her patience and honesty, to Towers for being an awesome school, and to Andy McHugh for bravely hosting this blog.

Mentoring Trainee Teachers: A Practical Guide

Mentoring

Six strategies for getting the best out of trainee teachers and their mentors

This article first appeared in HWRK Magazine in December 2020.

I love mentoring trainee teachers. It’s one of the greatest joys and privileges in education, as it’s my greatest opportunity to influence the future of our profession. But this isn’t the only upside. Mentoring trainee teachers makes me a better teacher too.

If you’ve mentored trainees before, you’ll know that the demands of the role can push us to the limits of our patience, workload and resilience. So it’s vital that, as a mentor, I have an effective strategy in place to head off problems before they occur and to make the training process as efficient as possible.

Here are some of the strategies I’ve developed over the years, to help me to mentor trainee teachers more effectively.

1. Build their subject knowledge

Imagine completing a degree in English, only to find that none of the books you studied are used by your placement school. Or that having covered particular time periods in your History degree, it still doesn’t help you with your Year 9 lesson planning. You might not be familiar with the latest way to teach phonics or long division. And your understanding of different sports might not help at all when teaching quidditch for the first time (I’m joking about that last one).

Setting aside time to help your student teacher learn new subject knowledge is therefore vital. Your role is to help to move them from novice towards expert, not only because it will help them teach to a higher standard, but it also instils confidence in them, a quality they will rely on when things invariably go wrong, somewhere down the line.

Also, savvy students can see through a teacher who doesn’t really know their stuff. This can bring with it a whole host of problems, both behavioural and academic. Prevention is better than the cure on this one. Let’s equip our trainees with knowledge.

2. Teach effective classroom routines

Effective classroom routines can make all the difference to the nature of the lesson. Students do appear to prefer routines, as they know where they stand with them and once embedded, they will pretty much stick to them (with the odd exception).

One particularly powerful routine that I find especially useful is used at the end of lessons.

Students have a sixth sense for when the bell is about to go, or the lesson change-over is about to begin. Despite you being the teacher, your instructions are often ignored, or at best forgotten by a large proportion of well-meaning students. They’re far too busy thinking about and doing the “next thing”. You then get annoyed, stressed and end up calling out the bad behaviour of the students, who then feel unfairly treated, as they thought they were doing what they were supposed to do.

We can avoid this, however, by starting our instructions with the behavioural cues we want to see. For example, instead of giving out your instructions, then adding in your command for good behaviour at the end, you should begin with a clear behavioural cue first:

“Nobody pack away. Before you do anything else, you need to write down your answer to this question from the board, on your paper and then place it on my desk. Only once you have completed all of that, may you pack away quietly. Now, write your answer.”

By setting out your expectations, or parameters for the conduct of students, before they begin the task, you ensure a higher level of compliance with the behaviours you want to see. You will encounter fewer behavioural issues, have to answer fewer logistical questions about what Doug Lemov calls the “means of participation” and your focus can remain on the learning, rather than on the behaviour management of the class.

3. Be specific about what you expect trainees to demonstrate

Trainees need to demonstrate a lot of skills and attributes, as evidence that they are meeting the Teachers’ Standards. This isn’t necessarily a problem, after all, we’ve all been through that training ourselves and the Teachers’ Standards are vital in upholding the professionalism of teachers. However, it can be difficult for trainees to know what they should prioritise at various points in their training year.

I recommend setting a focus on specific points for the trainee to work on, each week. This can be as a pre-planned schedule, or in a more responsive way, depending on how the training is going. After all, some trainees may need to focus more in a particular term, on their lesson planning, the quality of their questioning, or their behaviour management. This should also be reflected in the focus of their lesson observations and in the feedback they receive.

Setting a focus for questioning in an observed lesson, for example, allows the observer to devote much more time analysing and reflecting on that one thing, so they can give much more deep and useful feedback, than someone who spreads themselves too thinly and tries to respond to twenty different pedagogical aspects.

4. Plan for “professional conversations”

Trainee teachers will make mistakes and they will fall below the standard you would expect of a qualified teacher from time to time. It is a natural part of the learning process and it is why they have you, their mentor. So you need to anticipate where these mistakes could occur, so that you can prevent, mitigate or address them in the right way and at the right time.

To hold these “professional conversations” (I hate calling them “difficult conversations”), it can be helpful to frame the issues you want to discuss in the right way.

This requires two things: clear evidence to support your claim regarding any perceived underperformance and also a separation of the trainee as a person and their actions.

By focusing on the “issue”, e.g. “there was no SEND provision in that lesson”, or “the level of challenge was too low for Year 7”, you can remain largely objective in your assessment. Furthermore, it becomes about a feature of the lesson, rather than the quality of the teacher.

By doing this, you remove an incentive for the trainee to react defensively, as you aren’t calling their character or effort into question. Just remember, to follow up with a practical solution, otherwise they may not know what to do to improve next time.

5. Keeping an eye on wellbeing

Teacher training can be a gruelling slog at times and we sometimes forget that as we gain experience. We need to remember to check in with our trainees regarding their general mental and physical wellbeing. We take a lot of our skills for granted, but our trainees struggle (as we did) to gain those skills and it can leave trainees feeling drained. We wouldn’t want our own children to be taught by someone who couldn’t provide a high-quality education because they themselves weren’t coping. Check in on them.

Building a good relationship with them so that you can ask them whether they are getting enough sleep, or to see if they are finding time to unwind at the weekend can be invaluable. After all, if the answers to these sorts of questions flag any issues, it’s likely that  performance in the classroom will suffer at some point.

The recruitment and retention issue in education is well-known and we do have at least some ability to prevent it from worsening.

Just because our trainees are independent adults, it doesn’t mean they don’t need us to look after them from time to time.

6. Show them their journey

Finally, it helps for our trainees to see not just where they are going, but also where they have been. It’s too easy for them to be uber-busy, planning lessons, dealing with behaviour incidents, giving feedback and learning new subject knowledge for tomorrow’s lesson. Sometimes,  they simply can’t see the progress that they’re making. Set aside some time to step back with them and with a smile on your face, show them how they have grown since the beginning of the course.

They’ll appreciate it and it might just be the one thing that helps them through that next tricky practical lesson, period 5 on a windy Friday afternoon in January.

What Should Trainee Teachers Look For When Observing Lessons?

Trainee Teacher Observing Lessons

[Updated 27 Oct 2020]

I remember being a trainee teacher back in 2005 and going in to observe lessons. The lessons were pretty good, by whatever measure you might use. But I didn’t learn a lot from being there. Like someone with no technological knowledge inspecting the inside of a mechanical object, I just didn’t know what I was looking at.

I mention this because I think observing lessons is actually brilliant. I learn a lot from observing colleagues and I gain a lot from the feedback I receive, when they observe me. So why doesn’t this work for trainees, or even Early Career Teachers for that matter?

I think it comes down to experience. When an experienced teacher observes someone, they can watch the lesson and decide what they would do differently and why they would do it that way, drawing from their own classroom practice.

A trainee or inexperienced teacher cannot do this anywhere near as effectively or independently, in most cases. This is problematic for our trainees. We expect them to go into lessons, taught by our colleagues and expect them to soak up all of the good practice they witness, without realising that they simply aren’t equipped to do so.

So let’s equip them.

Here are some useful questions for trainees and Early Career Teachers to consider when observing. Hopefully, by getting them to reflect on their answers, we might help to focus their attention on what matters.

Lesson Observation Questions

  • Has the teacher demonstrated that they have high expectations for behaviour and progress? How did they convey this?
  • Does there appear to be a routine being followed? If so, what is it?
  • Is the classroom environment suited to the task? (e.g. grouped tables, equipment, use of space, etc)
  • How long does the teacher allow the students to work for, before checking progress?
  • Does the teacher model answers for the class? (If so, what was good about the modelling?)
  • What standard of answer does the teacher expect from the students?
  • How variable is the standard of answer from the students (and how does the teacher respond to this)?
  • When challenged by disruption, rudeness, etc, how does the teacher respond? How effective was the behaviour management strategy? (Did it work? Quickly?)
  • How many students are checked for progress during the lesson?
  • How often does the teacher ask questions? (What follow-up questions are asked?)
  • How could the students’ learning be stretched further?
  • How could the students’ learning be supported further?
  • Are strategies being implemented to teach specific groups, such as boys, Pupil Premium, SEND, high prior attaining students, etc?

This isn’t an exhaustive list, but it gives students something to concentrate their attention on. When they begin their own teaching, these questions will naturally form part of the feedback on routines, expectations, behaviour, progress, differentiation and assessment. Having clear anecdotes to return to from their own observations, will help trainees and Early Career Teachers to compare their practice to the practice of experienced staff.

With any luck, they might even learn from us.

Recommended Reading

The one thing that all trainee teachers need to get to grips with early is effective behaviour management. Without this, learning suffers and so does the overall classroom experience of everyone involved. Mastering behaviour management strategies, therefore, no matter what school they teach in, is vital. Tom Bennett’s book, Running the Room, is THE perfect resource for solving behavioural issues as they arise and gives excellent advice on how to create a classroom culture where behaviour incidents are prevented before they happen.

What other questions would you add to the list?

Leave a reply below, or send me a tweet!

You can find me on Twitter @guruteaching. Say hi!

[This post contains affiliate links]

Becoming A Research-Informed Teacher

research-informed teaching

Becoming Research-Informed

I’m writing this after returning from the hugely inspiring ResearchED Durham 2019. Brimming with ideas about how I can be more research-informed and improve my teaching, I’m dying to see what quick wins I can implement and what cultural changes I can affect, at least in my own classroom. But the trouble is, my enthusiasm isn’t enough. Nor is the random assortment of notes that I took while listening to the speakers. I know fine well that by Monday, some of that enthusiasm will have waned and that I’ll have forgotten the context of those pithy quotes I wrote down, in the hope that they would make me look and sound clever.

Come to think of it, I probably haven’t improved that much at all.

So, what was the point in attending?

For me, it’s about developing good habits. In this case, I mean that I’m trying to develop the habit of using research-informed strategies to influence my teaching. Attending a ResearchED event has been on my to-do list for a long time now. But as a one-off instance of CPD it isn’t enough. To really make the difference to my practice, I’ve started to read more academically about what works and to apply some of that research in my daily teaching activities. Attending ResearchED is only one piece of the puzzle (albeit an invaluable one).

[Contains affiliate links]

It’s easy to see why many of us teachers feel overwhelmed at the number of edu-books currently out there as “must-reads” and I’ll even be recommending a couple in a moment, so brace yourself. (Also, you can read a few of them on Kindle Unlimited for 30 days for free!) With all those titles telling us that our go-to strategies are either a waste of time or even counter-productive, you could be forgiven for putting off that “change” that might just be needed. After all, it’s comforting to think that after a few years of hard slog in the classroom, that you’ve managed to “nail it”.

But that’s not how we grow.

Sometimes we need to think back to why we wanted to go into teaching in the first place. We wanted to make a difference. We loved our subject and wanted to share our knowledge of it. We wanted to guide the next generation to success. And we still do!

So, with that in mind, I want to offer you a tiny little challenge. It only takes a couple of minutes.

How to begin…

Here’s something I do, once a week, to add something to my arsenal of effective teaching strategies and to remove strategies that have now been proven to be less effective.

I want you to read something. It could be a blogpost, a few pages of a book (here’s a few you can try), or an article from a magazine. Take one thing from whatever you read and implement it during your first lesson on Monday morning (or as close to that as you can).

That’s all.

If we want to become the research-informed and the most effective teachers that we can be, while maintaining our sanity and work-life balance, then small steps are needed. Just implement one thing. Otherwise, the hurdle will seem too high. The trouble with educational research, as @EmmaAlderson pointed out at ResearchED Durham, is that so few teachers engage with it. Many even see it as a threat, or worse, just a fad.

It’s something I’ve been doing for the past few months and over time it hasn’t only improved my teaching (verified by my students’ attainment data). I’ve also become more engaged and reflective about my teaching. It’s given me a much-needed boost in job satisfaction and has allowed me to ride this year’s teaching rollercoaster with a sense of joy, rather than fear.

Give it a go. Choose joy.

Here’s a couple of really accessible ones you can dip into to get started:

Tom Sherrington’s practical guide to using Rosenshine’s Principles is probably the easiest book to read, to improve your teaching. In the book, he gives simple advice on what works well, according to Rosenshine’s research and how we can implement it.

Peps Mccrea’s book is short and sweet, but packs a punch. You could easily devour this in one sitting and come away with a sack full of ideas to help your students learn more effectively.

Your journey to becoming research-informed begins here. Let me know how you get on.

Andy

P.S. You can find me on Twitter @guruteaching. Say hi!

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