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Reading for School

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Originality For Students

Originality For Students

With the need to seek new interpretations of art and life, and the increasing (and righteous?) suspicion of authority, we prize originality. I certainly did as a teenager, and until quite recently.  Now, I buy more into the model that art and literature should aim to...

Formative Assessment: Easy?

Formative Assessment: Easy?

Classroom teachers all agree with formative assessment because it seems intuitive: teach the student the exam, and they will do better. Yet at what point does formative feedback occur? Perhaps at the moment the student needs it, during a drafted answer? How does that...

The Human Reasons Behind a Piece of Work

The Human Reasons Behind a Piece of Work

Students produce pieces for school reasons: write this essay to prove you understand this text. Answer these questions to gain this mark. Literature exists beyond school reasons. Admittedly, the popularity of classic literature, and modern poetry, is because students...

Creating Revision

Hello all,  It has been a fair time since I wrote for this blog, for various reasons. COVID hit the education world hard, removing some of the usual connections.  My current situation is appreciable. Students are invested in achieving well academically, usually...

What teachers want

What teachers want

Teachers are not a coherent demographic, let alone a homogenous one. Political beliefs, approaches to the job, and personal circumstances vary remarkably. Much of my career has been an evolution of expectation, of what the job entails, and what teachers are different...

Originality For Students

It has been a while since I wrote

It has been a while since I wrote. My headspace has been in academic study, and distant-study at that.  Perhaps my reticence exists because I wonder for whom am I writing? TQG used to be anonymous until a zealous workshop in NATE 'outed' it back in the day. Since...

Creating a healthy academic discourse

Creating a healthy academic discourse

Creating a healthy academic discourse in a (relatively!) non-selective classroom with pupils who haven’t chosen to be there.  What does it mean to ‘understand a text’? The interpretation of a text can be intensely personal, and to simply say an interpretation is wrong...