Kate V

@BradleyKBusch @Inner_Drive Yes please

🚨 🚨 Announcing @Inner_Drive’s Big Ofsted New Framework Analysis 🚨 🚨 We analysed 400 reports under the new framework. 4 key themes emerged Comment below if you want me to send you an advance copy of the full report. you.

@Strickomaster @leelinale Absolutely agree

Im playing Wordate! Can you beat my time today of 0:56 wordate.com #wordgame #wordate #challenge

@DeputyGrocott I get ‘in a sec’

The most common phrase used by my children: “In a minute.”

@hopkinsmmi @PsyDocCindy I think most grown ups do. Grown ups teach children - generally the same throughout the entire animal kingdom.

@PsyDocCindy Safe and successful by what (and whose) definition? What agency are you giving the child? Bennett believes in adult control.

“Welcome to my classroom. You matter to me. I want you to be safe and successful. In order for you to be safe and successful, this is what I want you to do.”

@jamesdyke21 @DixonsTC @megan_dunsby

Very proud of the students and English team @DixonsTC as our students achieved a P8 in English of +1.28. A few things that we think made a difference for our students, as well as a call for simplicity:

@LauraLolder @megan_dunsby

Another resource on the way...

@Mr_Raichura @megan_dunsby

Direct instruction is joyful & leads pupils to success. Here is a *clip* where I use high frequency & high participation questioning in 3 phases: 1. Check for listening 2. Rehearsal 3. Check for understanding Established routines: all hands up, turn & talk, SLANT & ruler reading

Attempting to fix behaviour by getting kids to like you is A. Not limited to younger teachers B. Logical sounding on the face of it C. Even more logical sounding given the consistency of "relationships are crucial to good behaviour" messaging D. Actually a waste of time

@SPryke2 @megan_dunsby

Here’s an after school revision session on thesis statements that I’ve been using. This is the first in an ‘essay series’, designed to really break down the components of a written response to help students master each part. Worked quite well! More to come soon. Use/chuck/change as always. Thank you to @FaridaMili for her AIC thesis statement included here! @Team_English1 dropbox.com/scl/fo/you6qmr…

@LauraLolder Thank you 🙏🏻

@kateteaching1 This one: youtu.be/3fXw8lWWtlA?si…

This is doing the rounds again… must be mock season!

@mrsengteacher8 @MelEnglish89 @megan_dunsby

What did successful Lit students do in their GCSE exam this year? A 🧵

@gdeoraj1 @HeroicMrT Yes. We do this as soon as school starts back.

@HeroicMrT Still waiting for my daughter’s HoD to acknowledge and start looking at my daughter’s for possible review. Am I being controversial in expecting this before the end of the holiday?

This. One of mine has gone up 31 marks. On one paper. I know we work so hard, but I need to encourage you to be the last line of defence for these students. 31 marks!

@SteveChalke Nonsense. You are taking social/familial factors out completely. You’re right that it’s a symptom - of an ailing society - school is not society.

Poor school attendance by any child is always a symptom, rather than the cause of the issue. What falls away first is engagement - the style of teaching, learning & support doesn’t fit the child - inevitably followed by their attainment and only then by their regular attendance.

Classroom management is up to you.’ Leadership follow up on behaviour deteriorates, incidents stop being recorded. For a while this is ok. If you visit in this phase it is possible to see a school with good behaviour but weak systems. But the storm is coming.

Some leaders who have taken over a school where the culture is already calm and safe, can squander that culture quickly. They think ‘oh we don’t need to be so tight on stuff, the kids here are fine.’ So they relax their systems, drop some expectations, and tell staff, ‘I trust you, and want to empower you.

@FunkyPedagogy The boy who grew dragons is a good series.

@naomicfisher @MrShepstone How would you do it? In a large scale in a secondary school?

@MrShepstone False dichotomy. Suspension is not the only alternative to isolation.

Whenever I talk about use of isolation in schools and how damaging it can be, I get responses like this. ‘What’s wrong with spending a quiet day reading to yourself and eating a sandwich alone for lunch - kids today don’t know what punishment is!’ Or ‘They aren’t in isolation, they’re supervised the whole time. They’re never alone’. Or ‘They just sit in a room, it’s warm and dry and they know they’ll be out after six hours and go home to their loving family. Nothing cruel about that’. It misses the point. Isolation isn’t about the room itself being unpleasant or uncomfortable. It might well be pleasant to have a day to read by yourself, if you had the choice to do so. There is nothing wrong with eating a sandwich by yourself, if that’s what you want. But isolation is about precisely about showing children that they have no choices, that someone else has power over them. It’s about removing them from the community, to make them feel bad. It’s about public shaming of adolescents, the age when young people are the most acutely sensitive to shame. That is the punishment, and that’s what young people say they feel. So it doesn’t make any difference if you’d quite like a day by yourself and can’t see the problem. That is something entirely different. Shame is invisible, but it’s everywhere in an isolation room. And young people will tell you, it hurts.