Should students respond to feedback?

The opposite of talking isn’t listening. The opposite of talking is waiting. Fran Lebowitz One of the criticisms of my post about book monitoring is that I have omitted checks to see

What I want from a school leader

The wise man who is not heeded is counted a fool, and the fool who proclaims the general folly first and loudest passes for a prophet and Führer, and sometimes it is

The problem with book monitoring

Stupidity has a knack of getting its way. Albert Camus Most schools these days routinely monitor students’ exercise books in an attempt to extrapolate the quality of teaching. In some ways this

Is it just me or is Sugata Mitra an irresponsible charlatan?

Knowledge comes by eyes always open and working hands; and there is no knowledge that is not power. Ralph Waldo Emerson When I first saw physicist, Sugata Mitra speak about his Hole

Workload, retention & accountability: One policy to rule them all

More men are killed by overwork than the importance of the world justifies. Rudyard Kipling There’s a lot wrong with the way schools are held to account which result in perverse incentives

What every teacher needs to know about…Zero Tolerance

My latest column for the wonderful folk at Teach Secondary magazine looks at the ins and outs of “Zero Tolerance” behaviour systems. There is a limit at which forbearance ceases to be a

The Illusion of Knowing

Knowledge, n.: The small part of ignorance that we arrange and classify. Ambrose Bierce Advanced Learning has commissioned me to write a piece about the uses and abuses of data in schools. My

Comparison is easy

The basis for poetry and scientific discovery is the ability to comprehend the unlike in the like and the like in the unlike. Jacob Bronowski Judging the quality of a thing in

Essay writing: style and substance

You have such strong words at command, that they make the smallest argument seem formidable. George Eliot As with most subjects, the step up from GCSE to A level English literature is

Rethinking assessment Part 2: the Einstellung effect

As I set out here, Dr Chris Wheadon has come up with a beautifully simple solution to assessing students’ essays which requires no rubrics, very little marking time and produces extremely reliable results

Rethinking assessment Part 1: How can we tell if students are making progress?

Is it progress if a cannibal uses a fork? Stanislaw J. Lec For some time now I’ve been of the opinion that the way we normally think of progress is based on

In praise of dignity and justice

They’ll ask me how I got her I’ll say I saved my money They’ll say isn’t she pretty that ship called dignity Dignity, Deacon Blue In Microaggression and Moral Cultures, sociologists Bradley