Teaching

Half of teachers are “drained and exhausted”

Half of teachers are “drained and exhausted” while 15% are “physically and mentally on the brink”, a TES survey revealed today.

The survey, carried out this week among teaching staff across the UK, found that just 10% were “completely fine” while only 1% said “I feel great”.

One school teacher said: “We’re in a climate where everyone is on edge and stressed out and worried the whole time. If I’m still in this job by Christmas, I’m going to be amazed. I’ve had enough.

This blog post takes a look at the latest in schools.

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Heads: schools will grind to halt unless covid testing improves

Headteachers have warned that education will “grind to a halt” unless covid testing improves.

Thousands of school leaders have written to the Government warning of “partial rolling closures” of schools and disruption to pupils’ catch up studies because of serious staff shortages.

The delays in covid testing are “severely hampering” schools, according to a network of over 5,000 heads. This blog post takes a look at the crisis in schools.

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Holiday cover

The advice from the Government’s coronavirus guidance is that “Supply teachers, peripatetic teachers and other temporary staff can move between schools. They should ensure they minimise contact and maintain as much distance as possible from other staff.”

Having cover for teachers away from the classroom is essential in the modern climate – and this could become one of the worst years for sick leave ever seen around the world.

How can ensure you have the necessary holiday cover while meeting specific guidelines. This blog post explains. 

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One-to-one support to small classroom delivery

One-to-one support to small classroom delivery to support your students who need to catch up the most.

The new school year is back underway, with a strong focus on student catch-up and teaching specific smaller groups (“bubbles”) in order maintain social distancing.

This presents an opportunity to teach young people a more learning tailored to their needs. This blog post explains how this can be done.

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What is visual learning? All you need to know

Visual learning is one of three different types of learning styles. The visual learning style means that people need to see information to learn it. This can take the form of spatial awareness, photographic memory, colour/tone, brightness/contrast, and other visual information.

In a classroom environment these could take the form of overheads, the chalkboard, pictures, graphs, maps, and many other visual items to entice visual learners into knowledge.

But what are the strengths of visual learning and how should teaching styles adapt to this. Our latest blog post explains.

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Live classroom: don’t get caught out again

Some pupils may think they have it by not going into school and instead being dependent on online education. But complacency must be avoided – and that’s where the live classroom comes in.

The benefit of the live classroom means that students can receive bespoke lessons to enable them to achieve their goals. Live classrooms ensure you don’t get caught out again.

What are the benefits of live classroom and how can they help to ensure pupils remain on target with their education? This blog post explains.

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Behaviour improvement: praise rather than punish pupils according to new research

Sometimes as a teacher, situations can arise where it can be difficult to determine whether to use praise or punishment to motivate pupils. But research reported in the Times today could reveal secrets to behaviour improvement. When do you use praise and punishment to motivate pupils? Do you have examples of where praise has been effective? Let us know in the comments section below.

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Looking after your voice

Teachers talk a lot. It’s an integral part of the job.

Some may shout, others may whisper. Some teachers will speak normally in the classroom, others will project their voices as if they were on stage.

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Teaching SEND pupils in mainstream classes

Managing the education of SEND pupils has always been a difficult topic.

In the past these children have been ignored, moved into specialist SEND schools, moved back into mainstream schooling with or without additional support, provided with additional funding, had funding removed, taught in isolation units or excluded altogether.

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