This new book written by 2 experienced teachers, one an ex-headteacher of an outstanding school and the other a head of English who has consistently been seen as outstanding by his school and Ofsted, is of value to parents trying to understand how their child is being taught.
The book avoids the hidden language some schools use to describe their learning processes, or where this is required is explained with examples so that you will be able to understand how great teachers plan, deliver and assess learning.
This is the first book in a series planned to cover over 250 techniques teachers use to enable your child to learn. The more you understand what is behind this teaching the better you will be able to support your child. You will know what the clever teacher is trying to get your child to think about and why your child may be complaining that the teacher is not explaining properly! Learning is hard work and great learning requires effort from the learner. This book explains why.
It is available from Amazon as an ebook and as a paperback.
If you’re reading this you might already be familiar with the CPD Education Programmes that Peter and Scott have been involved with for over a decade (OTP, ETP, ITP).
As a fairly experienced Head of English (a few years ago) I felt there was little needed to learn from a couple of Wednesday afternoons away from my classroom. I have never been so wrong. Peter and his team reminded all the participants (through often gruelling thinking and practical exercises) the fundamental importance of making all decisions in a school be centred around ‘Learning’.
Just start with your own Departments and ask them to define what words like ‘challenge’ and ‘planning’ mean in their own daily jobs? It doesn’t take long to see that the ‘business’ we’re all in has too many experienced colleagues not exactly demonstrating excellence on an hourly basis. Or – they face the difficulties of not being able to articulate their own methods to staff.
SDP, SIMPLE, ‘Models’, and FAST WORDS to name a few have changed my whole approach to teaching and working with my own colleagues.
I’ve been lucky to work with Peter as a facilitator and participant. ‘Clever Teachers’ explores and collects together some of the main methods/ideas used by us in further detail. There’s no need to leave your classroom again?
Please invite Peter into your school to discuss some of the pages from ‘Clever Teachers’. I have! Or… buy this book that explains the tried and trusted techniques that have changed the learning lives of thousands of pupils and teachers. Better still – do both!
Available as a paperback or for your Kindle:
Why you, a teacher, would want this book.
We have created a great book for all teachers. We identified the tips and techniques that we taught to our many cohorts of really brilliant teachers on our many Excellent Teacher Programme (ETP) training courses. To share those ideas with you, we wrote this, the first book of a planned series of five.
How can you benefit from this book?
As an individual teacher you would be dipping into this book, it is not linear and you will select the particular chapter, tip, to work on. There are plenty to choose from. This is not a theory-heavy book, though theory backs each chapter’s content. Each idea has been tested by our excellent teachers and given their seal of approval.
We explain what the development is and how you might want to implement it in your classroom.
We do suggest that you try to carry on with any new teaching and learning technique for a decent time as new ideas will generally present you with what is called the “implementation dip”, a reduction in performance until you have adapted your thinking, planning and your learners’ acceptance and understanding of the changed ways of working. Unless what you are trying is disastrous, then keep at it! These techniques work and will improve your teaching and your children’s learning.
The paperback and Kindle ebook are available from Amazon.
I am not terribly comfortable with labelling, and that includes, you may be surprised to know the progressive/traditional labels. If pushed, admittedly only gently, I would say I am in the traditional camp. But I do think that there is a fundamental error made by some techniques used by some to support learning.
One which I am considering in this blog is that of the event. It is clear that we do remember well exciting and dramatic events. I still remember sliding down the road when my Lambretta scooter slid on the ice-covered road and I only stopped when the scooter hit the kerb. I was fine and my machine was scraped a little and had lost some paint. I can remember lots of detail such as the person who came to my aid, very shocked. I can remember I was wearing my parka over my helmet and that I was grateful for the law that required me to protect my brain by wearing a crash helmet.
I do have a very vivid memory of the slide.
The fallacy is to assume that because I have such great recall of the event that learning can be enhanced by attaching to an event. I don’t think many teachers would slide a child down the road to teach them history. But some do plan dramatic events on the fallacious assumption that to remember the event meant=ns the details to be learned will also be remembered. Just because the event is so vic=vid does not mean all the elements surrounding the event will be remembered or remembered accurately. For example, I do not know if the concerned passer-by was male or female. I don’t know what colour the scooter was and how much paint was scraped off. And I do not know what I do not remember even though the unremembered did happen during the event.
Episodes will be remembered but the stuff to be learned is left too much to chance.
Please take a look at my new book, “Clever Teachers”. On Amazon, https://www.amazon.co.uk/gp/product/B07N58L1MJ?pf_rd_p=71cb17e9-f468-4d3f-94d5-a0de44c50a7e&pf_rd_r=P1W4R2TBN90CMPDV48GD