Teacher, know thyself


There are clearly many effective schools (I have a problem with the range of superlatives currently employed to describe effective schools: outstanding, strong, excellent,…and the most recent….exceptional) in the UK. There are clearly many that are not. There are also clearly many effective teachers, too. There appears to be no consensus on what makes a school effective, nor on what makes a teacher effective. There are plenty of people who think they know the answer to these questions, but, generally, evidence is lacking.

Education is very context dependent. There are loads of confounding factors, as education is very complex. How can the analysis of effectiveness be simplified? What’s left if we remove system factors and philosophical underpinnings? Here are two to start with:

1. The teacher must know what they are talking about, and the students must know that the teacher knows.

2. The teacher must really want the students…

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About teachingbattleground

I teach
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