Why teach philosophy

The De-Skilled Teacher

Nearing the end of my NQT year I got frustrated by the increasingly Kafkaesque nature of my school’s whole staff CPD. During one after school session on feedback and assessment we were presented with research informing us that pupils ignored formative feedback they received when it was presented alongside a summative mark/level. We were then informed of our new feedback policy which was to give two EBIs alongside three WWWs for each summative assessment (where pupils would receive a level). Alarmed by the illogic of what we’d been told and the resigned tacit acceptance by the knackered staff, I asked whether there wasn’t a contradiction between the research and our new policy. The deputy head responded by saying ‘That’s very philosophical of you’ which got a laugh and the meeting moved on. The implication was that philosophical points were irrelevant and that I could be dismissed because it was eccentric…

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