Exemplary teachers routinely have children actually reading and writing for as much as half of the school day – often around a 50/50 ratio of reading and writing to stuff (stuff is all the other things teachers have children do instead of reading and writing). (Allington, 2001)
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Sometimes it can be more challenging engaging boys in learning than girls. There are a number of reasons for this which I won’t cover here but these are a few suggestions of ways to make learning more engaging for boys. They benefit girls as well.
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It is now common practice to see teachers begin their lessons with clearly stated learning intentions or goals and success criteria which students dutifully copy. I recently asked a student why he was copying these things. He replied, ‘I don’t know – we just copy them down while Miss marks the roll.’ 
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