CPD opportunity, Brussels, July 2016
The ability to speak, understand and write English is increasingly important as global communication and personnel movement expands exponentially. Elly Tobin, a founder director of the International Writing Project, explains the Project’s development and relevance to students and teachers, particularly those in international schools.
A vist to Taylor’s International, KL
My taxi, adorned with a myriad of good luck charms: coins, mystic knots, Dzi beads and even a laughing Buddha, battled through the tropical downpour and dropped me at the gate of the school. It was “Home time!” and scores of shrieking children danced excitedly through the torrential rain and waiting cars, seeking sanctuary from the storm.
New graduate summer study center in Costa Rica, from Summer 2016
ITM sponsored page
We are pleased to announce that Endicott will be opening a new M.Ed. summer study campus in San José, Costa Rica in June 2016, hosted by our partner institution, The British School of Costa Rica.
How two CPD specialists designed a new curriculum
You leave the training enthused, revitalised, even inspired; you can’t wait to put into practice the ideas you have gleaned from it. Sadly, on your return to school, the demands of the over-crowded curriculum, the daily routines and your seemingly infinite pastoral responsibilities result in those fresh ideas being mentally filed “for another time” that never seems to arrive. It is a scenario experienced by many teachers and recognised by Amanda McCallum and her colleague Karen Green who set out to create a different approach to professional learning, and carved out a new career as a curriculum designer in the process.
A chance conversation
I had just finished having breakfast at what used to be called a country house party in the UK. Having listened to several guests for several minutes, asking them about their work and families, I was asked what I did. ‘I teach teachers how to listen’, I replied. One of the guests, herself a retired teacher, said ‘Oh that’s the top skill in teaching!’ When I asked her what she thought the reason for that was, she said ‘It builds respect with the students and when you have that you can achieve so much more with them’.
There are times when, according to Mark Wood, who works in Dubai, you should ask yourself a simple question: “Why do I love teaching?” This is how it works for Mark.
I have been teaching for almost 10 years. I love my job, but every now and then I have to stop and think “Why? Why do I love teaching?” I’d like to suggest that every now and then you ask yourself the same question. I guarantee that just thinking about the answer to this question will have an impact on your teaching and, more importantly, on your students’ learning.
Published by the National Board for Professional Teaching Standards (NBPTS), 1987, now available as The 5 Core Propositions.
I found this short tract when I inherited the contents of the bookshelves in my office at Enka Schools in 2002. It lingered there for a little longer, but then I picked it up one afternoon and read it from cover to cover in an hour (it’s 21 pages long). I was fascinated by the unambiguously simple title and I was not disappointed by what it had to say. In making the case for rigorous and thoughtful practice, it makes five propositions: