Learning for a life worth leading
An increasing number of schools around the world – both national and international – are discovering the benefits of running Philosophy for Children (P4C) courses.
A new study commissioned by the Nuffield Foundation and conducted by the Durham University School of Education now suggests such benefits might be non-cognitive as well as cognitive. ITM’s Andy Homden reports.
The issue of children in our classes who are overweight may concern many of us, but taking the initiative can lead to even more problems. Leah Davies believes that rising rates of childhood obesity are a problem, which educators have a responsibility to address. Here she offers some practical advice.
Differentiation and assessment for learning, a personal view
Last year Paul Jackson was approached by a neighbour whose Grade 7 (UK year 8) daughter, was struggling in Maths and wanted him to tutor her. This is not something he usually does, but as a neighbour, he reluctantly agreed. Some serious thinking followed.
Using Outdoor Ed techniques in the classroom
David Gregory is a specialist Outdoor Education instructor who has also worked in schools and as a teacher and form tutor. Here he suggests a powerful technique used on outdoor courses and trips could be applied in class to really good effect.
Three steps to wellbeing in school
Trinity All-Through School in London has been planning and implementing a three-step strategy to address the needs of student wellbeing. As Rob Thomas, the school’s Executive Head Teacher, argues, this work is a timely response to the mental health needs of young people.
Cornish to Kiwi
Roz O’Shea had already taken the plunge to “go international” when she left the UK to teach in SE Asia. Moving on she found what she considers to be her true calling – teaching Health Education based on a completely different set of cultural ideas in New Zealand.
Flourishing schools and wellbeing
According to Moya O’Brien, a school really flourishes when it practises “positive psychology”. Here she explains the connection and examines an organic approach to the development of wellbeing in schools. Academic success follows.
For further ideas about “positive psychology” see the downloadable PDF at the end of the article.
Research has shown that, far from separating two separate systems of rational thinking and emotion, the human brain uses both together. Emotions give us information and emotions drive the decisions we make. If we don’t pay attention to both cognitive and emotional sources of information, we are compromising our decision-making ability, writes Sarah Whyte.
Schools rightly put students into positions of responsibility. The role of student voice, student leadership and student impact have become a common and much-valued feature of many educational institutions, both in the UK and internationally.
However, the effectiveness of student leadership varies widely, both between and within schools. Matt Hall, Deputy Head of Secondary at BSM reports.
Is outsourcing the way forward for more schools?
Supporting university application is an increasingly complex and demanding service that all schools are expected to provide. Is there any support on-line that might help? ITM talked to Tim Laas-Nesbitt, Lead Mentor at Cialfo, the Singapore based university application specialists to explore the area.
Setting up your own veterinary clinic in the classroom with free resources to download. Ideas for the writing table and great stories, songs and rhymes to develop the themes of caring and empathy.
Click on the image to download Part A of your free PDF
Based on Lauren Child’s wonderful picture book That Pesky Rat this PDF focuses on ideas to develop the children’s attitude and feelings through language and art & craft activities that complement the story.
Click on the image to download Part B of your free PDF
Of my memories from high school physics, Isaac Newton’s Third Law stands out as easy to remember: ‘For every action, there is an equal and opposite reaction’. His statement applies to forces, but to my mind is easily adapted to suit social and emotional learning in terms of consequential thinking: ‘For every action, there is a consequence.’
From Challenge to opportunity “Wireless Headphones”
Two years ago I found myself in between “gym facilities”. The old gym was torn down and a new Sport and Community Centre was being built. All PHE classes continued in what we called “The Bubble”, a huge semi-permanent, inflatable tent located on the soccer pitches. There were no walls and often two classes were taught simultaneously. A single net divided the Bubble into different learning spaces. Instructing the students and keeping them focused was difficult; teaching using music was even more challenging for teachers and students alike.
Reproduced by kind permission of the Times Newspapers
In the Autumn of 2015, Michael Roulston, Headmaster of the elite Dulwich Prep London, visited a similar private school in Cape Town a day after it had suffered a terrible tragedy. A young boy had taken his own life. He had been struggling socially and academically, but had told nobody. “It shocked me deeply,” Roulston said.
Following Shakespeare’s advice, “Listen to many, speak to a few,” is easier said than done. Yet, as Peter Hudson suggests, most of us will recognise, from personal experience, the sentiments expressed by Carl Rogers when describing the beneficial impact of someone really listening to you. This applies to children of all ages and adults alike.
Empathy: a handbook for revolution, published in the US as Empathy, why it matters and how to get it.
Roman Krznaric, Rider Books, 2014
The importance of empathy
For philosopher Roman Krznaric, western society has painted itself into something of a corner. The prevailing political and social orthodoxy of our time is rooted in competition, the needs of the individual and introspective obsessions.