Glass Ceilings

The fear is creeping in. The headaches are convulsing across the eyes. The neck and shoulders tense. There are only a few days of the holiday remaining and the work fear is already mounting.  With bomb-shell records of teacher burn-out, according to Education Support’s Teacher Wellbeing Index, 2021, 72% of staff members are ‘stressed’, itContinue reading “Glass Ceilings”

The Multifaceted Dangers of High Expectations

As teachers, particularly during the training and NQT years, we are told that expectations, high expectations, are the key to classroom success. According to the Department for Education’s Teachers’ Standards (2011), the very first ‘standard’ states that a teacher must:  ‘Set high expectations which inspire, motivate and challenge pupils; establish a safe and stimulating environmentContinue reading “The Multifaceted Dangers of High Expectations”

How relevant is the teaching of Shakespeare in inner-city secondary schools in 2021?

Whilst finishing the tremendously exciting unit of work on creative writing, I announced to my bright year 9 group that when we return from home learning we will be starting the next unit of work…on… Shakespeare! Even through the normally blank, silent screens, I was met with a groan and sad emojis in the classContinue reading “How relevant is the teaching of Shakespeare in inner-city secondary schools in 2021?”

Pandemic Pandemonium

I completed my training year when the world first went in to lockdown in March of 2020. Teacher training in the UK is already a tough year, but add in the elements of working from home with little to no real contact from the training provider, with the expectation to carry on online teaching (whichContinue reading “Pandemic Pandemonium”