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The Power of Recognition - slides to Noah's (@senorg) presentation

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The Power of Recognition - slides to Noah's (@senorg) presentation

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- Slides: Please let Noah know if you use any of this! Also, please let him know of any shameful errors rather than publicly shaming him:)
- Generation Like episode of Frontline
- Badgebot.io is home to the bot for auto-issuing digital badge credentials via twitter

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Blog post about #TinyVoiceTuesday #TVTTagTeam and #TinyVoiceTuesdayUnites ☀️🌈🌻 

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Blog post about #TinyVoiceTuesday #TVTTagTeam and #TinyVoiceTuesdayUnites ☀️🌈🌻 

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This hopefully explains most things - please look at the other posts on my blog to understand more. There are a lot of them.

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Why Pupils Aren't Showing Up for Online Learning

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Why Pupils Aren't Showing Up for Online Learning

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Two of our speaker referenced this article by Peter DeWitt.

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Many teachers, students, and parents are proving to be remarkably resilient during this time when it comes to the effects of the pandemic on school, education, and student learning. It is not easy to teach in a physical classroom one day and turn it into a virtual classroom the next. Most college and university teacher prep programs do not have a course focusing on virtual teaching and learning (something they may consider doing soon).

Many teachers are still trying to replicate what they do in a classroom, with what they are doing online. It's important to shift that way of thinking and continue to adapt. Most of us will never feel as confident or competent about how we teach virtually as we do when the students are in front of us. This adaptation is not easy, but we have to start looking at the parts of virtual teaching that are not working and let them go, and begin looking at the places where we can go a little bit deeper.

As I comb through the countless teacher Facebook pages that have been created due to the pandemic, I have learned a great deal about new tools and ways to engage students, at the same time I am constantly reminded of just how much work teaching is, and it's even more complicated when it all has to be done virtually. When it comes to how teachers are meeting the needs of their students, there are a few important aspects to keep in mind.

Did you know:

Teachers have their own children at the same time they are teaching students? And yes, I realize parents have their own virtual working conditions at the same time their children are required to virtually learn.

Some teachers live in a studio apartment with no space to work and questionable Wi-Fi.

Even in areas where the Wi-Fi is usually strong, there are interruptions.

There are teachers who have roommates and have to teach from their bedroom, which is beyond awkward. How comfortable would you be having your students see into your bedroom?

Many of the free online sources that students are using were not free a few weeks ago, so teachers are learning those at the same time they are using them to teach virtually.

Teaching During the Pandemic: Over the last few days, I have collected over 120 comments from a few different pandemic pages on Facebook. There were numerous reasons why I started reviewing them. First and foremost, I wanted to get a feel for how teachers were accomplishing the art and science of remote teaching. Secondly, I wanted to be able to code the comments under categories like social-emotional learning, student engagement, instructional strategies, efficacy, and leadership. The interesting part of the coding activity is that many of the same questions for virtual teaching come up with teaching in physical classrooms. For example:

How do I use that tool?

My students are not handing in assignments.

I cannot get parents to call me back.

How is your administrator involved in your classroom?

How often are you having faculty meetings?

What is the required workday?

What does grading look like in your school?

One of the posts that appeared time and time again, and created the most responses, had to do with student accountability. There were numerous posts that highlighted the fact that students are not necessarily signing on to get assignments and certainly not handing in assignments, either.

The piece that is a bit different between teaching in the physical classroom and the virtual classroom is the amount of "control" the teacher has over student engagement. Teachers can use:

Their physical proximity to engage students

The promise of a good or bad grade

The threat of a loss of some privilege

The promise of an incentive, or one of their other positive social-emotional tricks of the trade.

Most of those actions are gone because of new school policies that prevent teachers from giving grades or repercussions. There is a lot less "control" on the part of the teacher right now, and that can make us uncomfortable. Especially when teachers are being held accountable as teachers.

So many posts focus on student engagement, and there are others that are meant to get people to laugh and breathe, while other posts are examples of venting. It's a frustrating time in our world, so all of these posts are natural expressions of that frustration, anger, and sadness.

Why Aren't Students Signing On? When looking at the idea of why students are not engaging with teachers in virtual learning, I wanted to provide a list of a few reasons why that may not be happening. Some of the reasons are issues we know and understand, while one seems to be a reason no one is talking about on any of the pages. It's not an exhaustive list, and just like any list, it is based on data I have collected. If there is one you feel is missing, please feel free to add it in the comment section.

The 6 reasons are:
No access
- Some students are living in homes that may not have access to Wi-Fi or limited access at best. Many of those students may not have a "device" to use for schoolwork. Yes, schools hand out devices to students, which is extremely helpful, but not all families are experts at devices and Wi-Fi. Common Sense Media reports (Today Show. 04/21/20) that over 10 million students in the US do not have devices. If teachers and leaders are struggling with technology, perhaps it's probable that families are struggling with technology, too? Not everyone works for the Geek Squad.

Essential Workers - Some students are working full time. Whether they are working the fields in California or at grocery stores in the Midwest, it's plausible that our students have had to take on jobs to help their families put food on the table. Their work, and the contributions they make monetarily at home, is essential.

No Grade Incentive - Many school districts in many states have gone to a no grading policy because they don't want to punish students who cannot attend all classes or hand in all of their work due to equity of access to virtual learning. The interesting thing happening here is that there are students who find that the incentive for showing up is not there, so they no longer need to attend the class. Is there a way that we can use a no grading policy to our advantage? Can we continue to provide students with the flexibility to do project-based learning around topics they find interesting to get a sense of their interests and creativity?

Taking care of their siblings - If parents or caregivers are still working because they are essential workers, it is possible that our students are caregiving for their siblings and helping those siblings do their classwork ... or keeping siblings from tearing things apart. These students may attend only half of the classes they are "required" to attend.

Bedlam but No Bedroom - Not everyone has a bedroom to themselves. In fact, I work in many schools where multiple families live in the same apartment or house. If there isn't a quiet space where they are able to focus, perhaps it's just easier to not connect with their teacher at all.

Student - Teacher Relationships - Some students are not connecting because they felt invisible while they were in the physical classroom, so they feel that they will not be missed in the virtual one. Additionally, some students just didn't find their teachers very engaging in person, so they aren't really concerned about engaging with those particular teachers online.

In the End

There are students not attending all of their classes because of a lack of accountability at the same time their teachers are being held accountable. Let's face it though, most teachers are less worried about the kind of accountability that comes from their school leaders, and more of the accountability they are concerned about comes from the pressure they put on themselves as teachers. So many teachers care deeply about their students and worry about their social-emotional and academic growth during this pandemic.

In one of the pages I explored, someone posed the question, " Knowing what you know now, would you have done anything differently when the students were in front of you? " I thought it was a great question, and apparently so did others because there were 79 responses at the time I began writing this blog.

Most of the responses focused on how they would have used different tools, or they would have assigned at least one virtual assignment every week. All of these responses are important. However, very few of the comments focused on how teachers would have built better relationships with students so those students would show up to the virtual classroom. If we find ourselves in a situation where we are teaching online for the first month of school, knowing we have the same restraints we do now (i.e. no grading, access, etc.) student teacher relationships is the first place we must start, and we need to take some time soon to think about what that may look like in a virtual setting.

Questions I have been pondering:

We know that virtual teaching during a pandemic is hard, and takes a lot of work. However, what is working for your school/classroom right now that can continue to be used again in the fall?

What is one way you have communicated during this time that brought in the most attention by the community (i.e. teachers, students, families, etc.)? Many years ago, we went from just sending home paper newsletters to parents (we went from a 5 pager to a 1 page), and I began flipping communication through our parent portal. I was amazed at how well it went the first time around. Are there any similar changes you have made that have worked well, and it surprised you?

As school leaders, what do you need to do during the summer to continue to connect with families? With my PTA we would have at least one summer meeting, and one summer event. If social distancing is still in place, is there a virtual event that you can create?

As school leaders, how are you supporting teachers and students socially-emotionally and academically? For example, are you engaging in their live classroom chats with students?

As school leaders, what incentives are cable companies offering that may help put more hot spots in the community? I coach with a high school principal that contacted those companies and got them to compete with each other a bit, and his high poverty community ended up with a few more hot spots set up.

Check out the new Vlog addition to Finding Common Ground below. If you're interested in a newsletter that focuses on all aspects of instructional leadership, sign up for DeWitt's Collective Conversations newsletter. Photo courtesy of Getty Images.

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6 Reasons Students Aren't Showing Up for Virtual Learning (Opinion)

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Many teachers, students, and parents are proving to be remarkably resilient during this time when it comes to the effects of the pandemic on school, education, and student learning. It is not easy to teach in a physical classroom one day and turn it into a virtual classroom the next.

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Here's the link to my presentation today.

Please add tip 11: if the technology doesn't work when you're presenting to educators all over the world, keep calm and carry on!

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Twitter:@MrsSarahMullin
LinkedIn: https://tinyurl.com/SarahMullinLinkedIn

Welcome to our wonderful profession!

Ten tips for aspiring, student and early career teachers (although they may be useful for teachers at all stages of their career).

You can find these tips and lots more in 'What They Didn't Teach Me on My PGCE' - a collection of over 200 narratives written by teachers, for teachers.

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What to do if you are an International Teacher needing to leave your school.

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Great Genius Hour and 20% Time resources including grade level success stories, why you would want to do Genius hour, how 20% time works, how to get started, how to work through issues, and how to communicate with parents about the projects.

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@GrahamAndre
@MrEFinch
@Actionjackson
@MRsalakas
@senorG
@Smithsmm
@ShellTerrell
@ToriaClaire
@ViviennePorritt
@Sawubona_Chris
@cgrassociates
@JoyKirr
@helenjwc
@EdRoundtables
@TinaMahesh1
@missaaja
@chrisdysonHT
@CarrieGrant1
@NatashaHilton3
@ZeinaChalich
@jelmerevers
@vivilopez2

@AdeleBatesZ
@sneh_wadhwaney
@Griffin_OT
@Emma_Turner75
@MrsSarahMullin
@Toriaclaire
@KSThakral
@pasi_sahlberg
@AlisonKriel

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Global education is underpinned by the seventeen Global Goals. Great to build them into the curriculum at the long term planning stage and give your connection intentionality.

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Overcoming the World's Challenges - The Global Goals

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The climate crisis. Ensuring no one goes hungry. Human rights abuses. Extreme poverty. Problems of this scale can be overwhelming, but the Global Goals(also known as the Sustainable Development Goals or SDGs) are the solution to tackling them.

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Link for the notes for Kim's Presentation

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Link for the notes for Kim's Presentation

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https://www.griffinot.com/notes/

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If you are interested in teaching internationally and have questions, ping me on Twitter @KSThakral and I will be happy to help.

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If you want to be part of this experience and do some collaboration either in Spanish or English contact me! @vivilopez2
vivilopezlarretxhart2@gmail.com

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(image: Esther O'Connor) This blog has been written based on some guidance I put together with the Reception and Y1 teacher in mind. It...

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A tale of two touch pathways The term touch pressure, or deep touch pressure, are used by therapists to refer to firmer touch. Therapressure brushes or surgical brushes are one way to provide it. However, it can also [...]

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GriffinOT - Sensory and Motor Skill Resources for Parents and Teachers

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A tale of two touch pathways The term touch pressure, or deep touch pressure, are used by therapists to refer to firmer touch. Therapressure brushes or surgical brushes are one way to provide it. However, it can also [...]

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This is the book Azizi spoke about. Don't buy it from these thieving tax dodgers though. You'll be able to get it from an independent bookshop easy enough!

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(image: Esther O'Connor) This blog has been written based on some guidance I put together with the Reception and Y1 teacher in mind. It...

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Adele Bates Blog - Safety First (Learning Second)

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Adele Bates Blog - Safety First (Learning Second)

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Free resources from the amazing Adele Bates - no Clangers alas.

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YOU GUYS ARE AWESOME! #GlobalBrewEdIsolation is a total gift. Mahousive thanks to Graham and Ed! Here's a bit of extra motivation from me: 1) Human-First Course: https://jazampawfarr.com/human-first/ Use the code BREWED40 for 40% discount for the next 48 hours! 2) My TEDx talk for when you aren't sure if you're doing a good enough job. https://youtu.be/q3xoZXSW5yc

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YOU GUYS ARE AWESOME! #GlobalBrewEdIsolation is a total gift. Mahousive thanks to Graham and Ed! Here's a bit of extra motivation from me: 1) Human-First Course: https://jazampawfarr.com/human-first/ Use the code BREWED40 for 40% discount for the next 48 hours! 2) My TEDx talk for when you aren't sure if you're doing a good enough job. https://youtu.be/q3xoZXSW5yc

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Have a great weekend!

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Sign up for the being human course.

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Jaz Ampaw Farr | Keynotes Webinars & Training

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In order to do that you need an experienced speaker with an award-winning track record of getting people to make positive changes in their life at work and home.

Organising an event, no matter how big or small creates a level of uncertainty about everything coming together on the day. The last thing you need is to worry about whether your keynote speaker will deliver.

Your speaker should be easy to book, show up ready to go and blow your audience away rather than add to your to-do list! I understand the pressure and weight of delivering a keynote that is as engaging as it is relevant which is why I work alongside clients to ensure their entire event is incredibly impactful.
Book a chat today so you can stop losing sleep worrying about a booking keynote speaker that fails to connect with your audience and start planning how you're going to collate the raves from your audience about what they are inspired to change as a result of your event.

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Human First Leadership Strategist, Keynote Speaker and Author.

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The power of everyday heroes | Jaz Ampaw-Farr | TEDxNorwichED

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Chimimanda Ngozi Adichie's essential TED Talk.

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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Brett's YouTube video on how to set up an escape room for your pupils/students.

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How To Create A Digital Escape Room (remote learning/pedagogy)

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Ruth's blog on #BrewEdIsolation

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Click here to go to Brett's website, I know it looks blank - promise it isn't.

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The Graveyard is the Richest Place on Earth

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The Graveyard is the Richest Place on Earth

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Why our Schools need Human Connection

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Find the presentation slides, templates, tips and resources here! http://www.shellyterrell.com/innovation.html

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I'm gonna be sharing loads of stuff from BrewEdIsolation on my school website for children, parents and staff thankyou so much for such a brilliant day. Spent Saturday, Sunday and Monday screen recording Periscope, editting, cutting airdropping, hours and hours only to find Ben Brown YouTube Playlist ha ha oh well :-) you lot are flippin awesome feel free to use any of the resources I have already shared to parents on my school website @MrJames_Jones

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HOW TO MAKE AN IMPACT - One of the Best Speeches EVER For Young People | Simon Sinek

This is one of the best speeches ever from Simon Sinek on making an impact in the workplace.

More Amazing Maths for the Wise

BBC Bitesize daily online lessons for Foundation Phase

Beginning Monday 20 April, BBC Bitesize will publish daily online lessons for all ages. We'll also have a new dedicated TV channel full of learning content, podcasts on BBC Sounds and loads of educational video on iPlayer.

https://www.bbc.co.uk/bitesize/levels/zxybmsg

BBC Bitesize daily online lessons for KS2.

Beginning Monday 20 April, BBC Bitesize will publish daily online lessons for all ages. We'll also have a new dedicated TV channel full of learning content, podcasts on BBC Sounds and loads of educational video on iPlayer.

https://www.bbc.co.uk/bitesize/levels/zbr9wmn

Learning Beginners British Sign Language with Natasha Lamb and Kelly-Ann

British Sign Language with BSL Charlie

"Middle C & The Grand Staff" Episode #7 Preview - Quaver's Marvelous World of Music

Quaver introduces the basics of music notation: the grand staff, treble clef, bass clef and Middle C. In learning about these symbols we discover that music ...

Chester Zoo Home Learning for the animal fans

Learn How To Play Guitar - Beginner Guitar Lesson #1

FREE Beginner Guitar Lessons

Augmented Reality Fun with DoodleLens & PowerPoint

Make your own super simple augmented reality experience with DoodleLens - it's as easy as copying and pasting. In this tutorial, you'll see how to draw the doodle and use in PowerPoint

Make your Own Augmented Reality - with PowerPoint and HP Reveal (Formerly Aurasma))

Make your own Augmented Reality presentations with PowerPoint and a cool free app called HP Reveal (previously known as Aurasma).

Move 4 Sport Free programmes and videos on our website Move4Sport.org.uk structured programmes and videos for free

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This is one of the best speeches ever from Simon Sinek on making an impact in the workplace. More Amazing Maths for the Wise Beginning Monday 20 April, BBC Bitesize will publish daily online lessons for all ages. We'll also have a new dedicated TV channel full of learning content, podcasts on BBC Sounds and loads of educational video on iPlayer.

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Yes all seven and a half hours!

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#BrewEdIsolation https://t.co/Si6yFIWgsN
— Graham Andre' 🔥🌻🌻 (@grahamandre) April 25, 2020

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This includes a link to the livestream and a chart of timings for the individual presentations.

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A resource to help you check and regulate your internal weather system from speaker Mark Goodwin (@MarkGoodwin8)

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A worksheet to help you stay in control of your emotions from speaker Mark Goodwin (@MarkGoodwin8)

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@MalCPD Mal Krishnasamy's Website
www.malcpd.com

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@MrGPrimary

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Software download at
LEGO
https://education.lego.com/en-gb/downloads/wedo-2/software

SCRATCH
https://scratch.mit.edu

Scratch Lego Link
https://scratch.mit.edu/wedo

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(@tim_jumpclarke)

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Tim Clarke Cornerstone Writing Hands presentation

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(@tim_jumpclarke)

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(@tim_jumpclarke)

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(@tim_jumpclarke)

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Ruth's website

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Assure is an independent education consultancy which offers a range of services to schools, teaching schools alliances, private voluntary and independent nurseries, multi academy trusts and local authorities.

Assure offers independent advice and support nationally and internationally, Headteacher performance management support for governors, support for leaders with writing self evaluation summaries and school improvement plans, training and development across a range of areas specifically relating to Early Years Foundation Stage (EYFS) and Primary Education.

Assure is run by Ruth Swailes, a consultant with more than 25 years' experience as a teacher, senior leader and school improvement consultant.
Ruth is also available as a keynote speaker for conferences.

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Assure is an independent education consultancy which offers a range of services to schools, teaching schools alliances, private voluntary and independent nurseries, multi academy trusts and local authorities.

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Nicole Ponsford (@NicolePonsford)

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Hello, we're the Gender Equality Collective.

We believe that Gender imbalance is everyone's issue. Right now you hold the power to change the world. You hold the power to make your home or workplace a more gender equal place. We believe that you are the key to solving this problem of gender imbalance that we find ourselves in today.

At The GEC we understand people and we like people - we like people so much that we are entirely built on people. We are a collective of brilliant experts and a community of passionate individuals. Quite simply we couldn't do it without you.

We don't think that people need to get hurt in the process of achieving gender equality. We're a kind and understanding bunch who believe that if your intentions are good and kind, then good things will happen. Trial and error in a supportive environment is what we are all about. Nobody can get it 100% right every time, with us, it's OK to try and fail. To us, the important thing is that you keep trying.

Some of you are further along the on the journey than others - and at The GEC we are all about taking on the responsibility of looking back and sharing - giving others a hand to bridge their gaps and find solutions.

If you're ready to change the world, keep scrolling. Find which bit you'd like to change first, and let's do this together.

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Hello, we're the Gender Equality Collective. We believe that Gender imbalance is everyone's issue. Right now you hold the power to change the world. You hold the power to make your home or workplace a more gender equal place. We believe that you are the key to solving this problem of gender imbalance that we find ourselves in today.

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Here's the blog that SF wrote with @tygertale (Jake Hayes)

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Jake Hayes discusses the books that helped inspire our greatest children's writers and illustrators to create their own modern masterpieces. Plunging down the rabbit hole of children's literature, Deeper reading revisits beloved classics and uncovers lost works of staggering genius.

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Jake Hayes discusses the books that helped inspire our greatest children's writers and illustrators to create their own modern masterpieces. Plunging down the rabbit hole of children's literature, Deeper reading revisits beloved classics and uncovers lost works of staggering genius.

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Digital divide slides from today from @Ka81 - #BrewEdIsolation https://t.co/yoLPgoJvUV

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Viv's TED Talk

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A world where normal doesn't exist- celebrating uniqueness. | Vivienne Porritt | TEDxNorwichED

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Hywel's Website

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Alex Fairlamb - TMHistoryIcons 2019 - Burning Bras, Ball-Breakers and Banshees (Oh, and Victims)

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Providing free teachmeets for teachers | TeachMeet Icons

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Join the Daily Writing Challenge with Hannah Wilson and the team

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Join the Daily Writing Challenge with Hannah Wilson and the team

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#DailyWriting Challenge was created by VbE Consultant - and values champion, Hannah Wilson.

Writing a powerful article for Schools Week, she begins with the words...' The school system finds itself in uncharted territory, but it has its moral compass to fall back on and an opportunity to explore new horizons...'

It's a brilliant read.

#DailyWritingChallenge is a collection of powerful, blogs by brilliant educators...written from their courageous, compassionate, vulnerable hearts as they strive to make sense of what is happening in the world during the Covid-19 outbreak.

These are people doing their very best to support their communities through the biggest disruption any of us have ever experienced.

By exploring and living positive, human values, we see a change in our thinking and our behaviour.

Lives infused with values such love, care, courage, peace, resilience, patience, responsibility, kindness, trust - and so many more - help us to better connect with each other and live with a deeper purpose.

You will be inspired by these incredible pieces of work.

To contribute your own piece, head over to Twitter and publish using the hashtag #DailyWritingChallenge.
#DailyWritingChallenge - Adventure #DailyWritingChallenge - Change #DailyWritingChallenge - Community #DailyWritingChallenge - Courage #DailyWritingChallenge - Creativity #DailyWritingChallenge - Emotions #DailyWritingChallenge - Empathy #DailyWritingChallenge - Family #DailyWritingChallenge - Flexibility #DailyWritingChallenge - Forgiveness #DailyWritingChallenge - Freedom #DailyWritingChallenge - Friendship #DailyWritingChallenge - Gratitude #DailyWritingChallenge - Growth #DailyWritingChallenge - Guilt #DailyWritingChallenge - Honesty #DailyWritingChallenge - Joy #DailyWritingChallenge - Kindness #DailyWritingChallenge - Loyalty #DailyWritingChallenge - Opportunity #DailyWritingChallenge - Optimism #DailyWritingChallenge - Perspective #DailyWritingChallenge - Purpose #DailyWritingChallenge - Resilience #DailyWritingChallenge - Rituals #DailyWritingChallenge - Self-Care #DailyWritingChallenge - Support #DailyWritingChallenge - Time #DailyWritingChallenge - Trust #DailyWritingChallenge - Wellbeing

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DailyWriting Challenge was created by VbE Consultant - and values champion, Hannah Wilson. Writing a powerful article for Schools Week, she begins with the words...' The school system finds itself in uncharted territory, but it has its moral compass to fall back on and an opportunity to explore new horizons...'

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Angela Browne's Women's Narrative Project

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Angela Browne's Women's Narrative Project

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A community project is an event where a group of passionate people get together to publicly explore and discuss a topic relevant to their work or their lives.

It's a bit like an online slow chat with a clear theme, a diverse selection of voices, a set time-frame, and a discussion forum for contributors and participants to take the conversation further.

Our next community project will be one-month-long and will run through the month of June 2020.

The project will consist of a daily email which will go out to all participants containing a submission from one of you - the project contributors. This will all be supported by a discussion group in Nourished Collective for all participants.

As you have seen from our last community project, I have a penchant for beautiful artefacts, well at the end of the project we'll have an e-book (or tiny paperback) so that the project lives on and continues to make an impact on all the women who stumble upon it in the future.

It is one of a series of topics that we will be exploring in Nourished Collective over the course of the next few months.

I've chosen this topic as for some of us, the absence of a mother is a critical influencing factor. We may have ideas about what would have been if our mothers were here, we may have had other women occupying the maternal role in our lives and this will have had an impact on the way we show up and lead in life and work.

For some of us, the relationship we have with our mothers and/or our sisters shapes the way we show up as women and fundamental to the women we have become.

Some of us may have wanted or may want to be mothers and that not being possible could be significant. For those women who are mothers, the relationship we have with 'motherhood' can also be influential on the decisions we make and the way in which we show up in life.

You are reading this because you have expressed interest in participating in the project. If you decide you'd like to share your voice on this topic then your submissions will form the heart of the project and will ultimately shape the potency of the project. Your willingness to sharing and vulnerability will open doors for other women who have never heard this topic discussed before.
I am looking for 5 women to share 4 further stories on other intersections. These women will also take part in a series of conversations for the Nourished Collective Podcast. If you are interested in extending your engagement in the project please let me know.
Please send your expression of interest in either:

a) Contributing to the June 2020 community project with one essay*

b) Contributing 5 pieces in total across 5 community projects and taking part in the podcast.

to: hello@nourishedcollective.com
*Please briefly outline in a couple of sentences whether you will be writing on mother, daughter or being a sister.
These are the pieces of content that you sweet folk will provide for the project. This project will solely comprise of essays on our theme.

These are the women who will sign up and interact with your submissions. The project participants are made up a combination of our followers (who we know will benefit from the exploration of this theme) as well as anyone else who signs up for the project.

CRAFT AN AWESOME SUBMISSION

This one goes without saying, really. Your submissions will provide all participants with a new lens through which they can view their own experiences and construct new narratives for themselves. These submissions are going to be shared directly to the participant's inboxes and will be talked about in our private 'circle' in Nourished Collective. That said, please make sure that you are happy with what you write to be in the public domain.

You might want to consider the following but please don't feel limited by these prompts:

What is no one else talking about with regards to this theme?

What 'secret shame' about the topic is ignited?

What has annoyed you about the intersection we are exploring in this project?

What do you wish people knew about this intersection that we are exploring?

What common problems have you faced with regards to this intersection between the familial relationships you have and the way that you show up and lead?

What misconceptions do people have about the influence of motherhood in your life?

What's your mission with regards to this theme? What would you like other women to learn, glean, be inspired by?

Make sure that you proofread and edit before submitting.

Oh and a quick aside - please, please, please get your submission in on time or even better - before the deadline.

The submission deadline is Monday 18th May 2020.

ENGAGE WITH THE PROJECT

To make sure that this project really has an impact on the lives of other women, make sure you're fully engaged. This will mean signing up to receive the daily emails, joining the group and introducing yourself, and commenting on all the daily posts and submissions as the project progresses. You showing up and being visible will make a huge impression on the numerous women who are in your networks and who will benefit from this kind of leadership.

Great community projects deserve to be talked about. As the project goes on if you can find the time to share the work of the other participants that would be amazing. I will provide you with social shares and so it should be really easy for you to share updates and invites.

The more the project is shared, the more eyes on it, the greater the impact.

BECOME A THOUGHT LEADER

By being a part of a community project, you are exposing your thoughts on a theme to a new audience some of whom may never have heard of you otherwise. Use it as a networking opportunity to reach out and connect with kindred spirits. Most importantly become a thought leader and offer the project a unique way of understanding this theme.

Before the project kicks off let's make sure we are following each other on Instagram or other social media and start interacting about the writing process etc. This way we can keep each other on track and keep the energy and ambition high.

Make sure you send me a photo, a descriptive bio and links to your blog and most used social media. If you are a coach or a consultant feel free to provide links as people might want to work with you. Likewise, if you work for an organisation and you'd like to publicise feel free to share these links too.

I know that the women I have invited as contributors to this project will have stories that will resonate deeply with other women. If you've been talking to people and connecting in the group during the course of the project, then make sure you can stay connected to those people once the project has ended. Find them on social media, sign up for their emails, bookmark their websites, or invite people on coffee dates (virtual or IRL).

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A community project is an event where a group of passionate people get together to publicly explore and discuss a topic relevant to their work or their lives. It's a bit like an online slow chat with a clear theme, a diverse selection of voices, a set time-frame, and a discussion forum for contributors and participants to take the conversation further.

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I recently read this amusing blog post from Kathleen. I have a real love of a proper wildlife pond and I spent many happy hours as a child watching and fishing around looking for different creatures ranging from toads and newts to pond skaters and water beetles, desperately hoping to find a dragon fly larvae. This was one reason why, when I decided to get classroom pets, I went for newts and toads. They now live in my flat, and as I don't have a garden, they act as my little indoor pond.

I decided to record a video blog, or vlog, explains a bit about this subject. I should stress that the animals were captive bred, not taken from the wild (you should not do this). I did lots and lots of reading and research into looking after them properly. Feel free to send any questions or comments.

You can watch the vlog here: https://youtu.be/RNvjoAOhl4Q

Just before the schools closed, if you can remember that time, it was World Book Day, and I started writing this post. Given what is going on now I decided to put it on hold, but having read a great blog post from Paul Watson (@paulwat5) and in particular what he'd learnt about class novels, I thought I'd put this post out. This topic also seems timely as we may have more time right now to settle down with a good book. I also believe that reading is an important part of primary education, but like many things in teaching needs considering with nuance.

Considering World Book Day, and I won't get in to the debate about dressing up, this got me thinking about how much attention we give to reading, especially in primary schools. In some ways it receives attention like no other curriculum area. This extends into wider society and at times makes me feel slightly uneasy. Before I go on I want to stress that reading is phenomenally important. There is no doubt how important reading is. So I'll stress this again I believe reading is really, REALLY important. However, there are times when I feel as if we are trying too hard and as an area of the curriculum reading occupies an elevated position above all else. I'll try and explain what I mean. But please remember I think reading is VERY important.

The ability to read, to access information and knowledge, or for enjoyment, has undoubtedly transformed humanity. Although it should also be recognised that many civilisations did pretty well before this development. Perhaps in several hundred years reading printed word might not be as vital as it is now. We will be able to communicate with people verbally around the world, even in other languages as real time translation systems evolve. Already shorter communication can be achieved via emojis or gifs. Again I'm not saying this will replace reading but will supplement how we communicate and is a wonderful opportunity to understand the world, and each other, better.

A bit of (slow) reading

My argument is reading is held, by some, above all else. If you can't, or (and this is where I get uneasy) choose not to read, then you are silently judged. The reasons aren't discussed, the implicit 'goodness' of being an enthusiastic reader is unquestionably accepted. And this is where I start to feel a little uncomfortable. I can read, and think for myself, but when I see posts about the best fiction books people have read recently, or pledges to read even more, I start to feel guilty and panicked. I think that perhaps I should be reading more, so I put aside some time and 'do my reading'. Occasionally I look around my otherwise empty flat for an approving glance from someone! When I do read for pleasure it can take ages to finish a book, and there are times when I'm not entirely sure of how much pleasure there is in a guilt induced process like this.

Some books I've read, and some others which I haven't (& I'm now feeling guilty about).

No other pastime seems to illicit the same emotive response as reading. It is held in such high esteem that I worry about the negative impact this might have on people who struggle to read, or who prefer to access information or entertainment in other ways. We can watch films, documentaries, listen to podcasts, or scan online content and get similar enjoyment or enlightenment. But for some people it is less admirable than ploughing through a great work of literature, which was foraged after a few hours in a charity shop.

Going back to the blog post from Paul Watson he gives his view, based on experience and reflection, of how to teach reading well. The takeaway message is that Paul has invested time, thought and effort in getting this right for himself and the learners. I hope this approach will go a long way to changing the simplistic way we sometimes view reading, and whether we are 'good' readers, or not. Oh, and thanks for reading this 🙂.

A week ago most UK teachers were desperately trying to prepare for teaching and supporting learners remotely. As HE lecturers some of us have a little more experience of this, whereas as I suspect the challenges faced by many teachers and learners in schools is very new. We are now a few days in and a picture is beginning to emerge of how schools and teachers are approaching this. From a relatively small sample of online conversations and observations I thought I'd share how teachers and schools are managing the situation.

Some schools and teachers have set up systems and even clear daily timetables. They have thought in advance about what they wanted to do, and the argument about a clear timetable is this provides much needed structure. One school set up a virtual school, with a carefully thought out daily plan, posts and updates are scheduled, but learners can also return to these later. Teachers and learners without technology borrowed this from the school. The virtually school day is shorter, and it seems this approach is working well. Underlying this seems to be a clear management strategy, which has allowed teachers to learn within this system.

Living rooms have become virtual schools, for teachers and learners.

Of course the formal timetable approach also has some downsides. There are examples of schools who sent home an adjusted 9-3:30 timetable, then have been posting lots of activities or worksheets. In these cases it seems as if the school and leadership hasn't had the time to think through what they are trying to achieve, and given the circumstances this is understandable. The advice, if using this method, that seems to be emerging is take it easy, don't overload learners, family members or yourselves.

An alternative approach seems to be teachers and schools who are taking a more relaxed view, they sent home some activities, but are not putting huge pressure on the learners to complete tasks at certain times, or follow a regimented routine. The downside here is that in some cases the learners and their families may actually be looking for a little more structure. Obviously context here is key, and schools are best placed to know what the learners need.

One of the major issues amid all this is how we communicate effectively. Many other homes do not have the access to technology to support multiple learners. In Scotland most people are using the online intranet for schools, called Glow. This often maligned resource is now being put under a huge amount of pressure as thousands of users try and access it and upload work. Despite some issues I think it is just about coping so far, and my advice is have patience, especially if trying to upload files. I would also suggest getting your own informal support network, or PLC working, google and queries and get on Twitter, even if you have resisted it, #edutwitter will help you!

Adjusting to teaching remotely takes a while, and requires good technology.

The final observation is that some staff are struggling with the technology. This may be down to knowledge and skills or because leadership or the local authority (in Scotland anyway) having fixed rules. In one authority all devices have been set to only work into school. So where staff and pupils are trying to work using their own personal equipment, lots more tech sits locked up in schools. None of this could have ever been predicted and it is very easy to criticise, which is not the intention. It seems family members, friends, school staff and the learners themselves are doing really well. There is one final thing I am sure of, this entire experience will have allowed us to learn like never before.

I've written before about the value, and potential of twitter for teacher CPD. For movements like TeachMeets, ResearchED, Pedagoo and #BrewEd Twitter is invaluable. Events can be publicised, teachers can share ideas, and professional networks can be built. But the democratising potential of Twitter is, paradoxically one of the weak points. This is best illustrated with the battles between Traditionalist (Trads) and Progressives (Progs).

Subjects such as behaviour management, research in education, or direct instruction vs enquiry learning can lead to heated exchanges. At times this can deteriorate, quickly, in to people taking sides who then through around accusations or insults. Watching these interactions unfold I've had to resist the urge to recommend a spell in an isolation booth, or suggest some restorative justice, depending on which side of the argument these educators sit. If someone on either side goes too far there can be a 'pile on' with the partisan supporters rushing to defend, or in the worst case examples, attack the other side.

At times these edutwitter spats become demoralising and so I've unfollowed people at either end of the Trad/Prog continuum. However, more recently I've started to take a more pragmatic position, refollowing so that from a distance I watch and try and understand both perspectives. This is the objectivity that comes as second nature to those in the natural sciences. But in our social science and the education sector it is so very challenging, if possible at all, to step back from beliefs, values.

In the past I was very certain of what was 'right' and coming from a politically leftist view would dismiss anything, or anyone, to the right of the political centre ground as being a step away from fascism. I learnt the hard way by applying this to individuals, and seeing the polarisation around Brexit has troubled me more. It is a version of this that I see in the Trad vs Prog debates. I'm sure those on each extreme are certain they are right too, and in education probably come from a good place. What I'm less sure of is how this either helps or hinders debate and discussion. When these 'spats' get really bad it can lead to accusations that the opponents are trolling... and then the school yard name calling begins: "You're a troll!", "No YOU are a TROLL!". At this point I imagine each side being hauled into a headteachers office and given a dose of the nurturing relationship building, or tough love sanctions that they had probably been arguing about.

Over the last few years as I studied and researched I realised how little I really knew about the subjects I was investigating. This has made me even more confident about my uncertainty. At the back of my mind I am constantly questioning if there may be another way of viewing an issue. Research evidence in education is phenomenally complex and I'm ok with this. I also think this is subtly different from worrying that I am 'wrong' because I might not be accepted, or I might not belong, which might be part of the issue when people worry about imposter syndrome.

So going back to the issue of educational Trads vs Progs, I've largely resisted the urge to join in on either side, or to follow the sensible advice to block or mute. I have gradually come to recognise the importance of listening, and trying to understand their positions. However, I also feel people should be able to question and challenge. But this is very difficult when people are convinced that they are right, and it is the other side who are the trolls. Will this be resolved anytime soon, probably not. If you have thoughts or comments on this I'd love to hear them. And if you disagree with me, then that's ok...

The academic year has just started for the latest group of PGDE students at the University of Dundee and I imagine that as the year progresses there will be times when they will be apprehensive about placements, assignments, or the other day-to-day challenges whilst becoming a teacher. It is important that lecturers, and mentor teachers understand this. I teach primary science pedagogy and this is an area where some students have concerns, and can suffer anxiety. As a result I try hard to deliver this carefully and pitch the level so as not to disengage the students. However there have been times in the past where I have forgotten what it is like to be a beginning, or preservice, teacher.

Last weekend, although in a quite different situation, I was reminded what it is like to be apprehensive, and how that can quickly lead to panic and fear. Along with several friends I attempted a challenging hike, called the Ring of Steall, which turned out to be a valuable learning opportunity. Given the level of challenge of the walk we had been planning the trip for a long time. Last year we all headed to Fort William but due to late snow fall we had to cancel the attempt and climbed Ben Nevis instead. The pay off that time was that had a phenomenal view of the four snow-capped Munros that make up the Ring of Steall. This encouraged us and we rescheduled for the August bank holiday weekend this year, we planned ahead, did lots of research, and got in some physical training. In the week leading up to the walk two of us spent several days gradually increasing our walking distances and climbs.

My big concern was that I am not good with heights, in fact I wrote about this and stressful situations a while back. As a result, earlier this year I started indoor climbing and was making real progress and can now look back down from a 10 metre high wall with increased confidence. The day before our walk two of us climbed Ben Nevis, and physically I felt great, walking up and down in under 6 hours. At the summit where, due to a lack of snow, some walkers stood on the edge of the north face marvelling at the drop. I suddenly felt really uneasy. This was very different from the climbing wall, and the sheer drop of hundreds of metres made me question how I would manage on the Ring of Steall. And although this walk is completed by many people every year it has a certain Tolkeinesque quest quality about it, especially given the landscape.

The day of the walk came and the stunning weather meant we had perfect conditions. The five of us had spent the night before going over the route, deciding where the challenges would be and what to do at certain points. The guidance notes included details of the sheer ridges, and which sections would be most challenging. And a boulder where you need to step out, and around a sheer drop, with no foothold. Great, I thought, that sounds lovely. We got an early night and woke ready to take on the walk in glorious sunshine. I had not slept well as thoughts of sheer drops and exposed ridges, and that boulder, ran through my mind. The video we had all watched in preparation made it all seem like it would be too much. But, I told myself, it would be ok, and my friend with the most experience of walking in such circumstances, like the Alps, reassured me that these videos often look worse than reality.

We began walking at 8am and reached the fantastic Steall Falls in good time, crossing the river on the wire bridge was straightforward, and I was feeling good. The foot of the falls also proved difficult, but we all got over, even though some were wetter than others. We traversed some really boggy ground, and I was enjoying the challenge, but it took a while before we reached the base of the first climb. I was thinking positively especially as I'd been encouraging some of my friends across the river (I'm far more comfortable when I can see the ground, even if it is underwater!). What I did think is that this first section has been harder than I had expected, and perhaps the ridges would too.

The first peak is An Gearanach and after an hour and a half walking and a bit of scrambling we approached the peak. My friends were doing great. But I was very quiet. Every time I glanced back I felt dizzy. I was holding the side of the hill as we traversed the steep path. It must have looked quite amusing to anyone else. My friends strolling along whilst I leaned into the solid ground for security. Now I knew this was not rationale. Lots of people climb this route and science tells me I would not fall off unless something very unusual, like an earthquake, happened. But that thought of 'if' was enough to maintain a high level of personal anxiety.

We reached the first peak and my friends stood on the edge and took in the magnificent views. I lay, face down, in the middle of the tiny plateau. To quote my friends later I was "hugging the mountain for security". As we rested the anxiety mounted as I could see the route ahead along a terrifying exposed ridge. The glorious conditions made it so much worse, I think I'd have been happier with heavy cloud cover. My main worry was I might freeze on one of the ridges, and the Mountain Rescue would have to come and get me. I thought that if I turned back I might freeze on the descent, which was going to be worse as I would be looking down the hill. I made up my mind, and said I was going down. I said I would go on my own but my friends wouldn't allow it. So after a short discussion Ian sacrificed the chance to accomplish something we'd been planning for years.

So our intrepid group split, with Ian and I (Merry and Pippin in the Tolkien metaphor) going our own way, whilst the other three headed off to complete the journey - just without the end goal of throwing away a magic ring. Getting down wasn't that easy, but we kept seeing people running, yes running, the route in preparation for the Ring of Steall Sky Race. This blew my mind, and gave me further thought for reflection, especially when applied to how experienced teachers must seem to beginning or preservice teachers. We finally reached the bottom and rested by the falls, watching families enjoy the crystal clear waters. The difference in how I felt, compared to a couple of hours earlier was marked, and made importance of 'safe places' in other walks of life too.

The walk back to our car was pleasant and we were pretty tired by the end, having still covered 7 miles including a considerable climb. We met up with the other three a few hours later and they were exhausted but really pleased to have finished the challenge. We headed back for a well earned pint and to reflect on the day. My friends shared their photos and agreed I'd made the right decision to turn back, especially as some of the ridges were really challenging. I think I would really like to try ridge walking again, to try and overcome this fear, but the real learning for me was how we deal with situations that cause high stress and anxiety. And in future if I think someone is in that position I can try to handle this with sensitivity that my friends did, and pitch how and when to encourage and push someone. I learnt a lot about myself that day, but a huge amount from my friends too.

If you want to see the highlights of the day, and track the route, Steve used a great app called Relive to put this video together. (And I think it would be a good teaching resource... so just a little more learning for me.)

The school holidays are just starting, and the dust has barely settled on the last academic year, but social media is full of posts from the latest batch of NQTs, plus experienced teachers, who are already planning their rooms for next year. They are proudly showing pictures of wall displays, bemoaning that they ran out of display borders so walls are no longer all 'matchy matchy', or sharing the latest great find from Pound Stretcher.

This whole issues sits a little uncomfortably with me for several reasons. I'm not the only one thinking this, an educator in the US (Dawn Kasal Finley) posted about this recently and it sparked a debate, so clearly this issue divides teachers. As a result I thought I'd share my views on this, and as always please comment, reply and feel free to disagree.

My first personal objection is that teachers should not be buying resources. If there is an educational need then it should be provided by the school. If the office, or whoever you go to, says there is no wipeboard markers, or worse still no money for them then speak to the head. If the answer is still no, then escalate this and ask the governors or parent council, your Union or even local politicians for help. Once teachers start buying resources becomes the norm no government is likely to object. And it isn't long before teachers go full Gollum to protect their precious resources.

From some of the posts I see there seems to be huge amount of time spent preparing the 'perfect' classroom. Which at times seems to fall into the 'cute' category mentioned in the tweet above. Ok, I get this more if you are a primary teacher, but do all your kids want this? Why not ask them, you might be surprised by the reply. A fair bit seems to fall in to the category of colour printed, then laminated, Twinkl spew, which might get looked at, or used, for about two minutes. Which brings up the issue of kids who might get a bit distracted by all this stuff dangling from ceilings, and every centimetre of wall space covered with memory jogging displays or show casing work.

I'm also beginning to think that some teachers like to spend their money on their job. Perhaps engaging in retail therapy seems slightly less guilt ridden if it's for the kids? The process of scouring charity shops, or cheap discount stores (Pound Land, B&M Bargains etc) might even be enjoyable, and result in you finding a great resource. But my worry here is that suddenly the resource now leads the leaning. Can you imagine a medical professional doing something similar, and finding a £1 bargain to help them carry out an operation? No, neither can I. (I fully expect someone to find an example and prove me wrong now...). What medics are more likely to be doing is reading the latest research, in their field, so they have a better understanding of their specialism and treat their patients. So why not get out of the discount shop and invest in a bit of DIY CPD, read up on your first term teaching topic or read a blog post... I also suspect much of this stuff falls into the mass produced plastic tat category. Instead of buying the giant glittery dice, you might want to see if your IWB software, or tablets have a digital equivalent that isn't made from oil.

So in conclusion I'm not saying don't get your classroom well-organised. I actually believe the opposite. Make sure your room is properly resourced so you can teach, and the class can learn. My preference is that it is student, not teacher-centred, but it's also important that you enjoy teaching in your room, so a degree of personalisation might be a motivator for you. But the room doesn't have to include triple-backed wall displays and piles of mass produced tat. You can use genuine working walls, and a few really useful select resources. In a primary class I would always have a large scale map of the UK, map of the world, number square and number line. Each table would have enough pencils, rulers, rubbers, mini wipeboards and markers, plus a couple of spares, for each child sitting there.

Ultimately if the things you put in your classroom will benefit your learners then go for it, but keep asking if there is a benefit. And whatever you buy, make sure you claim the cost back.

The town of Tayport, where I live, has a great community garden, which I've written about before. But in addition to the well-known growing beds and poly tunnel the founding members set up a community orchard, or fruit tree walk as it is also known. This is situated on the way into the town, situated in marginal land that wasn't being used for anything else, planted by volunteers and local residents back in 2013. There are a great variety of fruit trees which after several years are becoming well-established and next to a kids play park there are wild strawberries, gooseberries and blackcurrant bushes.

I particularly love the soft fruit as the Tay valley has a great history of cultivating these crops and before the time of European imports there was a train that used to deliver strawberries picked fresh all the was to Convent Garden in London overnight. And as I haven't got my own garden I am very grateful for this supply of pick your own fruit, right on my doorstep. On a sunny day it is lovely just to pause and pick a handful of berries to snack on, and I imagine prehistoric humans doing something similar as they explored, foraging and eating as they went. I find this connection to our ancestors fascinating and makes me think that in many ways, we have hardly changed despite developments in other areas. Although if I was to rely on this source for all my food intake I might struggle, the strawberries are a little small!

With continued fears about will happen with our increasingly chaotic climate, especially due to recent human 'developments', projects like this may only be a tiny step in the right direction. Although there are other added benefits such as the positive feelings we get from seeing these wild fruit ripening in the sun. I also suspect they are providing a good food source, not just for Tayport's humans, but for local wildlife too helping, ever so slightly, slow the decline in biodiversity. Of course we need big action on a national and international level, but projects like this raise awareness and will hopefully encourage more local communities to try similar things. So if you are passing the fruit walk in Tayport why not stop to pick a some of this tasty, free fruit but you'll have to be quick, as I suspect they won't be there long!

Find out more about the fruit tree walk here: https://tayportgarden.org/fruit-tree-walk/

And watch the video from when the trees were planted back in 2013:
https://youtu.be/DAantNm7xZw

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I recently read this amusing blog post from Kathleen. I have a real love of a proper wildlife pond and I spent many happy hours as a child watching and fishing around looking for different creatures ranging from toads and newts to pond skaters and water beetles, desperately hoping to find a dragon fly larvae.

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Firstly you can see how much the child is enjoying the work they are doing.

Secondly, the parents feel proud enough that they want to share it with me. That is empowering for everyone involved.

Ginny Bootman is a speaker on the subjects of looked-after children and the role of empathy in the classroom. She is a Sendco at Evolve Church Academy, Northamptonshire. She tweets as @sencogirl

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Why trust is more important than ever for Sendcos

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Firstly you can see how much the child is enjoying the work they are doing. Secondly, the parents feel proud enough that they want to share it with me. That is empowering for everyone involved. Ginny Bootman is a speaker on the subjects of looked-after children and the role of empathy in the classroom.

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Today is a happy day as the wonderful educators Ed Finch, Daryn Simon and Graham Andre are putting on #BrewEdIsolation - A chance for amazing educators to connect from across the globe with a brew in hand and to inspire one another with pedagogy and generally great vibes!

And I am up first with some "What if" wonderings. My goal is that you will be able to take just one or two of these forward with you into your day. And, who knows, maybe they will start to shift your mind into a more creative way of thinking ...

After I'd recorded by 'talk', I thought of loads more "What ifs". I've created this blogpost to add as we go, adding in yours as the day goes by. Please tag me on Twitter (@beckycarlzon), or comment below, with your "What ifs" and any thoughts that bubble up whilst and after you are listening - I'll add them in here and extend our smorgasbord!

As usual, it's all a work in progress, and, as usual, the process is a co-creative and organic one ...

Here's my 4 minutes of offerings:

What if wonderings - straight from my "classroom"!

And here is what I added to my smorgasbord afterwards:

What if, you could use your "selfishness" as a launchpad to serve others?

What if, you couldn't fix it all and that was okay?

What if, you not only experienced " Post-Traumatic Growth " but also "During Traumatic Growth"?

What if, you spent some time wondering about your 'Superpower(s)'?

What if, you just spent some time wondering? Or wandering?

What if, you could join an international community of like-minds?

What if, you could build your own international community of like-minds?

What if, this time was a gift, giving us the space to think about what really matters?

What if, you wrote down and started to talk about what DOES really matter, to YOU?

What if we used this time to each connect to our "ikigai"?

What if we took the pressure off the accelerator of negativity?

We if we were far more fluid than we were fixed?

This idea was partly inspired by the words of Ron Ritchhart in " Creating Cultures of Thinking ". Awesome book (and he has a new one coming out soon!), very important idea. WE get to shift our thinking. And we can do it with the power of the words we choose.

Ron Ritchhart's powerful words.

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A smorgasbord of "What if's" - Learning Power Kids

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Today is a happy day as the wonderful educators Ed Finch, Daryn Simon and Graham Andre are putting on #BrewEdIsolation - A chance for amazing educators to connect from across the globe with a brew in hand and to inspire one another with pedagogy and generally great vibes!

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Bukky's blog

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TheDailyWritingChallenge was initiated by Hannah Wilson (@Ethical_Leader) as a response to the impact of the COVID-19 in our society. We thank her for her...

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Mark's website

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here's Ginny's blog.

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A piece from teacher, SENCo and advocate for looked-after children Ginny Bootman, looking at the power of kindness in our classrooms to makes everything better.
So what do we mean when we say that someone is truly being kind to someone else?

In my opinion it means that there is evidence of three things:

When these three elements are being used, then I believe that kindness is literally coming from the heart.

I experience true kindness often, as I'm sure many, even most, educators do. What is surprising is how these moments occur when you least expect them. I'm not even sure that it is the act of kindness that is important. It is what happens immediately afterwards that pulls at our heart strings and gives us that warm fuzzy feeling that only genuine kindness can.
The Apple of Kindness
My day began as normal. Break time arrived and one of my children asked if there was anything to eat? I suggested he look in the fruit basket where there were bananas and tangerines. He very politely told me that he didn't really want either of those kinds of fruit but would rather have an apple.

At this point in the story I now realise there were a variety of responses I could have given. Obviously, I didn't realise at the time, but the response I chose fuelled what happened next... I said that I had an apple in my bag which he could have. Once again, I guess, a small act of kindness but nothing out of the ordinary. I duly gave him the apple. He then politely asked if I would cut it in half. Once again I had lots of options but I diligently cut it in half and went to give him the apple back. As I attempted this he took one half and told me to keep the other half. When I questioned why, his reply floored me:

'It was your apple, we need to share it.'
The Peaches (Tinned) of Kindness
At the beginning of the COVID-19 pandemic (which seems such a long time ago) I was in my local supermarket. The lady in front of me was doing her weekly shop which included shopping for her elderly father, as I found out while we waited in the queue to pay. On reaching the cashier, the lady was told that she could only buy two of the three tins of peaches she had placed on the conveyor belt. Clearly disappointed, she tried explaining that her Dad loved his tinned peaches but to no avail.

As she was leaving, I asked her to wait a minute and I bought the third tin of peaches and gave it to her to give to her father. She was over the moon and thanked me profusely. I thought nothing more of it, just that I was pleased to have helped her and her father and continued loading my shopping into my Bags for Life.

As I walked with my trolley to the car a short while later, I heard someone shouting me from afar. When I looked over it was the Peaches Lady as we shall now call her. I walked towards her and saw that she was waving her mobile phone in a very animated fashion and beckoning me over. As I approached, I heard her saying, 'Here is the lovely lady who bought you your peaches, Dad. Yes, of course I'll hand you over.'

Next thing I know I had an unexpected but lovely personal thank you for my kindness from Peaches Man as we shall now call him.
Kindness Does Indeed Breed Kindness
Little acts of kindness, fruit-related or otherwise, cost nothing and yet meant so much to so many people in those scenarios. Unexpected generosity, simple friendliness, being considerate - all given and returned.

Kindness really does breed kindness. [ITL]
Ginny Bootman is a speaker on the subject of looked-after children and the role of empathy in the classroom. She is a SENCo at Evolve Church Academy, Northamptonshire. Follow her on Twitter at @sencogirl.

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Guest Blog - Ginny Bootman | Independent Thinking

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A piece from teacher, SENCo and advocate for looked-after children Ginny Bootman, looking at the power of kindness in our classrooms to makes everything better. So what do we mean when we say that someone is truly being kind to someone else?

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A video tutorial from Mark Anderson @ICTEvangelist

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A short video demonstrating how simple it is to create a quiz using Quizizz.

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Hannah's blog

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As we opened our new secondary school in September 2017, we made some philosophical and some ideological decisions which we do not consider to be bold, innovative and radical, but common sense. To others it seems we are quite extreme.
No homework. No setting. No detentions. No shouting. No bells. No packed lunches.
We made a list of our non-negotiables and have stuck to them.

As a values-led school with a team who are committed to nurturing hearts and minds through an inclusive, holistic approach to education we have focused a lot on creating our culture and ethos right.

Our 12 core values shape our inner curriculum, our global citizenship and our approaches to rewards, sanctions and assemblies. Our values are developing into an ethical vocabulary for our community.

Like at most schools, at the end of each assembly we have a reflection. I wrote our Homily to bring together our values into a tangible commitment to ourselves and our community:
"We strive for excellence by embodying the Aureus community values. We respect one another, ourselves and our environment. We strive to treat everyone equally. We champion diverse voices and different ideas. We are kind and we show empathy for others. We are courageous in the face of adversity. We show resilience when it is needed. We reflect on our wellbeing so that we may all be healthy and happy. We act with integrity; our actions are our values. Our hearts are full of love, for ourselves, for each other and for life. We act responsibly at all times. We encourage each other to be 10% braver and build our confidence. We live our values, every day" .
Our students speak articulately and confidently about what our values mean and how we should live them. Our students and our staff strive to embody our values in our decisions, our actions and our behaviours. We do not always all get it right, but our rewards and our sanctions speak to the value shown or contravened so that real learning takes places.

In the last few days our values of courage, resilience and integrity have been tested. But most of this has been directed at me as the figurehead of the school. I have received a lot of adversity, both professionally and personally. My resilience has really been tested as my eyes have bled reading the personal attacks. Despite this, my integrity remains in tact. I have not cried, I have not sworn, I have not lashed back at the vilification of my character, at the body shaming nor the hashtag to have me sacked.

My roots are working really hard to hold me upright, I am bending but I am not breaking.

It has clearly been a quiet week at the newsdesk of our National Tabloid Press that they have felt compelled to run a piece about us in every outlet. Is this really 'hot news' when our policy has been in place for 9 months? One anonymous parent has created quite a stir.

I have been called a "Dictator" for being an assertive lead with a clear vision. I have been called "Draconian" for not budging on our expectations. I have been called a"lefty sandal wearer", which would be more accurate if it was changed to "liberal pump wearer" but perhaps would not be as catchy. I have been called "fat" and my "bingo wings" have been commented on - for the record I started Couch to 5k 6 weeks ago to get in shape, and have lost a few pounds, but this will spur me on to run harder and faster.

To counter the hashtag and calls to have me sacked, surely a catchy future Headline for the Mail, the Mirror, the Star, the Express, the Metro to run could be:
Headteacher sacked for serving water. Headteacher Dismissed for banning packed lunches. Headteacher removed for insisting on family dining.
How ridiculous would that be? The masses are calling for a Headteacher to be sacked because a school has principles around their food education.

It is not that I do not have feelings, that I am not taking it personally, that words do not hurt me. It is not that I am not taking this seriously, because I am, but I will not allow the loud shouty voices nor the hateful insults sink in. My values are my shield.

Moreover, I have spent every day of the last 15 years investigating, challenging and sanctioning prejudice. I have spent considerable hours challenging bullying, on and offline.

We wonder why our children in our schools need this input from their teachers, until we see how adults act on line. In the words of one of my supporters who messaged me they are "vicious vultures".

The 1000s of comments about us, about me, are mainly very misinformed. They are hateful. They have twisted what we are doing and why we are doing it.

If you are interested in finding out more about our Food Education you can read my article in TeachWire. There is also an article in their catalogue about our pledge to truly lean into Diversity. Moreover, our website is informative and transparent about everything we stand for. If you read our Google reviews we are complimented regularly on our inclusive culture and ethos, on our happy students, on our delicious family dining experience. If you are going to point your finger and blame or judge, please do it from an informed place.

We have an expression in the #WomenEd Steering Group to starve the trolls of their oxygen. This is what I have been doing the last few days. I have held my head up high, I have shielded myself with my values. I have drawn strength from the positive and supportive messages I have received from our school's parents, from my friends and family. I have not been drawn in. I have kept my emotions in check. I have sat on my hands and I have bitten my tongue. We learnt the hard way when #WomenEd started that it is more powerful to say nothing. The silence is more infuriating for the aggressors than responding to their angry, loud, noisy monologues.

The article that went live a few days ago stems from one parent who complained. I am going to emphasise that one discontented parent has created this storm in a tea cup. See the original post in the Oxford Mail.

We have met with a few of our parents this year who were not fully behind our vision. We are a start up school and it is a difficult journey to align the parents and the staff when the school is being built, ideas are forming and plans are evolving in parallel to the admissions and transition process. We have worked hard to work with our parents and carers. We have made who we are very explicit to our prospective parents - all 850 of them who came to our open event for 240 student places.

With our food education policy, we have worked with our community to get them to buy into our vision and commitment. We have listened to our parents and to our children, we have responded and our catering offer has evolved. We have invited our parents in to experience it first hand for themselves.

The majority of our parents are very happy with our offer and understand how important our family dining is to our culture and ethos.

This parent did not get the response they wanted, they started a conversation on Facebook, they went to our Governors and they went to our MP. At each step we have communicated and explained our stance. We introduced sandwich bags as an option as they wanted packed lunches, we have subsidised their lunches for most of the year to work with them.

We appreciate they are frustrated, but do they appreciate the potential damage they have done by going to the press? Do they appreciate the distress they have caused to my team? Do they appreciate the stress they have created for me/us during my well-earned half-term? Do they appreciate the ripple effect this could have on our school community and on our students?

I don't think they realised when they went to the Oxford Mail that it would go viral. I don't think they intended to make me/us a Headline in every National tabloid. I don't think they meant to make me the victim of online abuse for the last 72 hours. I don't think they meant to incite racist, islamophobic, xenophobic, sexist, misogynist and bigotted or to put me at the centre of this storm.

I have blocked at least 50 twitter trolls who have been hateful to me online. I have tried not to read the thousands of abusive comments from facebook trolls and keyboard warriors, what I have done is reflected about the bigger picture:

Most of the comments and criticisms are not from our school community.

Most of the comments and criticisms are not about education and do not mention children.

I care about our school. I care about our children. If this had happened to one of our community, staff, student or parent alike I would support and protect them. I hope the parent who started this, who was not prepared to put their name it, has also reflected. As if this happened to their child, our student, we would do our utmost to support and protect them, to keep them emotionally safe, because that is what a values-led school does.

So until this storm passes, my anchor is in. These quotes have never been more pertinent than they are right now:

Ships were not built to stay in the harbour. Rough seas make the best sailor.

And on a #WomenEd note, I do wonder if the tabloid readership would have been as hateful had I been born a man? In a time when we have a teacher recruitment and retention crisis, and not enough people willing to step up to be a Headteacher online hate campaigns like this do not help!

This educational leader is converting criticism to praise, is going high instead of low and will continue to rise above the hate. The haters will make me stronger and even more committed to what I believe in.

Hannah, The Hopeful Headteacher
Currently feeling hopeful about:

Our young people - they are becoming the Values Ambassadors to shape our future society.
Currently reading and thinking about:

The 100s of DMs, emails, tweets and texts of support and love I have received from my PLN.
Currently feeling grateful for:

Having a brilliant staff team who are unshaken by this storm.

The love from my PLN - each message has helped.

The kindness of strangers - some people have reached out to me who I do not even know.

The following words of wisdom sent to me to keep me resilient and strong!

From Summer Turner:

From Carol Campbell:

From Ruthie Golding:

From Claire Cuthbert:

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The Trolls Under the Bridge: Leadership Resilience

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As we opened our new secondary school in September 2017, we made some philosophical and some ideological decisions which we do not consider to be bold, innovative and radical, but common sense. To others it seems we are quite extreme. No homework. No setting. No detentions. No shouting. No bells.

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This is a masterclass! You could teach everyone how to be more effective at remote/ flipped/ flexible learning!

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Here's that handy quiz app that Mark Anderson was talking about

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The evidence is in the practice

ESSA Level 3 correlation evidence in math and ELA, earned by teachers running frequent formative assessments.

When teachers run 30+ formative questions a week, the research is clear: they get more data-driven, their students get more engaged. Wayground is built to make that practice enjoyable ot run, attainable to fit a class period, and habitual enough to last past September.

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Quizizz is now Wayground | Teacher AI and Resources

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Find standards-aligned resources that engage every student. Wayground (formerly Quizizz) helps teachers differentiate instruction with AI and track student progress.

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For Angela's work in schools and coaching go here.

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nourished collective | community, coaching and courses for women educators

Everything we do is designed to inspire women educators to work with vision, focus and authenticity.

Our coaching and courses are distinctive, they are crafted to be life changing experiences, designed to be beautiful and nourishing moments in time. They are an invitation to find true clarity in the midst of confusion and quiet in the noise because they are grounded in common sense and big on wisdom.

Likewise, we are building a community that will be 'the' online network for women who educate with wisdom, love, faith and hope. Our community is for ethical teachers and leaders, passionate about nourishing our classrooms and corridors, our playgrounds and staff-rooms.

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Everything we do is designed to inspire women educators to work with vision, focus and authenticity. Our coaching and courses are distinctive, they are crafted to be life changing experiences, designed to be beautiful and nourishing moments in time.

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Come here for the programme and for presenter biographies and twitter handles.

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- in the form that Daryn [ Daryn Egan-Simon @darynsimon] and I developed it though we see events happening under the hashtag that look a lot more like TeachMeets to us - always strives to bring people together from a wide range of education silos. We want to see a cross range of roles primary, secondary, ITT, PRU, Special, EYFS, governors and whatever else represented at an event. The reason for this is that our primary motivation for the work we put in to set it up and get it going was to break down some of the suspicion and division that comes from the siloisation of the education landscape.

Because we want to appeal to people from a a very wide range of sectors and interests we try to ensure that talks have a really wide relevance. We say we don't want to give you something you might try in your classroom on Monday - we want to give you something that might change your perspective forever. Presentations trend to have a deeper philosophical questioning than a handy classroom tip. We also - at the events we run and in events that follow our guidelines, try to have as much time for discussion as for presentation. The reason for that is to give everyone in the room a voice and break down some of the hierarchies that are present in the usual conference setting.

TeachMeet had similar aims when it set up but their format - lots of very short (5 minute as standard) presentations and their focus on 'what works in my classroom' meant that often the content wasn't very universal. As a primary teacher going to them I often found that they were not of great relevance to me. Not always of course but as a rule.

A rough idea might be that at a TeachMeet you might hear a teacher talk about how they have used the iPads in their class while at a you might hear a teacher talk about problematisation of inclusion practice followed by a discussion looking at that issue from a variety of perspectives.

The main difference is a practical one. TeachMeet has usually been an evening thing and is time limited by that while happens on a Saturday and can go on longer so there's more time for networking, the pub quiz, the rucksack of shite... People will travel for a and stay on after for a curry and a chat so the social side of it has become important for some frequent fliers.

At the end of the day TeachMeet came first and BrewEd is a reiteration of its first principles rather than anything particularly new.

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in the form that Daryn [ Daryn Egan-Simon @darynsimon] and I developed it though we see events happening under the hashtag that look a lot more like TeachMeets to us - always strives to bring people together from a wide range of education silos.

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More than just a writer of rhymes

40 (ish) years as a human, 20 years as a performer, 14 years as a father, 10 years as a teacher, 6 poetry books and 1 novel have all perfectly prepared Paul for a life dedicated to educating kids through fun and creativity. He loves nothing more than taking his workshops from school to school, making smallish humans giggle for a day and giving them the confidence to work together to create their own brand new written pieces.

Whilst he's playful on stage he's serious in intent and is regularly called upon to write teaching resources and has worked with the National Literacy Trust, The Shakespeare Schools Festival and BBC Learning so you can rest assured there's a sensible head underneath the silly hat.

When not nurturing the seeds of creativity in young minds or writing new works he can be found elbow deep in popcorn watching Marvel films with his boys or running like a maniac with Ramsbottom Running Club. He's also the founder and host of Waffle, a live poetry open mic night and if that's not enough you can even tune into hear his dulcet tones on Rossendale radio every week. It's safe to say, he doesn't shy away from a challenge.

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More than just a writer of rhymes 40 (ish) years as a human, 20 years as a performer, 14 years as a father, 10 years as a teacher, 6 poetry books and 1 novel have all perfectly prepared Paul for a life dedicated to educating kids through fun and creativity.

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Here's a blog from Hywel which covers some of the same ground as his presentation.

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If you were interested in Hywel's mention of the geat Dorothy Heathcote, here's a documentary to further pique your interest.

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Dorothy Heathcote: Three Looms Waiting. BBC Omnibus (Dir. Ronald Smedley, 1971)

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Carpe Diem: Opportunities for education post pandemic We are living in, 'interesting times' as the Chinese curse says, and this time is ...

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https://zentangle.com/

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Bring out the artist inside you with the Zentangle Method. An easy-to-learn, relaxing, and fun way to create beautiful images by drawing structured patterns

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https://just-brewed.org/

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See what the TES had to say about #BrewEd in their article from #BrewEdDay on Saturday February 9th.
https://www.tes.com/news/meet-men-bringing-pub-based-cpd-nation

I was a my first #BrewEd event today and I think these are the way forward! #BrewEdBristol was absolutely superb and such a great environment for like minded people to get together and talk about a range of educational topics! Proper #CPD. Huge thanks to @JamieGBarry

- John (@johnbryantHT) February 9, 2019

A year of BrewEd experiences and loved it! Likeminded people coming together to discuss, debate, laugh, learn and have the occasional tipple! Educational conferences reimagined! #BrewEd #ScouseEd pic.twitter.com/QcjTokfdtE

- Andy Moor #FCCT (@amoor4ed) February 8, 2019

#BrewEd is an ace grassroots education experience! I've been privileged to participate in a few and have listened to the most amazing perspectives across the edu-spectrum. Ale is good as well! 😀😀 @darynsimon @simonkidwell @davewhitaker246 pic.twitter.com/u2ucyuFMEY

- HYWEL ROBERTS (@HYWEL_ROBERTS) February 9, 2019

It's like going to the pub with your ideal staff room to talk about all the things that matter. Have met some great people, heard some great speakers and sunk a few pints on a Saturday. What's not to love !

- Jan Rowe (@Janroweljmu) February 9, 2019

Warmth and banter - a feeling like you're with your tribe and lots of laughter. All washed down with thought provoking discussion. What's not to like?

- Debra Kidd (@debrakidd) February 8, 2019

I love the lack of "rank and file", just a whole load of educationalists in one place. Together. pic.twitter.com/bVVfDdWnCC

- Mrs O (@kateowbridge) February 8, 2019

BeardEd??? Oh it's really BrewEd! The start of something amazing, empowering, refreshing and collaborative. Links all people in Education in a great environment. The best thing I've ever been involved with. Made great connections and challenged my views. pic.twitter.com/qBjGyupXt4

- Alan Brown (@slotter08) February 8, 2019

BeardEd??? Oh it's really BrewEd! The start of something amazing, empowering, refreshing and collaborative. Links all people in Education in a great environment. The best thing I've ever been involved with. Made great connections and challenged my views. pic.twitter.com/qBjGyupXt4

- Alan Brown (@slotter08) February 8, 2019

"Speaking at #Brewedliverpool and spending the day with like-minded people & some of my EdHeroes was such a privilege. I can't wait to do it again." pic.twitter.com/VcSmuHvJH5

- Mister Unwin (@misterunwin) February 8, 2019

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See what the TES had to say about #BrewEd in their article from #BrewEdDay on Saturday February 9th. https://www.tes.com/news/meet-men-bringing-pub-based-cpd-nation I was a my first #BrewEd event today and I think these are the way forward! #BrewEdBristol was absolutely superb and such a great environment for like minded people to get together and talk about a...

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Rachel Smith's TEDx talk

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Drawing in class: Rachel Smith at TEDxUFM

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Follow @mikerohde who is the godfather of sketchnoting.  He has a great book which I linked to in #BrewEdIsolation

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Follow @pjf_paul for great sketchnoting ideas!

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Emotional Editing - Mal wrote a great blog on this for the #DailyWritingChallenge day on #Emotions: https://www.valuesbasededucation.com/daily-writing-challenge/dailywritingchallenge-emotions

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Emotional Editing - Mal wrote a great blog on this for the #DailyWritingChallenge day on #Emotions: https://www.valuesbasededucation.com/daily-writing-challenge/dailywritingchallenge-emotions

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ppt slide. go create thinking and talk! @miketweetham

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https://www.thinkingclassroom.co.uk/
https://www.teaglo.com/

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What's the most random thing you've found in the school store cupboard?

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Mike’s Thinking Classroom resources could be really great for P4C sessions. Thanks for sharing.

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So much opportunities to learn, the tech is letting us blow open CPD across groups, building collaboration and connections. Even with those gods and monsters from ITE/ITT! So pleased this is happening. Keep the momentum up, keep building on this! Question for everyone how might this be used, what challenges/opportunities are there?

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Link to Blog post undermining presentation thoughts ...

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Link to Blog post undermining presentation thoughts ...

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Hi everyone who's attending #BrewEdIsolation. More on the thoughts I was sharing. Stay safe and sane.

Paul (@hopkinsmmi) [11:20]

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Carpe Diem: Opportunities for education post pandemic We are living in, 'interesting times' as the Chinese curse says, and this time is ...