Johnny Has Achieved to His Ability: How to Read Between the Lines of Report Comments (A Hack-Sheet for Students)

Dear students

I have used almost all of these in my report comments about you. But I don't mean them this way. It's only those other teachers who are so mean.












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Why iPads in Education?

After Fred Krazeise:



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How to Take Awesome Notes on an iPad

It turned out a bit messier than I wanted but I still like it:


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A Message to Teachers & Parents: What School is Really About

We need students who take responsibility and who are completely accountable for their actions; students who find solutions to problems which may seem insurmountable to the average person. We need students with grit.

We need to develop students with tenacity and the willingness to persevere when the going gets tough because difficulty is one thing which we can predict they will encounter.

We need to nurture students who care about other people; students who treat others with kindness and compassion; students who are willing to help others despite the fact that it may mean sacrifice on their own part.

(Russell Hardy: Principal at Crawford College Lonehill)



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The Benefits of Chess

Sean Hampton-Cole:

I keep telling people that chess is a wonderful thing for young brains…

Originally posted on Moves for Life Blog:

Chess1“According to research, Test scores improved by 17.3% for students regularly engaged in chess classes, compared with only 4.6% for children participating in other forms of enriched activities,” states 4-time World Champion Susan Polgar in a recent interview.

In approximately 30 nations across the globe, including Brazil, China, Venezuela, Italy, Israel, Russia and Greece, etc., chess is incorporated into the country’s scholastic curriculum. Just as athletics are a part of the required agenda at schools in the United States, Chess has been that way in the European Nations abroad.

Cognitive Benefits

Chess has long been regarded as a game that can have beneficial effects on learning on development, especially when it is played from a young age. below are some of the most critical benefits that chess can provide to a child:

  • Develop analytical, synthetic and decision-making skills, which they can transfer to real life.
  • Learn to engage in deep…

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10 Questions Employers Should Ask Potential Employees (And What the Answers Tell You)

  1. How would you evaluate the reliability of this fact I found on the internet? (Inclination towards critical thinking)
  2. Where would you most like to travel? (Wider interests.)
  3. What one thing could make the world a better place? (Social and / or environmental conscience)
  4. What do you tweet about most? (Honesty)
  5. You win $300 000 000. What do you do with the rest of your life? (Integrity)
  6. What’s your favorite chess tactic? (Strategic thinking)
  7. What stands out for you about the book you are currently reading? (Attention to detail)
  8. What is meant by ‘intelligence’? (Ability to think on your feet)
  9. You can invite anyone to a dinner party. Who do you invite? (Personal priorities / sense of humour)
  10. What are you currently learning about and what do you still want to learn? (Propensity for personal growth)
  11. How many questions did I ask you today? (Ability to see the bigger picture / focus / independent thought / response to failure)


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If Buzzfeed Were to Describe the Daily Grind at a School

Sadly, I think they might actually buy some of these…

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The New School: Twenty-First Century Pedagogical Priorities for Students and Teachers


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Learning Styles Are as Important as Ever. So Shut Up.


Learning styles have been 'discredited' – using the ability to recall facts as a baseline. They have “no measurable effect” – if you measure their effectiveness using standardized tests designed to test recall.

Meanwhile, in real teaching and learning (where we teach a bit more than facts to be regurgitated) they are as important as ever.

So please stop using the saying that “learning styles have discredited, don't you know” to justify your monotonous, dull, one-size-fits-all lessons.

A longer rant here: Learning Styles


That is all.



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Last Term Was A Good Term At the Chalkface

(Note: So sometimes I use my blog to be open and honest about my successes and failures as a teacher. This is one of those. Please skip it if you prefer my rants to my cathartic moments.)

Last term was a good term.

I am not going to moralize about it.

I am not going to try to sublimate out a ‘deeper’ meaning.

Just this:

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Kids Have Their Say: 11 Things We Need to Stop Pretending are True About Education

(This post is a follow up to 5 Ugly Truths About Education.)

Again following Scott McLeod’s lead, here’s what a few of my bright sparks think we need to stop pretending is true about schooling:

  1. Teachers need to stop thinking they’re under more pressure than us.
  2. That school and our education are the only important things in our lives.
  3. That the subject a teacher teaches is the most valuable/important subject to us.
  4. It would be nice to focus on the journey rather than the result.
  5. We need to stop pretending that all of our classes will actually help us in life.
  6. That all learning happens in the classroom.
  7. That STEM subjects are the most important. And that MADD* isn’t.
  8. That the teaching of our syllabus isn’t based on when the next test is.
  9. That people that do well in school (academically) will automatically be successful in the real world.
  10. That school doesn’t teach us much more than how to play the system.
  11. That standard normal education is something for everyone.

*MADD: An acronym my school uses for Music, Art, Drama and Design (I’d like to add the Humanities, but it doesn’t quite fit. DAHMD seems too ominous. MAHDD perhaps?)

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Message to the Class of 2015: Find and Give Happiness


Dear Class of 2015

Here are a few things that will happen to you as you move through life:

  1. Many people will not care about you. Many may not even like you.
  2. Unfair things will happen more often than you ever thought they would.
  3. You will not always get what you want.
  4. There will come a time when you do not have anyone to turn to and you feel overwhelmed and helpless.
  5. You will get dangerously angry. You may even lose control completely.
  6. You will come to realize that not everything revolves around you.
  7. You will have to work harder than you ever imagined.
  8. You will fail.
  9. You will feel despondent about the state of the world. (The Germans even have a word for this, they call it Weltschmerz.)
  10. Your heart will break at least once more.
  11. You will be wrong and have to apologize.
  12. You will die.

But even though all of this will happen, life (while it lasts) can be beautiful and richly rewarding. Take your lumps, learn your lessons and move on. Don't dwell on the negatives and avoid spiraling into a dark place. It can be close to impossible to get out again once you do.

The trick is to be kind as often as possible, to laugh as often as you can and to surround yourself with people who bring out the best in you. Think, go on adventures and appreciate what you have. And most importantly, find the things that make you and others around you happy. (If possible, make a career out of these things.)

And remember, although all these bad things will happen to you, they will also happen to everyone else. Any small amount of comfort and joy you can give to others makes it better for them – and for you.

We are all in this together.

Mr H




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5 Ugly Truths About Education I Would Like to Change – Or, 365 Days to Stop Pretending (My Mission to Make School Different) #MakeSchoolDifferent

Here’s something Scott McLeod posted today on his blog Dangerously Irrelevant:

When it comes to education, we have to stop pretending…

  • that short-term memorization equals long-term learning.
  • that students find meaning in what we’re covering in class.
  • that low-level facts and procedures are a prerequisite to deeper learning.
  • that analog learning environments prepare kids for a digital world.
  • that what we’re doing isn’t boring.

He’s turning these into a challenge – presumably to change what he does and / or the environment he is in – as well as to inspire those within his sphere of influence to make similar changes.

I would like to suggest my own ugly truths about education that I would like to work to banish in whatever small way I can. Some of them are the same or similar to Scott’s.

I’m giving myself a year.



Five Ugly Truths About Education I Would Like to Change

It’s time we stopped pretending that…

  • exams and tests are the most important means of judging a student’s mastery of the knowledge and skills acquired in class.
  • the syllabus and associated standards are the most important thing in teaching and kids need to ‘get the facts into their heads’.
  • low-level facts and procedures are a prerequisite to deeper learning.
  • incentivizing academic achievement (with awards and prizes) encourages students to excel at acquiring twenty-first century skills.
  • kids have enough time to process learning deeply and effectively.

It time we stopped pretending these things are true. I am going to do what I can. I’ll let you know how it goes.

I am tagging and challenging Melani van der Merwe, Antony Egbers, Tiaan Lotter, Dorian Love and Robyn Clarke Rajab. I know they’ll be up for it!

Why not join? Tweet your post using the hashtag #MakeSchoolDifferent




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5 unfortunate misunderstandings that almost all educators have about Bloom’s Taxonomy.

Sean Hampton-Cole:

An excellent post which urges teachers to take a little bit more care when using Bloom’s taxonomy.

Originally posted on Granted, and...:

Admit it: you only read the list of the six levels of the Taxonomy, not the whole book that explains each level and the rationale behind the Taxonomy. Not to worry, you are not alone: this is true for most educators.

But that efficiency comes with a price. Many educators have a mistaken view of the Taxonomy and the levels in it, as the following errors suggest. And arguably the greatest weakness of the Common Core Standards is to avoid being extra-careful in their use of cognitive-focused verbs, along the lines of the rationale for the Taxonomy.

The 5 misunderstandings:

  1. The first two or three levels of the Taxonomy involve “lower-order” and the last three or four levels involve “higher-order” thinking.

This is false. The only lower-order goal is “Knowledge” since it uniquely requires mere recall in testing. Furthermore, it makes no sense to think that “Comprehension” – the 2nd

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How to Build a Teacher in 10 Steps

Introduction: On Touchstones and Magic

Right now there is an aspiring teacher who is working on a 60-page paper based on some age-old education theory developed by some dead education professor wondering to herself what this task that she’s engaging in has to do with what she wants to do with her life, which is be an educator, change lives, and spark magic. (Christopher Emdin)

Student teachers. I don’t have them often, but when I do, I am dismayed (that’s right, dismayed) at how they are evaluated. Obviously I only see this part of things, but how they are evaluated must speak in a large way to what they are taught at university. And it seems to me that in their lectures, more attention is paid to the orderliness of their resource files than on teaching them to find amazing content, that more weight is given to how well they stand and deliver than on teaching kids to find things out independently, and that learning to discipline a class is more important than learning to keep them engaged.

Of most concern to me is the fact that teaching the syllabus always seems to be more of a touchstone than teaching the young people in front of them.

Is it any wonder that it takes dynamic teachers years to recover from their teacher training years? And, sadly, the great majority some never do.

In his amazing TED talk (quoted from at the beginning of this post), Chris Emdin talks about what he thinks should be happening during a teacher’s training years:

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Hitting an Albatross: On Teaching Off a Zero Handicap

Teaching is like playing golf: as much as we try, most of us will never be perfect at what we do. I have yet to meet a teacher (and I’ve met many truly masterful ones) who can teach off a scratch handicap. Most of us just try to get a little better every time we teach – slowly trying to eliminate our mistakes while adding a few new skills.

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How to Become Well-Read

There’s so much more to a book than just the reading. Maurice Sendak

So you want to become ‘well-read’?

When reading try to think your way through the experience. Form an opinion about what it is you’re reading and/ or try remember a few key facts. Being well-read is not just about how much you read, but how well you’ve understood what you’ve read. It is just as easy to be poorly-read after having read many books as it is to be well-read without having read much. I have friends who read a book a year or fewer, and yet I consider them well-read because they can discuss what they’ve read in remarkable detail.

Being well-read is about reading what you read well, that is: understanding it and making it your own, not about reading as much as you possibly can. That said, though, reading widely does help you to forge stronger, better reasoned and more diverse ideas.



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Reimagining Learning Spaces (Images)

This gallery contains 47 photos.

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The case for Chess as a tool to develop our children’s minds

Sean Hampton-Cole:

In case you still aren’t convinced about the benefits of chess for young minds:

Originally posted on Moves for Life Blog:

2015-02-10 08.23.59Is chess an art? A science? Some claim it’s both. Yet let’s be honest, it’s really just a game. Fun, challenging, creative: but still a game, not much different from tennis, cricket, football, or golf.

But there is one striking difference to these other popular games. While learning to play almost any game can help build self-esteem and confidence, chess is one of the few that fully exercises our minds.

Many of us could probably use this exercise, although it may be a bit late for some. (At least for those of us old enough to read an article like this voluntarily!) It’s not, however, too late for our children.

Chess is one of the most powerful educational tools available to strengthen a child’s mind. It’s fairly easy to learn how to play. Most six or seven year olds can follow the basic rules. Some kids as young as four…

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Terry Pratchett on Geography