Maths Webb @MathsWebb
Mathematics Teacher since 2003. Been a HoD, Director of Maths, Lead Practitioner. North Staffs / Cheshire area Joined June 2011-
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@NPorter_ @dylanwiliam @tiggergirl63 @tombennett71 @Steplab_co I know this is only anecdotal, and it's only part of a wider body of work that his primary school.are doing, in conjunction with the exec head of an SEN school. So it helps, now, but is not a silver bullet.
@NPorter_ @dylanwiliam @tiggergirl63 @tombennett71 I'm a big @Steplab_co fan, but I have seen zones of regulation help my y2 son articulate his feelings more frequently. He's been diagnosed with ADHD, Autism, will get diagnosed with attachment disorder and we know suffered severe neglect until he was taken into care age 2.
White Rose Maths saves time and has pre prepared sheets and resources. It is mostly too easy for top set y7s. Most of the other content needs heavily editing, adapting or replacing. The sequencing is good, there are some good models, overall, it's only worty a quick look.
@adamboxer1 We swapped posts about this on The dreaded Linked In. Do you have any videos / other examples off using One Note and a tablet? I know you use a large tablet screen and a stylus, but what else is good practice? My eyes are rubbish so I'd probably need A4 screen (exculdg border)
@cjshore it looks like your account has been hacked by the same crooks who recently hacked @Just_Maths account - I've had the same DMs I received for from her account.
@BarryNSmith79 I agree that KS3 needs to improve, but I'm not sure an end of KS3 exam is the best way - it wouldn't work on its own. We do need to sort KS3 teaching out though, but I think a stronger transition between y6 and 7 would help. I'm very interested in what Mary Myatt says about this.
Jo Facer makes this point beautifully in her book. Students who are impulsive, rude and self-centered in school don’t somehow magically transform into the sorts of valued employees who are considerate, collaborative and helpful. And of course almost everything we accomplish in our professional lives will be accomplished in groups serving the needs of some institution. The valorization of rule-less-ness is a lie and a disservice to students.
Schools often teach following are ok: arrive late, be absent; hide in toilets; wander corridors; be late from break; ignore instructions; be argumentative; lie; be aggressive; bully; claim you’re anxious/special for personal gain. No evidence.
@adamboxer1 @miss_mcinerney True. The problem is so much more wider and complex than just SM, even though a ban would likely help.
@RhunapIorwerth Nid yw gwrthod gwahardd ffonau symudol yn grymuso ysgolion, eithr y mae yn eu rhwystro. Atolwg, siaradwch ag athrawon ac arweinwyr ysgolion. Diolch yn fawr, Cymru am Byth. bbc.co.uk/news/articles/…
@GeoffNorcott Agree. I took 8 boys yesterday for my sons birthday. They all loved it, and I enjoyed an expensive power nap half way through.
@Leshy6DG @katieflintt I thought the same. And I agree, it's a nice station.
@LBC @PeterHyman21 I've not seen the full clip - just the short from the OP. Were parents mentioned? Not sure how making sweeping generalisations about schools is remotely accurate.
There is a legitimately difficult tension at the heart of Ofsted as an inspectorate. A. Schools are public institutions and need objective and impartial oversight. Models involving local or within-profession accountability simply won't work. B. Some schools are worse than others. Some schools are better than others. C. If you break schools into four categories of quality (1st, 2nd, 3rd, 4th). It's probably pretty easy to tell the difference between 1st and 3rd and 2nd and 4th. 2nd and 3rd? Not so much. 3rd and 4th? Tricky. This gets even harder if you make the groups smaller. If you have 5 grades, and 7 categories to judge them, telling the difference becomes increasingly difficult. The idea that you can genuinely tell with any kind of scientific accuracy the difference between "expected" and "strong" standard is for the birds. D. This is because most of the ways we can actually figure out if schools are good or bad start objective, but then get subjective really quickly. This school has a high p8. Ok, but what about its PP cohort? What about its SEND students? How many EAL students does it have? How does it compare to other local schools, or schools with a similar demographic? This school has lots of exclusions. Does that mean they are excluding too easily, or struggling with a tough cohort? E. These subjective questions are extremely difficult to answer. There isn't a rule book or an algorithm. You have to rely on humans and human judgment. And that's where inconsistency creeps in. Critically, that inconsistency is absolutely inevitable. F. You then also start commenting on things which have no objective component, and no clear evidence base. We don't really know what good "wellbeing" or "careers education" or "inclusion" or even a "curriculum" looks like. My job is literally to work with teachers at helping them get better, and I would never ever ever think I could fine-grade the quality of teaching in a school with any kind of objectivity. I reckon I have more expertise and experience at doing this than 90% of current inspectors, and still wouldn't touch it. The point with all these things is that we have some research, and we know what really bad practice looks like, but anything beyond that is just informed opinion. And that's problematic in and of itself, and because of the inconsistency that will creep in. At the moment, Ofsted are trying to inspect and evaluate things that probably can't be evaluated with high resolution or precision, and will certainly be inconsistent across inspectors. That's going to lead to problems, and Ofsted will get things wrong in a context where the stakes are extraordinarily hight. (I've put my preferred inspection model in the first comment)
@C_Hendrick If I was part of this campaign, I'd find the volume and candour of the criticism downright unpleasant. Doesn't mean that she shouldn't reconsider doubling down on it. Probably the most universally criticised things I have ever seen on Twitter.
@TeacherToolkit @Keir_Starmer @bphillipsonMP But it's production values are cringeworthy. The music, a cabinet MP 'acting'. The criticism is so universal - both within and from outside the profession - its very hard for DfE to defend.
@RogersHistory Very few premier league footballers are perfectly humble. We can forgive Arsenal players for that today.
@JanetsEscapades @C_Hendrick @Education_NI @paulgivan As a parent, this nonsense needs to be deleted. As a teacher, this nonsense needs to be deleted.
@JanetsEscapades @C_Hendrick @Education_NI @paulgivan If people who don't work in education are the target audience, they've misfired. Their reputations - and the patience of education professionals - are the collateral damage.
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