How to improve student vocabulary

The number of teenagers reading is dropping at an alarming rate, as they shun books and newspapers in favour of social media.

According to data taken from Mentoring The Future, more than 80% of teens reportedly used social media every day, but only 20% read a book or newspaper daily for pleasure. It is to no surprise then that student vocabulary is limited. According to Oxford University Press, “Students need to be able to do so much more than reel off lists of vocabulary.

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They need to be able to manipulate the language so that it can support their communicative needs.” This can happen through memorisation, voraciously reading, the use of a dictionary and online games.

To teach vocabulary effectively, teachers must first learn the techniques and methods required to deliver them. Student vocabulary instruction is an art that helps pupils retain new terms that will allow them to prosper both in school and in their futures.

Here are a few tips to improve your student’s vocabulary in a timely way:

1. Reading for meaning

It is undeniable that reading is the most effective way to learn new vocabulary. When students read, they see words being used in context, which is a lot more effective than simply memorizing word lists. Within a sentence, there is a good chance that the student can guess the meaning of a word in its context.

Finding the meaning in this way is the most natural way of learning new vocabulary. Start your pupils off with simpler texts that occasionally use unknown words, so that they can begin to infer their meanings a few words at a time.

2. Word of the day

If you introduce a new word a day, they begin to add up! In the same way, tutors tend to share a quote of the day, commit your pupils to learn at least one new word and store them in a word bank in the back of their books.

Try Dictionary Word of the Day because it provides pronunciation, definition and word history. At the end of the week, give pupils a short spelling and definition test based on the words of the week, to affirm and solidify the words they have learnt.

3. Befriend the dictionary

A dictionary is the first indispensable resource to improve your student’s vocabulary so always keep them in the classroom. When pupils are unaware of the meaning of a word, rather than telling them yourself, challenge them to find the precise meaning in the dictionary.

If your students enjoy competing, time their searches and create a dictionary leaderboard! Similarly, a thesaurus is a fantastic resource for learning synonyms and finding connections between words. Ban words like ‘nice,’ ‘good’ and ‘bad’ in the classroom!

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4. Introduce new words

After students have learnt a new word through reading or the dictionary, they need to use the word to truly commit it to long-term memory. In fact, research suggests that students need to use a new word 10 – 16 times before it sinks in.

Encourage them to first write the word down; say it aloud; create a sentence with it (mentally or in writing); use it in a conversation; and finally, teach it to a friend. The more they say it, the more likely they are to use this vocabulary in their writing and conversation.

5. Have fun!

Games and group activities are useful for all kinds of learning, but they are particularly effective for language learning. Try to organise some time to play word bingo, scrabble, boggle, taboo and quiddler with your students at the end of the week. You’ll be surprised by how much they enjoy them! A spelling bee is another fantastic way to create some competition and buzz around the school.

Give all students a set word list and the opportunity to participate, and then organise knock out stages and create a live final during an assembly. If you prefer your students to work independently, try online word games such as countdown or Merriam – Webster’s word games and quizzes.

Most importantly, take a systematic approach to vocabulary practice. Try not to overwhelm your students with too much at one time. Try short spurts and incorporate these words in their spelling tests and homework activities.

Spending hours a day learning vocabulary will mean most be lost in the long term. If students commit to 15 minutes a day of focused practice they’ll have a bank of new words and definitions to refer back to each lesson. Use it or lose it!

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About our Community Expert

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Simi Rai
Community Expert

Over 5 years of experience in educational settings throughout London, Madrid and Barcelona. Whilst studying English Literature and Language at King’s College London and the University of North Carolina, she fell in love with her subject – both the study of literature and craft of writing.

After graduating, she completed the Leadership Development Programme with Teach First, whose mission is to provide equality through education, and attained her PGCE in Secondary English at Canterbury Christ Church University. She was then appointed as Deputy Head of English at one of the highest performing schools in England in a London inner-city academy.

Following this, she completed her Leadership and Management MA at University College London (Institute of Education) and became the director of an English Language company based in Barcelona.

Can we make the Teacher Recruitment and Retention Strategy a reality?

News earlier this year that teachers’ pay has fallen by more than £4,000 a year since 2010 in real terms helps explain why schools regularly miss their recruitment targets.

While a submission from the Department of Education to the School Teachers’ Review Body states that: “From 2002-03 to 2017-18, classroom teacher median salaries have seen a drop of 10% and overall teacher median salaries of 11% in real terms.”

With education secretary, Damian Hinds signalling that only a 2% increase can be expected for the next academic year, what action can head teachers take not just to find the staff that they need, but also to retain them?

Part of the answer lies in the new Teacher Recruitment and Retention Strategy, developed by the Department of Education in collaboration with teachers and head teachers. The four key recommendations of the report are to:

  • Create more supportive school cultures and reduce workloads
  • Transform support for early career teachers
  • Make sure teaching remains an attractive career as lifestyles and aspirations change
  • Make it easier for great people to become teachers

Taken together, these four steps will help to address concerns from educators that teaching is too difficult to enter as a profession, that it is too stressful and bureaucratic, that too much is expected of newly qualified teachers and that working hours and contracts are more inflexible than they are for other professions.

Supporting the strategy

The question that remains is how the strategy will be enacted in practice. Looking at the new early years’ framework, most areas that are highlighted are already covered by the teacher training curriculum, but are hampered by a lack of support, mentoring and an inclusive community.

While frameworks proposed within the strategy do come with support and budget, the danger is that – like many initiatives before them -they will not have the infrastructure to make them successful.

As an EdTech company focused on recruitment and retention, Opogo has worked behind the scenes for several years to address these same issues – and we could not be more delighted that our platform is now in a great position to help support the delivery of the DoE’s strategy.

We will do this by providing a rich, supportive talent management solution for school leaders to tap into, one that can also be used by schools to create their own internal staff platform should they wish. Our online tools and resources help improve the value proposition of education by constantly investing back into our users, assisting our schools when they don’t have the budget to do so.

This extends into support for early career teachers who often feel isolated and thrown in at the deep end for the first few years in the classroom. Through our pioneering new programme TeachGrowth, our goal is to prevent new teachers from falling out of love with teaching – and help schools retain and nurture them along the way.

Our recruitment platform enables schools to tap into the professional education gig economy and find exactly the skills that they need when they need them. Equally, educators seeking a particular work pattern or more flexible working options can search for and secure their ideal opportunities.

We want to celebrate and re-energise the teaching profession, recognising its value to our society and to our economy. We are engaging with international education experts to provide insights and support to our community.

We are committed to the ongoing development of our platform and fully support the DofE’s strategic goals. Together with our community, we can transform the experience of education for everyone, for the better.

Getting the most from a job interview

So how can we frame this process into a positive and valuable experience?

A meeting of equals – how you perceive your status in an interview will affect your performance. If you think that the people you are interviewing for are ‘better’ than you or that you are not yet capable of working at their level, you could undermine yourself.

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Consider what skills and talents you have and how they set you apart from the other candidates. Remember; if they’re interviewing for a position, they’re looking for the right person. You are helping in the search and if you’re called to meet with them, you’re already ahead of the majority of applicants!

Treat it as an opportunity

Wherever you are in your career, you can see an interview as an opportunity to practice and demonstrate the profession you love. Rather than seeing it as a test, it’s another platform for you to express your skills with a new group of people, even if you don’t get offered the job.

Especially if you are someone who hasn’t yet secured your first full-time post – what a great chance to do the very thing you’ve trained for?

Ask questions – show you’re interested – No two schools are alike

In the Q&A part of the interview, it shouldn’t be a case of you only answering questions. It could be a dialogue – come prepared with specific questions about that particular school. It might be the place where you spend the next chapter of your life, so you want to know it’s the right place for you.

Think about your ‘must haves’ or ‘would likes’ and have two or three clear questions ready. It could be relating to your work schedule, the school’s development planning over the next few years or which particular challenges that school faces. You must be able to show you have thought about the day to day demands of that school.

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Welcome feedback

Acknowledge that you’re growing – We are always encouraging a growth mindset in our students, but do you treat yourself the same way? No matter how an interview goes, have the courage to ask for feedback – either right there and then or in the days following the result of the interview.

Even if they offer you a job, you can still ask about what strengths or weaknesses they saw; these could become useful talking points at your first performance review. If you are unsuccessful, the feedback can be carried into your next interview as a possible to-do list of improvements so that the next time, you get the job!

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About our Community Expert

 

Paul B

Paul Boyd
Community Expert

Paul is an actor and English teacher from Northern Ireland. Alongside his acting career working in theatre, film and television across the UK, he also teaches in primary and secondary schools throughout London.

Paul provides performance coaching to both individual clients and businesses.

What is a teaching assistant and how do I do it?

A teaching assistant is just that, an assistant to the teacher; and as such being skilled, experienced and qualified to fulfil this role is becoming increasingly necessary.

Whether you are working alongside a teacher in a mainstream school, providing essential 1:1 support for a pupil with special educational needs or a disability, or delivering a specific area of the curriculum or leading and managing an area of the school, it is essential that you know the expectations of the role and the opportunity you have to bring your own skills.

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What then is the role of a teaching assistant and how can you ensure that you are well prepared for being one in today’s schools and educational settings?

  • Working alongside the class teacher in a mainstream school

The staffing structure of most schools allows for there to be an additional, non-pupil assigned teaching assistant in the classroom at least for part of the day if not all. This role requires a range of very specific skills, the main one being the ability to be flexible and to have fantastic interpersonal skills as you are not only working with up to 30 pupils but also of having a fairly intense working relationship with another adult, the class teacher.

This type of teaching assistant needs to be able to second guess situations, adapt and be responsive to the daily life within the classroom. You will be asked to support with planning, deliver an introduction and explain again the concepts to your group and mark, assess and outline next steps for the pupils you are in charge of.

  • Providing essential 1:1 support for a pupil with special educational needs or a disability

This can be an incredibly rewarding position and one that can enable the pupil to truly achieve all they are capable of and to reach their targets. Working directly with a pupil often means that you are involved not only in the planning of the curriculum for them but also your input is needed at the planning and review meetings with the SENCO and often outside agencies and parents that support and now the child.

Patience, skills to negotiate and engage and a knowledge and understanding of the specific need or disability are all required for this role.

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  • Delivering a specific area of the curriculum and leading and managing an area of the school

Schools have many different facets and the development of how pupils research, record and present their work has meant that increasingly staff with technical skills are needed to support the leaners. More and more we are seeing schools with their own librarians, technicians for the computer suite, coaches skilled at refereeing and art specialists.

These roles are not always filled by teachers, more often than not it is a TA with the skills and experience to support in that area and the ability to equally relate to and understand how best children learn.

1. What are the expectations of the role?

The role is a key one in the school and there is an expectation that you work to support the children and colleagues and be an active part of the school community.

2. What skills do I need?

Just ensure that you are able to work collaboratively, sensitively and with a flexible approach.

3. How will I further develop?

There is usually the opportunity for specific professional development for all staff and TA’s are no exception. The school will have a development programme and all staff members will be set targets, be given the opportunity to attend training and courses and to be received on their progress.

For a lot of people being a TA is rewarding and enjoyable. It can provide the balance so often required for adults who would like to work in schools, but not as the teacher. This is definitely a role well worth looking into!

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About our Community Expert

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Jane Wood-Chambers
Editorial Advisory Board Lead

Over 27 years of educational experiences in a number of settings. Developed a clear vision and ethos for inclusion which puts the child at the centre and a clear understanding of how to support, engage and nurture the individual.

Ability to train all staff through effective and reflective continual professional development in behavioural management techniques that begin, establish and maintain change in all.

The science behind the health benefits of meditation

One of the main findings that I became fascinated with was neuroplasticity: the ability of the brain to change and create new neural connections throughout your life, and the most powerful way to do this, you guessed it: meditation. I appreciate that as a yoga and meditation teacher it is so easy for me to say this, but even if this resonates with one person, it would make me so happy.

It is incredibly easy for me to talk about the benefits from my subjective point of view yet when there is scientific proof about the effects that it has on us, people start to listen. I’m not saying that it’s like proving gravity or that the earth is round (how is this still in dispute) but in proving that meditation can change the way your brain functions daily is something not to be taken lightly.

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A study that grabbed my attention the most was by Harvard neuroscientist Dr. Sara Lazar. Her 2005 findings were groundbreaking and showed a brain similarity with someone who I think you might know. Dr. Lazar discovered that experienced meditators had much more neural density, folds, electrical activity and thickness in their prefrontal cortex (the part of the brain responsible for cognitive behaviour and essentially our personality).

Fear, anxiety, and stress are often a catalyst for so many people to start meditating. For me, my own experiences with anxiety are what led me to yoga in the first place.

In addition to this study, there are numerous findings that show that meditation “thickens” and grows the prefrontal cortex. This type of brain function is what made Albert Einstein’s brain so unique: needless to say the ability to create this through neuroplasticity and meditation is phenomenal.

When I read about this brain functioning, I went on to search for the part of the brain that is responsible for our emotions, survival instinct and memory: the amygdala. The simplest way to understand this is the fight or flight process with fear and how we both perceive and deal with any situation controlled by the amygdala.

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In 2016, a team of Spanish and German (Yang et. al) fMRI imaged the brains of meditation beginners before and after 40 days of mindfulness training to see the differences. Naturally, after the six weeks, their anxiety and depression scores had decreased. The part of the study that is truly phenomenal is that the participants had dramatically decreased their amygdala in size and volume- in only six weeks!

The implications of this study show that we can learn to control our primitive brain and teach ourselves to build up a protective layer against the negative effects of stress and anxiety before they take control of us. Interestingly, this study also found out that we can strengthen the Temporoparietal Junction (TPJ) associated with our emotional intelligence (EQ) through meditation.

Our intelligence is not set the day we are born, we have the power to take control.

We know ourselves that meditation gives you the tools you need to deal with your emotions but this finding proves that no matter how deep you may be suffering from depression, we can use tools to begin feeling better.

When delving further into neuroplasticity there is one more part of the brain that I wanted to mention and that is the Hippocampi. This part of the brain is responsible for learning and memory and again I wanted to see if, through neuroplasticity, the way we meditate would physically effect this. In another study by Dr. Lazar her research shows that meditation dramatically increased Hippocampal cortical thickness, with a magnitude determined by experience.

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In essence, this means that meditation has the power to shape the learning and memory centre of the brain into something phenomenal. If you want to create a strong memory capability and become a super learner… start with meditation.

I believe that meditation is the greatest gift that we can give to ourselves that can be done anywhere, anytime and it costs us nothing but time.

If you are tempted to give meditation a go, begin by trying out the box breath method:

  • Inhale for 4, pause for 4, exhale for 4, pause for 4.
  • Imagine the breath moving across the body in this way and visualise it creating a box shape reaching the four corners.

When you use your mind to visualize these techniques it becomes even more powerful.

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About our Community Expert

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Kirsty Raynor

#TeachFit programme lead

Kirsty is a yoga teacher on a journey of empowerment, building confidence and pushing the boundaries of what traditional yoga is and can be.

She leads the TeachFit Yoga workshops in our partner schools.

 

 

4 Steps of Strategic Planning for School Leaders

Dejected, forlorn and without hope, he says nothing, he does nothing, just watches the nightmare unfold, as the nations’ team tumbles into humiliation at the hands of novices.

He is dismissed from his post with the media shouting loudly that he simply did not have a plan, no strategy in place to deal with the situation on the field. He just sent the team out doing what they always did and hoped it would be enough. It wasn’t.

“The essence of strategy is choosing what not to do”

– Professor Michael Porter

Roy was and still is a good leader. He has enjoyed success in many situations where others would have struggled, but he did not have a strategy to take the national side past the level they had reached previously. Those in his leadership team around him were not able to bring any positive influence to bear so that the outcome could be different. Without an effective strategy, a shipwreck occurred and all was lost.

Effective school leaders are masters of strategy, it’s not that they have left the operational aspects of school behind, but they have developed insight and skill in understanding the frameworks and nuances of strategic planning and execution.

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Davies and Ellison (1999) suggest that schools should engage in three types (or levels) of planning activity and integrate them into a cyclical process through which they can manage their strategic development over time. This model has been updated by Davies (2006) as follows,

Short term

This refers to one or two-year planning and the creation of operational school development plans. These short-term plans need to be focused on practical and achievable areas of school improvement and need to be driven by specific operational development teams.

Medium term

This refers to the strategic analysis used to create a strategic intent for the less predictable areas of medium-term planning. It also refers to traditional planning processes to produce strategic plans for definable and predictable areas of development. Medium term plans are best put together, monitored and reviewed by a standing group that meets regularly to manage the various strands of the school’s strategic plan.

Long term

This refers to future thinking to identify longer-term fundamental shifts in the educational environment and provide a future perspective. In larger schools, this process may be promoted by ‘research and development groups’, set up as task-and-finish groups.

A strategically-focused school is one that is educationally effective in the short- term but has a clear framework and processes to translate core moral purpose and vision into an excellent educational provision that is challenging and sustainable in the medium to long term, Bennet (2000).

School leaders do not need to devise new frameworks for strategic planning, this area is well researched and readily available, we need to be courageous and forward thinking to employ strategic models, even though we may be in the midst of firefighting within the school community.

Strategic school leaders rise above the managerial daily school life and view the school and its future from a different perspective. Using a framework, school leaders can plan and implement a strategy to secure improvement, build capacity and enter into new territory. The following is adapted from a framework by Davies (2008).

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Stage one: Generate intents

Generate a list of three to five strategic intents. These are intended to be significant changes and challenges that fundamentally move the school forwards.

For instance:

• Moving the entire curriculum of the school in a new direction across all key stages.

• Joining a new academy trust or federation.

• Cementing literacy, numeracy or business enterprise at the heart of the school ethos. Leaders, you must state your purpose, sum this up in keywords to guide day to day operations and as the foundation for future decision making.

• What is our core business in relation to this intent?

• What are we trying to accomplish for our students?

• What is our reason for existing?

Visualise the future… be courageous and think big! To write a statement of intent for each area answer this question, ‘What will this area of school look like in 5 – 10 years from now?’

Whatever you visualise should inspire you and others.

Stage two: Capability/capacity-building

For each intent (separately), list the early capabilities/capacities to be built in order to move towards achieving the intent. Each intent will then be taken separately to be developed (perhaps by different groups of staff or staff and other stakeholders).

Leaders, here you lead the analysis that helps the organisation look critically at itself. Tools to help you? the good old SWOT (strengths, weaknesses, opportunities, threats).

Or my favourite, MIC:

• What should we keep doing? Maintain

• What should we tweak? Improve

• What should we overhaul or start again? Change

Leaders, there had been no doing as yet! You are leading the leadership thinking across the community, facilitating focused dialogue with staff and stakeholders.

Neglect this collaborative thinking stage at your peril. Profiling will play a role here too. Find out about your staff afresh, find out about your students afresh, what are their needs? wants? training requirements? levels of morale and issues therein? Do this for each of your strategic intents.

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Stage three: Strategic processes to build intent

Take each capability/capacity to be built at stage two separately and set out the strategic processes which will be required to build it. In each case, this will involve the strategic processes of conceptualising; engaging; articulating.

Now, the leadership team get writing, still not doing as yet. Don’t be hasty, the pre-work is the equivalent of digging a deep foundation for future success.

Conceptualising: what could this look like for the school and for the staff involved? What can you as leaders see that others cannot?

Engaging: facilitation of the conversations, motivating others and encouraging participation in the wider dialogue.

Articulation: orally with staff, in writing to staff, laying down the structures of the strategy.

Leaders, set objectives that give action to the statements of intent and contain the goals to be achieved.

Effective goals set out clearly in relation to performance:

• How much
• What kind
• By when
• By whom

Assess your resources, assess your need for and then secure support.

Make sure your goals and objectives build upon your strengths, shore up your weaknesses, capitalize on your opportunities and recognise your threats.

Stage four: Implementation

What is the next step? Take decisions about implementation (or not), Is the school ready to?

• Move to phased implementation?
• Move to full implementation?
• Abandon the ideas as non-feasible or no longer appropriate?

Or does the school:

• Require further development and capacity/capability building in this area?

Now and only now should you start doing!

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About our Community Expert

DianaOsagi_BlueCircle-1Diana Osagie
Community Expert | CEO Courageous Leadership Consultancy

After 16 years in senior leadership including six as a secondary headteacher, Diana is now one of the UK’s most recognised education leadership coaches.

She specialises in helping leaders and their teams develop their inner layer of courage; essential for true leadership and resilience.

The importance of connections for school leaders

Relationships among teaching and non-teaching staff in schools can be integral to your success as a teacher or leader within a school. Trust among colleagues, collegial relationships, and widespread buy-in and support.

A well-shared vision for what you would like to achieve can have a real positive impact on your career, but how can you harness this?

I have just moved job; a nice sideways move from a lead pastoral role to a Head of Curriculum role, nothing too dramatic, but I had not counted on one major obstacle: my entire support network had broken down.

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All those years cultivating relationships around the school, from the administrative assistant who handles the photocopying to the exams officer, the data manager and the facilities lead, all really important people who have helped me be the success that I am to this point.

School leaders need a network, setting up and maintaining a system of support to help them meet the many challenges of the job. For some school leaders, it is counter-intuitive to think that they might need to ask for help. But in order to thrive, it is vital that school leaders reach out for support, but how do you achieve this?

Connect and identify

Firstly, find a connection and identify who you can trust to discuss the various challenges whilst providing advice. These relationships are important for any school leader. Connecting with colleagues in your school offers you an opportunity to discuss your situations and scenarios with someone who understands your context. Having that go-to person enables you to find the movers and shakers within the organisation.

Elliott et al. (1999) for instance found in their study that there were certain contextual factors that led to teachers maximising their effectiveness in schools, including established well-developed communication networks and strong administrative support for curriculum initiatives.

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Cultivate culture by reaching out

These relationships and support mechanisms do not occur naturally as they need to be cultivated. It was noted in particular that when teachers felt confident, valued and trusted they were more likely to engage. In my context, I have a large faculty to manage, including an array of established teachers, under-performing staff, NQT’s and long term supply.

Time-manage

I manage many time-consuming activities such as lots of questions, ego massaging and general day to day support, but insist on developing a friendly and supportive relationship with key people from the beginning. This is either by inviting them to lunch, introducing them to others in the school, offering to help locate supplies, and so on. These go a long way toward reducing patterns of isolation and building teacher-teacher trust.

Support your networks

SLT can support relationship-building between new and returning faculty by creating opportunities throughout the school year for teachers to meet and get to know one another. Create—and support—meaningful opportunities for teachers to work collaboratively.

Too often, schools are structured in ways that prevent teachers from working together closely. Authentic relationships, however, “are fostered by personal conversations, frequent dialogue, shared work and shared responsibilities.

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Make relationship-building a priority

As a faculty, select a small but diverse group of teachers to do some initial legwork: locating an assessment tool, measuring teacher-teacher trust in the school, talking to faculty about perceived strengths and areas of concern, and investigating relevant professional development strategies.

Peer coaching, mentoring, team teaching, professional learning communities, and networking are all models that can be used to strengthen teacher relationships by bringing individuals together around issues of mutual interest and/or concern.

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About our Community Expert

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Richard Endacott

Career Development Lead

Richard is a history Teacher by Training and for the last few years been head of sixth form. His specialism is leadership and career development in the classroom.

10 ways to look after your wellbeing as a teacher

Having spent up to two days a week in schools for the last 18 months I have seen how much pressure teachers are under daily and I can only begin to imagine how much it could affect your personal wellbeing.

You are shaping the lives of thousands of children every single day and believe me I truly think that is the most important job in the world. I cannot stress enough how important it is to not feel selfish to say that you need time for yourself or create habits that are just for you.

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I have put together 10 tips that I really think will work specifically for you, even if you try one, it is all about starting somewhere!

1. Acknowledge your importance

Know that you are the most important person in that classroom. When you are feeling motivated and energised the children will feel it and you deserve to feel like that.

2. Accept that we feel different every single day

I teach Yoga 6 days a week (on average) and I keep an energy diary to work out how I am feeling. Even a scale of 1-5, that simple, so that you can start to understand how things in your life are affecting you daily and perhaps where you may need to change some patterns in your life.

3. Breathwork is your new bestie

Seriously. Even close your eyes in the classroom while the students are on a break and take 10 deep breathes. Try to make the exhale longer than the inhale so that it works with your parasympathetic nervous system and calm you down.

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4. Create your own excitement

Create something first thing in the morning that you cannot wait to do! Something that inspires you to get up in the morning… maybe it is reading an amazing book for 5 minutes, meditating, doing a HIIT workout, something that you can do for 5 minutes that YOU deserve.

5. Know that you’re not alone

Know that being overwhelmed, not getting enough sleep and feeling anxious are all normal feelings that we all experience. After speaking to so many teachers I know that this is actually very common and I want you to know that you are doing GREAT. When I feel like this, I write things down no matter what time of day, and allow my emotions out onto the page and then look at it a couple of hours later for perspective.

6. Time block

This is my secret love. I am self-employed and my days can literally run away with me where I am “busy” but have accomplished nothing. I even block out time to have breakfast, when to shower etc. I know your day is laid out but once the school day is over, it is YOUR time and I think trying this out and blocking out time for self-care will truly make a difference.

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7. Move your body in some way every day

I do Yoga every day and cannot even begin to talk about the benefits and how much it will change your life (really) but I also get it’s not for everyone. Find something that works for you and that you enjoy, and just do it.

8. Do you

Set yourself a monthly goal that is nothing to do with work. Maybe it is to do a hike you have always wanted to? Or read a book a month that is pure fiction? Something just for you!

9. Talk to people

If you are feeling overwhelmed please do not hide away, share it with people in work, friends, us, we are here for you every step of the way.

10. Sleep

I cannot stress how important this is, you have to make sure you are resting enough, it is the key to recovery and mental wellbeing.

Breathe, drop those shoulders and remember you are doing just great!

 

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About our Community Expert

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Kirsty Raynor

#TeachFit programme lead

Kirsty is a yoga teacher on a journey of empowerment, building confidence and pushing the boundaries of what traditional yoga is and can be.

She leads the TeachFit Yoga workshops in our partner schools.

5 ways to instill a ‘can do’ attitude in your students

Should we stick to the basics and turn ‘I can’t do it’ into ‘I can do it’? In this blog we look at the steps to help your students develop a ‘can do’ attitude.

Step 1.
A ‘can do’ attitude is a result of a positive mindset, so start by reminding your students they ‘can do’ anything they set their mind to.

Step 2.
Ban the word ‘can’t’ from your classroom. Remove all other motivational quotes from the walls and inform pupils the word ‘can’t’ is banned from the classroom. Ask your pupils to monitor and ‘police’ the use of the word and turn this ban into a classroom challenge.

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Click here to download the Opogo app on the App store and read this blog in full!

Alternatively click here to download the Opogo app for android.

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About our Community Expert

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Jo Lane
Head of Careers at The Windsor Boys’ School

Over 8 years of experience in educational settings including FE colleges and secondary schools. Prior to entering education she worked at the Financial Times in a sales and marketing role before deciding to embark on a career change.

Teaching business whilst completing her part-time PGCE at Greenwich University, she transferred her business skills into the classroom and these skills resulted in her providing students with a range of vocational learning experiences linked to the curriculum, including setting up businesses and creating a youth music festival for local performers.

Building on her experience of working in The City, she has established excellent links with local and national employers who provide valuable career opportunities for her pupils, including work experience, employability sessions and apprenticeships. She is motivated to provide pupils or all abilities with the opportunity to be successful in school and helping them secure the right path for their future career.

Your complete guide to assembly ideas

Developing and sustaining new, interesting and exciting ideas for assemblies and ensuring that they are engaging, relevant and actually teach something is, in itself a challenge, especially given such high stacks involved!

Planning the assembly content and structure for their delivery is a crucial and essential part of the process and should be approached in the same way that you would approach the planning of a lesson or a staff meeting. It is all about planning!

assemblies

Click here to download the Opogo app on the App store and read this blog in full!

Alternatively click here to download the Opogo app for android.

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About our Community Expert

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Jane Wood-Chambers
Editorial Advisory Board Lead

Over 27 years of educational experiences in a number of settings. Developed a clear vision and ethos for inclusion which puts the child at the centre and a clear understanding of how to support, engage and nurture the individual.

Ability to train all staff through effective and reflective continual professional development in behavioural management techniques that begin, establish and maintain change in all.