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Being a Powerful Geographer

One of the first things I noticed about Powerful Geography was the matching bookmark inside. ‘How strange,’ I thought, wondering what had happened to all the ASBO Teacher bookmarks. There wasn’t a single one in any of the ten complimentary copies I had received from Crown House Publishing. ‘Erm, well… it’s just because, er… ASBOContinue reading “Being a Powerful Geographer”

Thresholds, Guillotines, and Mentoring in Schools

The book is pink and doesn’t accessorise very well with my Carling T-shirt. Nevertheless, as George Orwell once put it, ‘good prose is like a window pane.’[1] If the same holds for educational research, then Mentoring in Schools is fiber optic. I haven’t read many edubooks with a higher footnote-per-paragraph count. How was this done?Continue reading “Thresholds, Guillotines, and Mentoring in Schools”

Badmanism for Learning

Number of times I’ve flipped the script on a class, you’d have thought I was a Japanese translator. But this one’s a toughie. ‘Interesting bunch,’ says Ms Blunderbuss. And as with ‘gentle reminder’, it’s one of those seemingly placid phrases with violent currents swirling beneath. I’m pretty sure it’s why those Persian emissaries were thrownContinue reading “Badmanism for Learning”

Guides to Nowhere

I bought a book during my PGCE year. It stated that it offered ‘practical guidance’ on becoming a successful history teacher, so the purchase was a no-brainer. Two weeks into my PGCE and I’m feeling less like I hit the jackpot and more like I’m filing a PPI claim. It’s too long, and for everyContinue reading “Guides to Nowhere”

Why Do We Do Card Sorts?

Picture this. You are in a meeting, and the agenda has you discussing the curriculum, future lessons, and possible activities. What is the one suggestion you can make that you will not have to justify at all, thereby allowing you to raise your hand, score brownie points with the boss, and sit back and chillContinue reading “Why Do We Do Card Sorts?”

Group Work Is Immoral

Trainee teachers are told time and time again to use group work. Often, the pressure is not formally applied. The Teachers’ Standards, for instance, do not explicitly advocate group work over direct instruction.[1] Nevertheless, in meetings with academic and professional mentors, or with training providers, the pressure is somehow there. ‘Look how hard you wereContinue reading “Group Work Is Immoral”


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