Teacher with a STEM background, devoted parent, football, cricket, darts, military history fan. (all views except rt my own)

Joined January 2012
Barry Maths retweeted
OH MY GOD THIS one of the most frequent questions I get is from teachers who have been told there are specific students who "can't" answer questions in class
Replying to @adamboxer1
‘Oracy in schools is incredibly important.’ ALSO: ‘Don’t expect students to contribute answers in your lessons - it’s detrimental to their mental health to be asked to speak in front of others publicly.’
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Hugely worrying that we could end up moving to an inclusion at all costs approach. The line that exclusions is a failure on the part of schools is hugely lazy. No one wants to ideally exclude but sometimes there’s no choice. Schools have to be safe environments.
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In 1940, British fighter pilots began noticing something deeply frightening about their aircraft. Push a Spitfire or Hurricane into a sharp dive, and the engine could suddenly splutter, lose its strength, or stop altogether. German pilots already understood the advantage. Their fuel-injected Messerschmitt Bf 109s could dive aggressively without suffering the same problem. British Merlin engines relied on carburetors, and when the aircraft experienced negative G forces, fuel rushed through the carburetor in the wrong way, leaving the engine without the mixture it needed. In a fight for your life, even a few seconds could mean everything. Then Beatrice Shilling stepped in. Shilling was an aeronautical engineer at the Royal Aircraft Establishment, but she was far from the quiet, conventional engineer people might have expected. Before the war, she raced motorcycles at Brooklands, one of Britain’s most dangerous racing circuits. She became one of the few women to earn its prestigious Gold Star after completing a lap at more than 100 mph. She knew machines. Rather than attempting to rebuild the entire carburetor, Shilling found a remarkably simple answer: a tiny metal restrictor placed in the fuel system to control the sudden rush of fuel during negative-G maneuvers. From 1941 onward, Shilling and a small team traveled from RAF station to RAF station, fitting the modification directly onto fighter aircraft. The pilots soon gave the little device a nickname that would follow it into history. “Miss Shilling’s orifice.” It was not a perfect solution. Later carburetor technology eventually dealt with the problem more completely. But that little piece of metal gave RAF pilots something precious when they needed it most: an engine that was far less likely to betray them during combat, without having to wait for an entirely new engine design. And perhaps the best part of the story is the woman behind it. Before Beatrice Shilling helped keep British fighters alive in the sky, she had already been spending her weekends pushing motorcycle engines beyond 100 miles per hour on a dangerous racing circuit. When war placed a dangerous engine problem in front of her, she did what she knew best. She understood the machine.
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Barry Maths retweeted
Sixteen years in the making: helping knowledge stick at Wyvern College williamemeny.substack.com/p/…
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Barry Maths retweeted
Kumon and other successful after-school tutoring organizations always use traditional drill and practice to catch kids up in math. I once attended a lecture by a well-known math ed guru, who was selling the "new way" to teach math. My colleague asked her: "Why do you think places like Kumon always use traditional teaching - like math drills and worksheets? If your approach is so much better, why don't they use your approach?" She replied: "It's nostalgia. It makes parents feel good to see things being taught the way they were taught." The real reason is that Kumon is a paid service. They will lose business if they do not deliver a product that works. Public schools do not face such consequences. They can just keep doing whatever they want, listening to the gurus, and buying their products. And parents have to keep sending their kids. This is the sad tragedy of public education. @mattyglesias
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***POOR PROXIES FOR LEARNING*** We need to be cautious when observing lessons and own biases and not allow our own feelings about how a lesson feels rather than what pupils were actually learning. A lesson might appear quiet, understated or lacking obvious enthusiasm and still involve substantial cognitive work. Equally, a lesson can feel energetic, exciting while pupils learn relatively little. This is what Professor Rob Coe discussed when referring to poor proxies for learning. A quiet classroom is not necessarily a passive classroom. Pupils might be retrieving knowledge, grappling with a difficult question, reading closely, practising independently or carefully constructing an answer. None of these necessarily produces an energetic looking lesson to the observer. The aim is not to create classrooms that look busy. It is to create classrooms in which everyone is encouraged and supported to think hard. Therefore, we shouldn’t be thinking about the energy in the room. We should be considering the thinking taking place. #TheLongdendaleLegacy
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Barry Maths retweeted
If you don't want to get suspended, don't do the things that get you suspended It's not complicated
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Barry Maths retweeted
You can't Rosenshine your way out of a Curriculum problem* But you also can't Curriculum your way out of a Rosenshine problem** And you can't ANYTHING your way out of a behaviour problem.
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Barry Maths retweeted
ALL school districts need to embrace the one or two really nerdy teachers that read 50 educational books a year or listen to podcasts on a daily or weekly basis. The ones with really good outcomes with their students year after year. I've heard too many stories from teachers on here that they are basically deemed the "difficult" teacher or are just sidelined in their district. Not all schools/districts do this, but far too many. This is a call to admin. It is perfectly fine if a teacher knows far more than you. Listen to them. Learn from them. Appreciate them. Put them in positions to help improve your district. Admin that do this are truly the best. It is about the kids. That is what we are all here for.
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Barry Maths retweeted
One of the biggest mistakes in math education has been the move away from practice and memorization. We're told memorization works against understanding. It's usually the opposite. The more foundational knowledge students can retrieve automatically, the more working memory they have available to think about complex mathematics.
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Barry Maths retweeted
I really really like this format. Imagine if head delivered their version of ‘in this school we…’ Clarity for staff/pupils/parents.
A common critique of teachers encouraging their class to be sat up straight rather than permit slouching is that posture doesn’t affect learning. But I think there’s a lot more to it than this, as discussed on this week’s episode of #OperationEducation
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If a student is failing, has 25 absences and 58 tardies, and the administrator’s first question is, “What could the teacher be doing differently?” then we’re asking the wrong questions.
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Do you know who hates the lack of accountability for misbehaved students as much as teachers? The good kids who want to learn. They’re the ones forced to sit through the chaos, distractions, and intimidation while schools allow it to continue.
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Unions should focus almost entirely on advocating for kids. You know what’s good for kids? • Smaller class sizes • Stronger discipline policies • Well-resourced classrooms • Teachers with enough time to plan effective lessons
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Barry Maths retweeted
They really want us to think that school exclusions *cause* contact with the police, but they don't actually have the evidence to support this.
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Barry Maths retweeted
Major cheat code for life: Tolerance for boredom. If you need constant novelty, you won't make it very far. Success isn't flashy. It's built through long periods of extremely disciplined, boring routines. To shine in the light, you have to embrace the boring work in the dark.
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Barry Maths retweeted
Conceptual understanding before procedures? This idea is not supported by evidence but it's used to justify so many bad instructional choices! More on this below and in the episode. 🎧 Full episode in the link below #MathEducation #ScienceOfLearning #ChalkandTalk
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When I first started teaching, I was told that time in schools would disabuse me of my conservative beliefs The exact opposite occurred I watched as progressive views of human nature and their policies ruined the schools I worked in Teaching made me more conservative
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Barry Maths retweeted
Two things are true at once: 1. Plumbing is a great career. 2. We shouldn’t be teaching plumbing to 14 year olds just because we can’t be arsed to teach them maths.
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A few thoughts on Lucy Powell's article in Times about vocational education. Is the UK's NEET problem a direct "consequence and legacy" of Gove's education reforms, as she says? Unlikely. Wales did the total opposite of Gove's reforms and has more NEETs (& a faster increase).
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