All posts tagged: teacher expectations

Sympathy is no substitute for effective teaching

Why being sympathetic doesn’t cut it as a reading teacher The first rule of effective teaching of reading is: they don’t need our sympathy. Quite the reverse. An attitude of sympathy for ‘poor Johnny’ or ‘poor Jemima’ makes them feel like a lesser person. It cements the messages of failure that they’ve internalised over years at school. Poor Johnny.  He just can’t. . .  He doesn’t need us to feel sorry for him. He needs us to teach him those basic skills, that no one else has managed. Secondly, sympathy doesn’t change the situation. It’s a substitute for effective action. It means that we’re prepared to accept the status quo and satisfied with feeling sorry for the student. After all, if. the teaching is effective and the student is learning, there isn’t any reason for us to feel sorry for them. This is NOT to say that empathy doesn’t matter. It’s important to understand how students feel about school, about learning, about reading, about themselves. But that is quite a different thing from feeling sorry …

The Re-Education of Alison Rounce

We have been privileged to have the enormously talented Alison Rounce (@ali_rounce) working with us in the north-east of England. We asked her to write about her journey, and this is the result: Making a career change when you absolutely love your job . . . was not a headline I came across when exploring career options away from the classroom. I wasn’t ticking many of the career change boxes. Feeling unfulfilled? No. Hate getting up for work in the mornings? Nope. Wishing the minutes away until home time? Not that either. I am one (of so many of us) that finds teenagers a joy: vital, raw, challenging. Being trusted with their education is a privilege beyond measure. Yet, as my children started their education, I started to think of my job quite differently. I became far more conscious of how precious children’s time is. Far more conscious of the importance of every decision we make for them, now and in the long term. I started to question my own classroom practice and discovered the …

From novice to expert: seven signs your school is dealing with reading effectively

The focus is changing! It’s exciting to see the shift in attitude and intent towards teaching struggling readers at secondary school. When we started blogging on this subject six years ago (Why is there a reading problem in secondary schools? – 25 January 2014), it would be fair to say that in secondary schools and on social media, this was a topic of little interest to all but a few. The prevailing attitude was about compensating for reading difficulties and having lowered expectations, rather than teaching effectively to overcome these completely. In many cases, we encountered a complete denial of the scope of the problem (Addicted to Denial? – 6 February 2016). Where once this was seen as an area firmly in the province of SEN (The natural home for reading interventions (and it’s not SEN) – 28 June 2015), now many English Departments are grasping the nettle and taking responsibility (Te Wero – The Challenge – 28 June 2015). And thankfully, there is now an increasing acknowledgement that this is an area that calls …

Can reading problems affect mental health?

How hard can it be? At first sight, there may seem to be little relationship between mental health and acquiring the skills to read well. In fact, the problems engendered by poor reading permeate all areas of one’s life. As the reading scientist Keith Stanovich noted: “Slow reading acquisition has cognitive, behavioral, and motivational consequences that slow the development of other cognitive skills and inhibit performance on many academic tasks. . . . The longer this developmental sequence is allowed to continue, the more generalized the deficits will become, seeping into more and more areas of cognition and behavior. Or . . . ‘reading affects everything you do.’” Here are just some of the ways that mental health is affected by reading problems: Failure Imagine yourself doing something at which you continually fail. It might be a sport, a musical instrument, public speaking, a subject like maths, accounting, physics . . . . Now imagine being asked to perform that skill or subject five times a day, five days a week, for forty weeks a …

7 ways to help the bottom third

It’s the time of year when we farewell Year 11 students, with a mixture of relief, anticipation, and sometimes a tinge of regret. For some, the promise of what they will do with their lives is so beautiful it almost intoxicating. For others, not so much: those students who strove, who struggled, who despaired, and sometimes gave up; the ones whom we instinctively feel should have done better, but we know are likely to end up with grades at 3 or even below. And it‘s at this time that we most wonder – could we have done something different? There are many potential reasons why students struggle. The learning that is being assessed at GCSE has accumulated over the years of the education, both inside and outside school walls. Skills that bear a single name – like ‘essay writing’ – are in fact are a composite of many different skills, which are themselves likewise a combination of more basic skills. Achievement comes from acquiring knowledge, then practising its application to mastery, then combining it with …

What Every Secondary Teacher Needs to Know About Reading

We haven’t posted much for the last few months because we’ve been putting our energies into a book that we hope will be helpful to secondary teachers in understanding why many of their students are struggling, and what can be done about it. Our book is called Thinking Reading: What Every Secondary Teacher Needs to Know About Reading. The first chapter deals with why secondary teachers need to know about reading. Although it is usually perceived as a ‘niche’ area in schools, reading actually pervades almost every area of academic learning, and indeed of life beyond school. Reading problems have downstream effects on students’ background knowledge, comprehension, vocabulary and writing. Most ‘low ability’ students are not lacking in intelligence, but in reading knowledge. Chapter Two deals with where these problems arise. How is it that so many children can complete eleven years of compulsory education and leave school functionally illiterate? You may well find the statistics in this area surprising, if not shocking. We examine common mistakes and misconceptions, and delve into the educational processes which …

A Valentine’s Day Letter – You Have Broken My Heart . . .

Dear Education We’ve had a long relationship and one that I, at least, was deeply committed to. We both cared deeply about helping every child to become literate – at least I thought you did too. But lately I’ve been doing some thinking, and I’ve come to the conclusion that this relationship isn’t working. Let me explain. The passion turned out to be superficial I heard a lot about passion, and how important it was to changing the lives of the children who needed the most help. But your sense of urgency keeps evaporating when it comes to making a real commitment. These children are still leaving school not being able to read properly. Maybe your passion was real at the time, but the lack of follow-through troubles me. You’re short-term, I’m long-term After a while I’ve realised that, for you, just doing ‘something about literacy’ seems to be sufficient. You want ‘quick wins’, but for me the best response to such problems is hard work and a long-term commitment. I guess I’m getting tired …