English and Literacy teacher.

Volunteer LGBT Youth Worker.

Previously taught in Indonesia.

Currently working in the North West of England.

Interested in: YA fiction, EAL/ESL, raising literacy levels, promoting reading for pleasure, celebrating diversity, inspiring creativity and cups of tea.


She has a six-year-old son, was previously a school governor, and is a serious Christian who voted against gay marriage. When she was made minister for women, they had to remove “and equalities” from the title. Now Cameron has given it back to her, but put someone else in charge of the whole gay marriage thing.

Who is Nicky Morgan? Well, at least she isn’t Michael Gove

(Source: theguardian.com)


[Image: Four infographics, each with a brain in the center, surrounded by different colored circles. The brains each name a kind of learning disability: Dyscalculia, Dyspraxia, Dyslexia, and Dysgraphia. The circles are describing the different kinds of symptoms for each disorder.]

This is incredibly hard to read for an infographic on learning disabilities :P So here’s the transcription, sorry if I missed something! (btw this seems to be written for ppl working with children, hence the classroom mentions, but it’s spot on if you’re looking for info for yourself) (also I added some things in brackets)


Classroom Issues:

  • problems note taking/copying from board
  • affected by background noise
  • poor listening skills
  • difficulty getting ideas on paper


  • memory difficulties
    - [such as with] sequences
    - [and] rules
  • needs visual reminders
  • finds planning tricky

Gross Motor:

  • physical issues
    - [with] balance
    - [climbing] stairs
    - getting dressed
  • co-ordination issues
    - hopping
    - sports
    - running

Fine Motor:

  • handwriting issues
    - [having proper] pencil grip
    - [letter/word] spacing
    - formation [of letters/numbers]
  • manipulation difficulties
    - [doing up] buttons
    - [using] classroom equipment
    - [tying] shoelaces


  • limited focus:activities need to be broken down
  • easily distracted and fidgety
  • poor memory skills



  • can’t find the right word
  • organisational problems
  • difficulty getting ideas on paper


  • difficulties with telling time
  • left/right confusion
  • gets lost easily
Memory Difficulties:
  • dates
  • sequences
    - alphabet
    - times tables
    - phone numbers
Motor Control:
  • co-ordination difficulties
  • handwriting difficulties
  • difficulty copying
  • moving or overlapping text [words, letters, sentences shifting as you look at the text or changing places each time you look]
  • needing to re-read [to comprehend the text]
  • losing place in text
  • similar sounds cause confusion
  • difficulty ‘hearing’ sounds
  • can’t remember what words look like
  • find background noise distracting
  • problems note taking


Classroom Management:
  • activities and instructions need to be broken down
  • may need support with syntax structure and grammar
  • requires extra time when writing
  • benefits from assistive technology/other methods of recording
    - voice recorder
    - speech to text
    - [using images/graphics or charts]
  • benefits from visual support
    - key word vocabulary [I think this means like, flash card style learning]
    - checklists
  • requires time to plan visually
    - story map
    - mind map
  • needs time for proofreading
Fine Motor:
  • handwriting difficulties
    - [letter] formation
    - spacing [between letters, words, or paragraphs]
    - sizing [of writing]
  • manipulation difficulties
    - using equipment [aka handling anything that requires fine motor skills]
    - pencil grip [improperly or pain from using]
  • difficulty thinking of words to write
  • tires quickly when writing [this can be mentally, or physically from hand/arm cramping]
  • trouble keeping track of thoughts


  • problems handling money - working out change, etc
  • struggles to understand [some or many] mathematical concepts - speed, time, etc. 
  • map reading difficulties
  • difficulties with telling time
  • left/right confusion
  • [difficulty distances properly]
  • [difficulty measuring things or guessing measurements]
  • cannot accurately recall number[s or] facts
  • constantly re-learning and recapping skills
  • organisation issues [forgetting where things belong etc]
  • difficulty navigating back and forth along a number, line, or sequence
  • can lose place easily
  • finds counting in [groups of numbers such as] twos or threes problematic
  • lack of confidence in answers [weird phrasing? anyway this means often getting the wrong answer (to mathematical problems) despite having the correct math or the right answer despite having incorrect math or being unsure of how it was achieved]
  • problems transferring information: e.g 3 + 2 = 5 therefore 3 +2 = 5  [difficulties with transposing numbers]
  • struggles to understand chronology
  • issues with place value [with adding things up to 10s or 100s etc, moving decimal points, etc]
  • [moving or overlapping numbers, as in numbers shifting as you look at them or changing places each time you look]

(Source: weareteachers)

From the linguistic perspective, studying classic literature from the Western canon (Shakespeare, Dickens, Orwell and so on) affords students of English the opportunity to understand, analyse and evaluate language quite different from their own. Structures, trends in punctuation and in the way we speak have evolved through the ages and being aware of these developments really helps us to understand better, language in its current context.
If we didn’t read and study texts from the past, and only looked to the best seller list, how would we know of this evolution? In

The last thing that we introduced, which I think really makes for great practice, was the use of highlighters in our marking. Rather than just having the two comments at the end with a positive and a target, we now colour code these in blue and yellow. Blue = www (what went well), yellow = ebi (even better if). The students know what the colours stand for and the students work looks great. We don’t cover the whole lot in highlighter, but pick out key bits that correspond to the comments at the end. And, if you keep on top of it, it really isn’t all that time consuming.

Tomorrow (Wednesday, June 25th) is an Education Dare Day:


When an Education Dare Day is announced from this blog:

  1. Reblog the announcement!
  2. Ask one question related to education on your tumblr for your followers to answer. Post the responses in one single post later.
  3. Ask at LEAST 2 of the tumblrs in the #education community a…

Super Teacher Tools


I recently discovered this useful website, which enables you to create games to use in the classroom. Revision/ teacher-led activities etc. All good fun :)

Anonymous asked
Hi I'm a 14-year-old who really wants to do something about my English this summer. I would be grateful for any ideas you could offer. Kindest Regards, Stephanie.

Hi Stephanie.

I recommend the BBC website.

There’s lots of different stuff on there, including games to brush up on your grammar. Try writing a little everyday. Get a notebook and challenge yourself to write one page a day. This is a good site for visual writing prompts.

You should also try and read as much as you can. This includes reading books that are a bit more challenging than you would normally read.  Here’s a good list to have a look at. Choose something that seems interesting from here. Keep a note of any new vocabulary words you come across. (Try to use these words in your daily writing.)

Don’t forget to read non-fiction texts too. Try reading longer news articles and opinion pieces. The Guardian website is a good place to start.

There are some good tumblrs to follow too. For instance the YUNiversity. 

You seem to have a great attitude. Good luck!

Ms R.

Any other tumblr teachers out there got recommendations?