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.


Shaun Dellenty on how to start using the word ‘gay’ respectfully in schools,

closeted gay educators can also invest a ‘huge amount of emotional energy’ in hiding their identity, and doing this can be extremely detrimental for pupils.

He said: ‘This happened to me, when you go into schools and you see colleagues using homophobic language or they use stereotypical judgments of boys who do drama or dance.

‘If you’re hearing that, then you’re going to be less authentic about who you are.

‘If you’re not free to be who you are, you cannot teach as well as you can. Once you allow people to be authentic, they fulfil their potential to a greater degree.’

Dellenty added: ‘Children love if you’re open because they love seeing you as a whole holistic human being. They need to see living breathing successful LGBTIQ people reflected in schools.’

UK warned gay teachers are stopped from coming out over hate in schools

UK warned gay teachers are stopped from coming out over hate in schools

UK Warned Gay Teachers Are Stopped From Coming out Over Hate In Schools.

Picture the scene. It’s the end of a long day. A frustrated newly-qualified teacher (NQT) flops down in a chair nearly in tears after year 9 were barbaric to her. One student in particular was appalling. The NQT recounts with a lump in her throat the way in which they behaved. Another voice pipes up: “Jon Jacobs? Really? Behaved like that? He’s alright for me.”

Four words that undermine a colleague. What you’re trying to say is that they can behave differently, normally, and the NQT may just have caught them on a bad day. How it actually sounds is: “Jon Jacobs? You can’t control him? I can.” Don’t do it. Instead offer tips on how they’re better when not sat near the back or a strategy that will help them cope. But do all that once you’ve made them a cup of tea. And provided tissues. And possibly some chocolate.

Where does a school begin when faced with so many foreign languages? “Bilingualism isn’t a learning difficulty. A positive view of the bilingual child is the key,” says Parker firmly. She was born in Orpington, Kent and, her view of teaching was transformed in 1986 when she began teaching at a school in Sheffield where a third of pupils were of Pakistani descent. Inspired, she worked in Pakistan in the late 80s, picked up Urdu, and has taught in diverse schools ever since. Some teachers (or people in general) can be put off finding out about another community, frightened of asking questions that cause offence, but Parker found that getting to know Urdu-speakers gave her the confidence to explore other communities. “I remember in 1986 being very inquisitive in asking the children about their lives,” she says. To help Gladstone’s staff with their learning, a teacher gives a short presentation about one of their pupils’ countries at the weekly staff briefing: last week it was Latvia; next week is Lithuania.

Bullying audit.

I seem to have somehow volunteered myself to undertake a bulling audit at my school. Here’s an example of a bullying audit, although we’ll probably make our own. Anyone else got a good example? What are the most important questions?

Salthouse’s research presents us with really unsettling answers about the accuracy and efficacy of such a crucial and singular ‘all eggs in one basket’ assessment. His research has uncovered that there is a wide degree of variability ‘within the same individual’! That, on different days, people could sit the same test and perform in a vastly different fashion. This clearly raises the issue that any one single measurement provides an insufficient evaluation of a young person. His data showed that ‘the within-person deviation’ in test scores averaged about 50 percent of the between-person deviation for a variety of cognitive tasks. With such a bell curve of performance for individuals, sitting the same test, without specialist revision or preparation, simply on different days, how can we justify an ‘all eggs in one basket’ exam to culminate years of study? How fair is it for students that examinations on a Friday afternoon, for example, may suffer a degree of variability which may make students worse off than other students sitting a different exam board on a different day, with some bad weather? The variables are huge and the stakes are sky-rocket high. Of course, we see punitive attacks on entire schools for deficient performance.

Top 100 Education Blogs

The only tumblr blog I can see on the list is Irish Teacher Blogs.

Which blogs on the list do you follow? Which are your favourites?

Out of the top 100 blogs the one I read the most is Learning Spy.

Pupils should be taught a robust “core knowledge” of facts and information, the education secretary has said, setting out the principles of his curriculum changes.

In a speech on Tuesday, Michael Gove promised to rid the curriculum of “vapid happy talk” and ensure pupils had a structured “stock of knowledge”.

What exactly do you mean by ‘vapid happy talk’ Mr Gove?

Gove sets out ‘core knowledge’ curriculum plans