I bought this book at the IH Barcelona conference in February 2020, in what feels like another life entirely!
Title: Lessons Learned: First Steps towards Reflective Teaching in ELT
Author: Gabriel Díaz Maggioli and Lesley Painter-Farrell
Place of publication: Oxford
Affiliate links: (none – the first book I know of that doesn’t seem to be on Amazon!)
Other links: BEBC (You’re supporting a great bookshop if you use this link)
What’s in it?
Here’s the description from the Richmond page (retrieved 23rd August 2020):
Lessons Learned: First Steps towards Reflective Teaching in ELT is a coursebook that introduces aspiring teachers to the main principles and practices associated with reflective teaching in the field of foreign and second language instruction. It can also be used as a reference and resource in professional development programs for more experienced language teachers wishing to update their professional knowledge base.
Written in accessible language.
Departs from comments on teachers’ and students’ needs for language teaching and learning.
There are reflective tasks throughout each chapter to consolidate and personalize information.
Content is clearly introduced and diagrams in mind maps for each unit.
Reflective Journal Tasks, Observation Tasks and Portfolio Tasks at the end of each chapter help to consolidate and keep record of the information learned along the chapter.
Written by well-known and world wide experienced authors from the world of ELT.
Pictures and diagrams in each chapter facilitate understanding and bring information alive.
The 12 main sections of the book are:
Learning about our students
Observation: a learning tool
Managing our classrooms
Organizing language lessons
Understanding and teaching language
Developing literacy skills
Developing oracy skills
Integrating language skills
Assessment and evaluation
Mindful, corrective feedback
There’s also how to use this book, a glossary, a bibliography and a list of online links.
The structure of the book mirrors the principles it is trying to get across, with lots of opportunities for the reader to reflect on what they have read. This is particularly true of the final two pages of each chapter, where there are tables to complete and portfolio tasks, all of which are designed around the reflective principles described in the book. There’s plenty of space to take notes throughout the book, including wide outside margins.
The order of the chapters is logical and feels different to other books I’ve read aimed at the same target audience: starting with the students, where all of our teaching should begin, introducing reflective principles, applying them to observing other teachers, then moving into our own teaching.
Quotes and references from teachers and students begin each chapter, introducing a range of voices beyond the authors’ and encouraging the reader to consider different perspectives on their teaching. Having said that, the authors’ voices are strong, and they include clear examples from their own personal experiences to back up their points.
The book is generally full of useful tips and examples, such as a teacher’s reflection on their lesson on page 61.
Teaching language skills is covered in an appropriate level of depth for teachers with this level of experience, and is very accessible. I also like the fact that the language section starts with lexis rather than grammar. There is a balanced discussion of different approaches to assessment in chapter 11, and a real focus on assessment for learning (rather than of learning) with practical tips for how to go about it.
Some of the pages/features I particularly liked were (numbers = pages):
159-161: the rationale for telling students the aim of the lesson, and the description of lesson rhythms
175: the idea of lessons which are student-centred but teacher-designed
181-184: the list of techniques for scaffolding learning
184-192: the description of lesson shapes (a new way of thinking about them for me)
242-243: the list of general questions for clarifying use when teaching language
271-275: the comprehensive list of writing activities
384-385: the characteristics of a good test
386-389: practical advice for writing test items
Even as an experienced teacher and trainer, there were new concepts in there for me. One of these was Integrated Performance Assessment (IPA) (p390-391). The idea is to evaluate language skills in an integrated way, as they would occur in real life, rather than as isolated skills.
Areas to improve
It frustrates me when reference books don’t have an index. Although the contents page is very detailed, I have to guess which section to look at if I want to find out about a particular topic and it’s not listed in the section headings.
Occasionally assumptions are made about what the reader might know, with some terminology introduced which isn’t in the glossary. For example, on p180, the terms ‘inductive’ and ‘deductive’ are introduced without being explained, or on p215, ‘Audiolingual Approach’.
One or two assertions are made without being fully referenced:
For example, at a recent conference, a presenter suggested that the optimal number of iterations of a word is nine. (p208)
Who was this presenter? What was the conference? When is ‘recent’? What research did they base this ‘optimal number’ on? Having said that, these woolly sections only happened a couple of times in a 400+ page book, and the book is generally very well researched with appropriate amounts of references to possible further reading.
Both ‘he’ and ‘she’ are used interchangeably throughout the book. Generally this is fine, but when it’s done in a single example lesson plan, it makes it difficult to follow.
Most frustratingly, I found there were a number of typos/proofreading errors. However, while this distracted me when I was reading, it’s not enough to stop this book from being useful.
Apart from the index, all of these issues suggest that the book would have benefitted from one more edit before publication.
It provides a comprehensive basic introduction to ELT, and clearly exemplifies reflective practice. I feel like it’s mostly aimed at Masters students based in the USA (unsurprising, as the authors both teach/taught on The New School MA TESOL programme), but a lot is relevant to teachers in other areas of ELT as well. This would be a useful book for early career teachers to have a copy of and I think it’s one I’ll come back to.
As teachers, we care about our students. We want to do the best for them. This is important and admirable, but it can also create a lot of pressure, especially for new teachers.
When we first pick up a tennis racquet, we don’t expect to be able to win an Olympic medal.
When we first sit down at a piano and put our fingers to the keys, we don’t expect to be able to play Chopin.
But when we first walk into a classroom, we expect to be able to teach perfect lessons.
Just like playing a musical instrument or a sport, teaching is a skill which takes time to develop. Don’t expect to win a medal or play Chopin without practice, and don’t expect to teach perfect lessons.
Perfect lessons don’t exist. That’s why I still love this job – because there’s always something new to learn.
When our students make a mistake with their English, especially if they’re beginners, we don’t tell them they’re bad students and shouldn’t be in the classroom. We don’t point out all of the problems with their language. Instead we choose one or two areas and give them feedback to help them develop. We also praise their strengths and build their confidence in their abilities.
When we make a mistake as a teacher, especially a new teacher, we often tell ourselves that we’re bad teachers and have no place in the classroom. We dwell on the problems with our lessons. We beat ourselves up about what went wrong. We forget to notice the things that went well and what we’ve improved, which probably far outweigh any problems there were.
This is not fair to us or our students.
Learning a language is like building a house. We need to lay the foundations and build it up brick by brick. If we build it too quickly or without having proper foundations, the house will fall down. And although we can build it alone, it’s much faster when we get help from other people who are supportive and can share their experience.
Learning to teach is the same. Let yourself be a beginner. Notice your strengths and be proud of your progress. Notice where you need to put the next brick. Give yourself time to build the foundations, and ask for help whenever you need it.
When you’re using the internet, if you’re trying to download a big file it slows everything down. If you have too many things open, it can crash. There isn’t enough bandwidth.
We all have a finite amount of attention, which I call mental bandwidth. When we’re teaching, we need to pay attention to a lot of things: what’s next in our plan, how to make the technology do what we want it to do, how to answer the question a student just asked us, the fact that we forgot to have a snack before the lesson and are starving…and how stressed and overwhelmed we’re feeling right now.
As we build up experience, some of these things become automatic. We know how to set up the next activity, we’re confident with the technology and have a back-up plan if it doesn’t work, we’ve heard that question five times before and don’t need to think about the answer, we remembered to have a snack…and we’re so much calmer and less stressed in general now. We no longer have to think about these things, releasing mental bandwidth for us to pay attention to other areas, and particularly to be fully present in the classroom and pay attention to the students. This doesn’t happen on day one. It takes time.
This year’s IH Academic Managers and Trainers (AMT) conference happened in Greenwich from 9th-11th January 2020. As always, I enjoyed the conference and learnt a lot, which I’m looking forward to putting into practice as much as possible.
You can read about previous AMT conferences I’ve attended in 2014, 2015, 2016, 2019 (I’ve attended them all since 2014, but forgot to write about some of them!)
Here are some of the things I’ve learnt about at this year’s conference. (As always, any mistakes or misinterpretations are my own, not those of the speakers – please correct me if needed!)
Managing performance in ELT
Maureen McGarvey asked us to draw the organisational structure and consider the organisational culture of our schools. She emphasised that without knowing the structure and culture of our school and how teachers perceive them, we can’t effectively manage performance at our schools. We need to clearly articulate the culture of our school to teachers, as you bring the culture with you from previous places you’ve worked. This can be one source of frustration for managers, and may lead us to think staff are being pig-headed, when in fact they’re butting up against the culture of the school and their perceptions of it.
She surveyed staff about how they want to be managed, using 5 questions:
What do you expect/would you like your line manager to do for you in terms of support and development across the year?
How would you like your line manager to manage your performance across the year?
What systems does your LTO (language teaching organisation) have in place for managing performance, as far as you’re aware?
Do you think the systems you identified are adequate? Any amendments or changes you’d suggest?
How would you like your line manager to deal with performance issues should they arise?
This threw up lots of interesting responses, mostly connected to personal awareness. When we talk about change and CPD as managers, we tend to present it as data. But those who changes or development are being ‘done to’ perceive it through their anxieties and fears. We need to create personal connections with staff and follow up regularly, not just check in once or twice a year. The survey showed up various variants on the idea of “regular, brief, human conversations” and “personal, face-to-face” contact, including a key focus on positives. Performance management isn’t just about managing negative performance and dealing with problems, but also about helping good teachers get better.
She reminded us that an interested beginner draws on every possible resource to learn, but that as we become experts in a particular area, we often stop doing this. We can also become poor listeners as we assume we already know things.
To stop being blinded by our expertise, we need to get a sense of wonder back into what we do: ‘I wonder how this works?’ We should also ask ‘What am I not asking you that I should?’ more often to keep in touch with those who are still beginners in our area, or who haven’t reached the same level of expertise that we have. This is just a taster: there are a lot more ideas in the HBR article, which I definitely recommend reading.
Christopher Graham told us about the environmental impact of ELT, for example the number of students who study English in the UK every year and are therefore flying in and out of the country. Even EU-based students tend to fly, when they could potentially get the train.
Emma Gowing talked about how we can refocus the training of how to teach listening to make sure new teachers are really teaching listening, not just testing it. She suggested the following ideas:
Help teachers to write aims that focus on developing rather than practising listening skills.
Highlight that comprehension tasks are a diagnostic rather than a teaching tool, to help teachers find out what learners are having trouble with.
Avoid right/wrong answers in listening activities. Instead use activities that promote the negotiation of meaning.
Get trainee teachers to take notes to identify difficulties.
Show how to use the audioscript to isolate difficulties and identify whether the issue was meaning or hearing related (i.e. do they know the meaning of the word(s) but couldn’t identify it in the listening?)
Include a ‘listen again’ stage focussed on difficult parts, helping students to recognise why the listening was hard for them.
When teaching staging, reduce the importance of preparation stages (lead in/gist) in favour of more in-depth detailed/post-listening activities.
Use authentic materials, grading the task not the text, wherever possible.
She has summarised her ideas for teachers in this article for the IH Journal.
Fun at work
Lucie Cotterill’s talk was called The Fun Factor – Let’s Play Leadership. She shared ideas that they’ve used at IH Reggio Calabria to get more fun into the school, and shared the research behind why it’s important to have fun at work. It makes us more productive, improves mental wellbeing, and increases staff satisfaction.
My favourite idea was a Christmas gift they gave their staff. They created a Google form for all staff (including admin staff). Respondents had to share the first positive adjective they thought of for each staff member. One adjective was selected and sewn onto a pencil case with the teacher’s name. All of the other adjectives were put on a piece of paper inside the pencil case. Now the teachers have a reminder of how much they are valued by their colleagues, and they can see it all the time.
Better self evaluation
Manana Khvichia described how they’ve reorganised their CELTA to improve self evaluation and help their trainees to quickly become reflective practitioners. Their CELTA now only has one input session a day and much longer feedback sessions. Self evaluation forms are created personally for each teacher, with the trainer writing a series of questions during the observation. Trainees write their own thoughts first, then look at the trainer’s questions and respond to them. They can do this because they’ve seen models of the trainer’s self-evaluation after the demo lesson on the first day, analysed this together, and had a full session on how to reflect. Feedback sessions often turn into mini inputs based on what the trainees need at that point in the course.
This was the most thought-provoking session of the conference for me, and I’ve asked Manana to write about it for this blog, so watch this space!
What I’ve learnt about teaching training this year
Diana England described what they’ve done at IH Torres Vedras to make drop-in observations more effective for their teachers. She says that having regular drop-in observations makes them a positive thing, not just something that happens when there’s a problem. It also shows students that multiple people are involved in their progress, not just their teacher.
During induction week, the teachers discuss terminology related to drop-ins, and decide on their own definitions, for example of ‘rapport’, ‘classroom management’, etc. They complete a questionnaire to show their beliefs related to these areas. The drop-in observer completes the same questionnaire, with a space at the bottom for extra comments. Post-observation feedback involves comparing the responses to both versions of the questionnaire.
The questionnaire is made up of factual statements, such as ‘I can spot early finishers and ensure they are purposefully engaged’ or ‘I know and use all my students’ names’, with the responses ‘Definitely’, ‘Most of the time’, ‘Some of the time’, ‘Not enough’, ‘I need more guidance with this’. This system has evolved over time, so that now the teachers create their own questionnaires, rather than using one developed by the school.
This is definitely something I’d like to experiment with at our school.
Improving the agency and confidence of novice teachers
Marie Willoughby talked about a workshop she ran to help novice teachers adapt coursebooks to make them more engaging. It was much more teacher-centred than her workshops used to be. She designed it this way to help teachers build their confidence and realise that they are able to solve problems and ask for help, rather than relying on their own knowledge and worrying when they don’t know something. This topic was selected following interviews with the teachers, as they said they often used coursebooks to help them plan but didn’t know how to make them engaging for students.
The workshop looked like this:
Brainstorm ‘What is engagement and why is it important?’
Discuss what engagement looks like at each stage of a CAP(E) lesson and how you can evaluate this.
Teachers created a list of questions based on their own experience up to this point to help them consider engagement at each stage of the lesson. The questions showed up their current needs, and formed the basis of group discussions.
Session homework was to take a piece of material, choose two parts and evaluate whether they’re engaging, change if needed, then evaluate it afterwards. Afterwards they had to tell a colleague: I did this, it worked. OR I did this, it didn’t.
Marie said that she felt like she hadn’t taught them anything in the session, but that afterwards she got great feedback. It helped the teachers realise that they had the right to change things, and didn’t have to just use them as they were.
She contrasted classic training with agency-driven training. In class training, the outcome is pre-determined by the trainer/tasks, there is a focus on best practice, elicitation and leading questions, and a power differential in dialogue. In agency-driven training, the outcome emerges during and beyond the session, there are no right answers (open-ended tasks), a collaborative effort to explore choices and evaluate (not talking about procedures), and equality in dialogue.
By making this shift, Marie says that she has realised the power of training lies in the process, not the product, of training sessions. Returning back to Monica’s idea of being blinded by our expertise, we need to question our training routines: when are we empowering when helping and when not? Do we praise confidence, collaboration, evaluation and leave it there? Without having to give trainees the answer or find the next step: sometimes we shut down options when we help, instead of letting teachers find answers themselves. This is not to say that we shouldn’t help trainees, but rather that we should reflect on the help we give.
Chloe Pakeman-Schiavone told us why it’s important for us to work with different accents in the classroom. She talked about how cultural knowledge includes knowing about stereotypical accents and phrases. For example, in the UK we have stereotypical images of what a policeman, farmer, Asian corner shop owner, etc sound like. We know that in real life people don’t always sound like this, but there are a lot of reference points, for example in comedy, which rely on us being aware of these stereotypes.
We should work with a range of accents to help students gain familiarity with different models of speech. The hint that an accent might be present can impede understanding, even if the person speaking if completely clear – we put up mental blocks.
The series Death in Paradise, which is pre-watershed so contains nothing you’d need to bleep out, but has a wide range of accents
Young learner safety
Edward Evans described what they’ve done at IH BKC Moscow to put a policy in place to ensure teachers know what to do to keep young learners safe in the school, and so that the school knows what to do if there is a concern about the safety of young learners.
He reminded us of the importance of considering safety before anything bad happens, rather than only as a reaction. This is especially important in some countries where you might have issues when working with child safety: a lack of good state school policies, an aversion to procedures, training is unavailable, or where child abuse is not a ‘hot topic’. ‘Common sense’ is not a good yardstick for behaviour, as it means different things to different people. Schools need to have clear policies in place.
At Edward’s school, they drew on UK state school procedure to put policy documents in place. These are accompanied by a clear system of which offences lead to a warning, and which lead to instant dismissal. They have reporting procedures in place, along with procedures for how to handle any reports which come in. This is detailed in a two-page document which teachers need to sign when they start working at the school, and every year thereafter to remind them of the policies.
Q & A session
Along with Ian Raby, Giovanni Licata and Jenny Holden, I was part of a panel taking questions from the floor related to various aspects of training and management. I really enjoyed this, but you’d have to ask other people what we said because I (obviously!) wasn’t tweeting what happened 🙂
Lindsay Clandfield gave an updated version of his IATEFL 2019 plenary about mythology, methodology and the language of education technology. You can watch the 2019 version of it here, which I’d recommend if you have any interest in how we talk about edtech.
Jonathan Ingham asked whether an incremental coaching model can improve teaching. He works at a college where he observes English teachers, but also teachers of many other subjects, like brickwork, carpentry, and media make-up.
Jonny’s school was inspired by UK state schools who have implemented this model, summarised in this blog post. Rather than 2-3 observations per year, each with a range of action points to work on, teachers are observed every one or two weeks with only a single action point to work on. Feedback is brief and on the same day where possible, with opportunities during the feedback session to practise the changes that the observer suggests. As it is much more focussed, Jonny says that teachers have responded really well: it feels less intrusive, and changes to teaching have been really noticeable. This is something I’d like to try out at our school next year.
Kieran Donaghy showed us various frameworks we can use to help students develop their visual literacy. Viewing is becoming the ‘fifth skill’ and has been added to curricula in Canada, Australia and Singapore as viewing and images have taken over from reading and the written word as the principal way we communicate.
He suggested the following resources:
Into Film’s 3 C’s (colour, camera, character) and 3 S’s (story, setting, sound) as a way of approaching videos – the link contains lots of examples of how to use them, and questions you can ask
The Center for Media Literacy’s educator resources, particularly 5 key questions and 5 core concepts
Visual Thinking Routines such as ‘see-think-wonder’ (I’ve used this routine a lot with my teens and they really like it)
He also shared work from Richard Chinn into how we can help teachers learn to work with emergent language more quickly. Working with emergent language is a skilled practice, so how can we help teachers arrive at this more quickly?
Rachael Roberts finished off the conference by help us to recognise the warning signs of burnout. She gave us the following tips to help our teachers:
Cut down on paperwork. Is this actually helpful/useful? For example, do the agenda at the start of meetings to keep focus. Examine marking policies and whether students benefit from them.
Help your staff keep boundaries. Don’t expect teachers to reply outside school hours. Expect them to take real breaks. Be clear about your own boundaries as a manager. Only check emails when you know you can actually respond to them – otherwise you’re raising your stress hormones for no good reason!
Examine unconscious beliefs you hold about teaching. For example: ‘A good teacher is like a candle – it consumes itself to light the way for others.’ Is sacrifice really the model we want to hold about teaching?
Learn to say no to people and projects, and allow our teachers to say no. This includes to things that might be enjoyable, not just things that are difficult!
Notice your feelings and attitudes towards situations. If you have a choice, choose to be positive.
Where possible, empower teachers to make decisions for themselves.
Don’t jump to conclusions about why people might be being difficult. Avoid a culture of perfectionism, and show your own vulnerability.
Explain the rationale behind what you are doing. Involve and consult staff when making decisions. Be patient with their responses/reactions.
We are excited to share this video with you from our annual #IHConfAMT! 🤩 The community of International House DOSes and senior teachers met in London for 3 days of sessions, networking and sharing ideas. We just wanted to say a big thank you to everybody who joined us! pic.twitter.com/ST7PNLbsOX
In three days’ time I’ll be presenting the inaugural International House World facebook live. This is a great opportunity to find out a bit more about how International House supports new teachers as an international organisation and within individual schools. You can follow the event on facebook where you can also contribute questions to the discussion. There will be a recording which I’ll share afterwards. Hope to see you there!
Regular followers of this blog may have noticed I’ve been writing and talking a lot about working with new teachers, particularly over the last year. In the last month, International House have shared three of the things I have produced on this theme.
In the talk I suggested a range of different ways that managers and trainers can support teachers as they take their first steps in their careers. I based it roughly around an extended version of Maslow’s Hierarchy of Needs. I’m not going to share the slides separately, as I don’t think they’ll tell you much by themselves, so you’ll just have to watch the presentation! 🙂 You can watch all of the other sessions from the day here and there was also a parallel Modern Language Conference, with sessions on teaching Arabic, Italian, Russian, French and Spanish.
The second is part of my series for the IH Journal, published in Issue 44, entitled ‘Working with new teachers: the things they say’. It’s the first of two parts (the next one will be in the autumn edition) where I list some of the typical comments I hear from new teachers at our school, and the things that I normally say in response. It’s written for both new teachers themselves and the people who work with them. Again, I’d recommend reading the whole journal, as it really showcases the diversity of knowledge within International House.
The final thing is another video, recording at the IH Academic Managers and Trainers Conference in January this year, and published this week.
This one is aimed directly at new teachers, and gives 3 minutes’ worth of tips to help them out.
If you’re a new teacher, I hope you enjoy your time in this amazing career. If you’re working with new teachers, I hope there are some useful reminders here for you. 🙂
Since April 3rd last year, I’ve been working on this, and it’s now finally ready to share with the world:
ELT Playbook 1 contains a selection of 30 tasks to help teachers to reflect on what they do, centred particularly on the areas that seem to cause most problems for those new to our profession. It is based on my work as a CELTA trainer and as a manager of newly qualified teachers. There is also an associated online community where participants can choose to share their reflections and learn from others using the book, taking the first steps to building up an online support network.
Where can I buy it?
ELT Playbook 1 is currently available through the following retailers:
Smashwords (available in .epub, .pdf, .txt and more)
Amazon.com [coming in the next couple of days after I post this, as soon as the powers that be have approved it!]
All links above are affiliate links, meaning I get a few extra pennies if you buy them via this site.
It costs approximately 6.99 USD, 5 GBP or 5.50 EUR.
If you’d like a taster, here’s the contents page and first task, or you can see a blogged version of the first task on the shiny new ELT Playbook blog. You can also download samples via both Smashwords and Amazon before forking out your hard-earned cash.
Who is this series for?
Those who want to develop as a teacher, but who would like some support to learn how to do this, along with clear tasks to work through.
Teacher trainers or managers who would like ideas for professional development programmes (though please do credit the source).
And this book?
Teachers fresh off their initial training who would like to build on what they’ve learnt.
Those who have not yet completed an initial training course and would like something to start them off.
Teachers a few years after their initial training who feel they would like to go back to basics.
Those who would like to develop in a systematic way but are on a limited budget or working in an environment without available support.
To provide a series of tasks you can work through to improve your teaching.
To help you to build a professional portfolio that can be used to show your development when applying for jobs.
To provide guidance in how to reflect on your teaching.
Why ELT Playbook?
According to the Macmillan Dictionary online (accessed 17th August 2017), a playbook is ‘any set of strategies to achieve a goal.’ I believe it is just such a set of techniques and strategies that teachers need to develop both inside and outside the classroom to describe themselves as truly professional. This is reflected in the fact that the term ‘playbook’ has moved from the sportsfield to the boardroom over the last few years.
It is also important to emphasise the ‘play’ part of ‘playbook’. We already have plenty of work to do, so it’s important that any professional development we do complements our work in an enjoyable and stimulating way, rather than adding unnecessary extra stress. None of the tasks should take you longer than 2 hours, and many of them should be achievable in under an hour. They are designed to fit in relatively easily around a busy career and the demands of home life.
How do I use ELT Playbook 1?
You can do the tasks in any order: you could start with something you feel you particularly need to work on, you could complete a whole category, or you might prefer to work through the book from beginning to end. If you do one task a week, you should have enough for an average academic year, with a couple of weeks left over to help you when you are particularly busy at work or home. You can also repeat tasks as many times as you like, perhaps reflecting on them in different ways, or seeing how your responses change over time or with different groups.
That means that just this one single volume could provide you with years of professional development, if you so choose! Having said that, if ELT Playbook 1 is successful, I hope to develop a series of similar playbooks for other areas of ELT, and I would very much welcome feedback on which areas you would find it most useful to focus on.
I hope you enjoy using the book.
Big thanks to everyone who’s been involved in getting this ready, though they might not realise they helped me!
Penny Hands, for editing it and supporting me through the process of finalising everything.
Adi Rajan, for inspiring the name.
Ola Walczykowska, for designing the cover and the logo.
Lindsay Clandfield, for letting me know about the existence of The Noun Project.
Karen White, for teaching me how to deal with icons in ebooks.
Everyone who’s listened to me talking about it over the last few months.
It’s taken longer than expected to get here, but hopefully it’ll all be worth it! Enjoy 🙂
Issues 43 of the IH Journal was published yesterday, with lots of great things for you to read:
It features the first article in a new series which I’m writing, all about working with new teachers. You can read the journal online, and my article is here. If working with new teachers is something you’re interested in, or if you’re a new teacher yourself, watch out for an exciting announcement coming soon on my blog 🙂