#teacher5aday – Easter updates

20 years a teacher

It seems like a long time since the #teacher5aday idea was launched at the SSAT national conference Teachmeet in December. I hope the teachers who started looking after their own well-being in the original #wellbeingsuperhero posts are still on track and more will be inspired to join in now as we approach summer.

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Listed below are a collection of #teacher5aday term 1 updates. All have great messages of perseverance and resilience. Hopefully more will be added soon.

Life after a term of #teacher5aday

Lesley Munro@LesleyMunro4  lesleymunro123.wordpress.com

Abigail Mann @abbiemann1982 staffrm.io/@abster/w1nC7C…

 Say It With Flowers | zanzibarcat

HannahTyreman@hannahtyreman hannahruthtyreman.wordpress.com/2015/04/19/eas…

If you would like to start your own #teacher5aday some helpful tips can be found here –

http://wp.me/p4VbxY-95

On a final note the #teacher5aday exhibition has now run for a month at Haslemere museum https://martynreah.wordpress.com/2015/03/11/notice-every-cloud-has-a-silver-lining-teacher5aday/ and plans are in place for…

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On the Subject of Rewards in Primary Schools. 

cherrylkd

On Monday evening @imagineinquiry tweeted

‘We need to put aside all the paraphernalia of motivational rewards that come along with being a primary school teacher. Stickers, charts, awards, star of the week, special helpers, golden time, smiley faces. The whole idea needs consigning to the bin. None of them have a role to play and are worse than useless, causing actual harm to the kind of environment we are trying to engender where children want to learn, not because we’ve given them a sticker, but because learning is worthwhile and interesting in itself’.

At first I thought Tim was playing Devil’s Advocate. I’ve met Tim several times and he is quite simply a lovely man. (Take a bow Tim). I struggled to believe that he can’t see a role for rewarding children, in fact I’m still unsure about this. However, it appears to be true, Tim is a non believer.

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All connectives are not equal

Ramblings of a Teacher

Walk into any junior classroom, and you’re quite likely to find a list of connectives on display somewhere, extolling the virtues of using words like consequently and furthermore to improve children’s writing. Except they very often don’t.

The problem with lists of connectives (or linking phrases, or discourse markers, or whatever else you want to call them) is that we lump them all into a meaningless group of words – too often called ‘wow’ words – and simply imply that by using them writing will be better. We offer children language like moreover and hope that they’ll use it, but fail to give them an understanding of what the word means.

I ought to state that moreover is something of a bête noire for me. I spent years teaching in Year 7, reading work where moreover had simply been dropped in to replace Also. But it’s a far more…

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