Success In Education

Welcome to my new blog. With the launch of Success In Education I have decided to combine my two current blogs into one and publish all new posts through this blog. Please feel free to dip in to the other blogs, there is plenty to read and think about and I hope you find something of interest there and here. In this blog I will write about a range of issues but mostly those that concern Success in Education, namely: leadership (especially "personality centred leadership"), emotional well-being of teachers and leaders, values-focused schools, outstanding teaching, outstanding learning. Thank you for reading.

Over the years I have undertaken many activities which have induced terror in me, most often as a result of altitude and the potential death-inducing effect of gravity experienced on high mountains. But nothing compares to that feeling of terror I experience whenever a course-leader utters the word "ice-breaker" resulting in a tail-spin of fear and loathing as I descend to depths of misery! Why do I hate these apparently innocuous preliminaries? There are a variety of reasons so here are just a few. Firstly I don't want to share details of my life, loves, hobbies, achievements, failures and so on with a bunch of strangers. Then I don't want to play silly games with a bunch of other people who also don't want to play games. Thirdly, do your job; I've come here to learn something, not bugger about. And fourthly (and in this list most importantly), I have a brain, I'm a professionally and academically successful and intelligent teacher, so treat me

The ultimate purpose of any school leader, at any level, is to ensure that the pupils receive teaching of the highest quality. Some schools choose to be highly prescriptive about lesson planning but I believe that this makes teaching little more than a technical undertaking and not the imaginative, creative and exciting experience it ought to be for teachers and learners alike. Rather than providing a rigid proforma that must be followed I prefer giving teachers a framework within which they can create lessons. Starting with a sterile lesson plan sheet produces linear lessons where component B is considered after the construction of component A and so on through to the end of the lesson. The planning is linear and often the starter is set in stone by the time the main activities are planned. This can be avoided if the whole lesson is considered before a lesson plan is ever constructed. A couple of years ago I introduced an approach I called the 5Ps. This suggested that before fo