Workshop to consider analysis in qualitative research with a specific focus on how to treat and deal with data that is not textual, but comes out of the use of creative methods (drawings, paintings, pick-a-card, models, etc.)
I believe in challenging students and having high expectations of everyone in the classroom. This is coupled with appropriate support and guidance. However, challenging pupils is not an easy task and must be planned for meticulously.
Artefacts can be used to get students interested in a lesson, but artefacts can do more than just represent an engaging hook. In this post I am discussing the use of artefacts in lessons based on questions that I have been asked in teacher training sessions.
It may look simple to deliver the hook but in reality planning for the hook should not be underestimated, after all you need something very catching to get your students' attention so they become interested in your lesson.
In teacher training there is a heavy focus on the educational context, but does the educational context really matter? Or is there a danger in being too reliant on statistical information relating to the educational context, in which we operate?
One of the most daunting aspects for new teachers is to manage behaviour in lessons. The dynamics of the classroom and the teacher's personality are probably key to how much classroom management you will need to do and which strategies you can use. However, there are some basic rules that you should consider and that will help you manage behaviour in your lesson.
Teaching empathy is crucial if students are to understand empathy as a concept in order to be able to demonstrate historical empathy, for example. Here is a useful resource.