E-sports professionals, Youtubers or physics professors? Perhaps the differences are less than you might think. That is, when it comes to the technical equipment necessary for interacting with the viewers, or, in this case – the students.
It goes without saying that this year has brought about an unprecedented set of challenges for us all. We are at the end of the first month of our second school closure within a year, with all pupils engaged in distance-learning and up to 20% of our pupils attending emergency supervision.
We all feel anxious sometimes. Maybe it is going into a new situation such as starting a new job, or having to have a difficult conversation. The feeling of nervousness and anxiousness is completely normal, and an evolutionary necessity. However, for some people, like me, that feeling of anxiousness never goes away. You live with it day in, day out, and it can have quite a detrimental effect on your ...
I hope you will have read my previous article on colour-blind students and are keen to know more! If heads and members of SLTs have been wondering ‘how do colour-blind teachers cope in our school?’, here’s where you’ll find the answer.
One of the most common questions put to me when I do training on facilitating dialogues with teachers, especially when they’re secondary school teachers, is: “All this dialogue stuff is great, but how can we transfer all this on to the page?”, or words to that effect. I think the answer lies in the question itself: to transfer the fruits of dialoguing onto the page. But how?
There has been much fanfare about technology coming to the rescue when the pandemic hit earlier this year, and schools around the world were forced to close, or reduce activities to the minimum. Almost overnight, students and teachers were thrust online, with educators scrambling to develop virtual schedules, rethink assessment, and determine how best to mitigate learning loss during this challenging time.
The empowerment of distance learning happens through livestreaming. It is the most significant - and least utilized - tool in a teacher’s virtual learning toolbox, and is ideal for remote learning during the pandemic.
Looking for ways for students to dive deeper into their passions and interests? Find out how #Studio4 at the International School Ho Chi Minh City uses inquiry groups to personalise opportunities for students within a unit of inquiry.
I’m not afraid to admit my love for Shakespeare. It fascinates me how his prose and poetry can still resonate in society centuries after its intended audience were first exposed to his work. I also appreciate the stylistic sophistication of the 19th Century fiction, with the vivid descriptions and intricacies all finely laid out like a fine-dining suite: a feast of refinery, debauchery and social injustice for all to ...
