Here are some tips on how to work collaboratively with parents who don’t consider that their child’s behaviour is problematic in school:
clarify the school’s expectations that should be set out in the home/school agreement
develop positive relationships with the parents
explain that the school seeks to work in partnership with parents
let them know when their child has behaved well
let parents know that their views are valued
keep a reasonably detailed and factual record of incidents like, “Ethan left his seat, went across the classroom and hit James on the back” rather than, “Ethan disrupted the lesson and prevented others from learning”
seek advice on school procedures for meeting parents from your mentor.
The DNA of a Champion – Talent Alone is not enough. Sir Clive Woodward, Former England Rugby Coach interviewed by Piers Morgan.
As the architect of Britain’s greatest rugby achievement, Sir Clive Woodward is a national hero. Clive draws on his experiences as Director of Sport for Team GB at the British Olympic Association for the London 2012 Olympics and more recently as founding partner & chairman of an online coaching software app company, and a member of the IOC’s Entourage Committee; Clive’s approach to winning has captured the imagination of both the sporting and corporate worlds.
Clive’s principles have resonance not only in sport but they relate to business in practical and theoretical terms. High performance teams work in a similar way to companies and are built on structures resembling sports teams. Clive’s experience of business and sport endow him with the knowledge and experience to relate and explain the common…
Aims and objectives of lesson: To analyse the differences between branded clothing and non-branded clothing. To evaluate why people buy branded clothing over non-branded clothing. To identify a branded clothing and create a product analysis of the branded clothing.
Daisy Christodoulou, Head of Assesment at Ark Schools.
Assessment for learning is one of the most well-evidenced methods of improving education. Yet, after nearly two decades of intensive training and investment in its principles, educational standards in England haven’t risen. Why? Daisy Christodoulou considers some possible explanations.
Daisy Christodoulou is the Research and Development Manager at Ark Schools, where she works on new approaches to curriculum and assessment. Before that, she trained as a secondary English teacher through the Teach First programme and taught in two London comprehensives. Her book, Seven Myths about Education, was published in March 2014. She has been part of government commissions on the future of ITT and assessing without levels.