All posts by kevin

Subject Teachers – Try Kamil’s EAL Tips and Tricks in your classroom! PP225

Kamil Trzebiatowski
Kamil Trzebiatowski

Tara Elie talks to EAL teacher, consultant and resources creator, Kamil Trzebiatow who shares his extensive experience and expertise supporting students with English as an Additional Language in mainstream subject classes. He gives us many practical approaches to try out.

Kamil’s blog has been created specifically to help subject teachers who have not had specific EAL training to help any learners in their classes who have EAL needs. So you’ll find lots of useful resources there including videos and practical help.

Kamil stresses the importance of understanding that learners with EAL needs in English schools have to learn the language at the same time as learning the individual subjects of the curriculum and a lot of his time is spent helping teachers manage this.

“You have to make sure they make progress in academic learning but also at the same time remove the barriers in the English language.”

Typical questions and anxieties amongst teachers about EAL

  • Students ability to access the material presented in English
  • The work is too difficult for the students because of the language barrier – so there is a potential compromise in high expectations
  • Unlike, for example, Dyslexia, EAL is seen as an insurmountable barrier
  • What language do I teach them in?
  • I don’t know any EAL strategies and I was never trained for this

Advice on how to differentiate in the classroom for EAL learners (links to Kamil’s blog)

  1. Substitution tables
  2. Graphic organisers
  3. Use the learner’s first language to teach
  4. Barrier games

Top tips on reaching EAL learners

kamil

Kamil on Twitter
Kamil’s Blog

Tweets of the Week!

Adora Svitak’s youth empowerment inspiration and Russell’s back! PP224

Tara Elie recently spoke to the inspirational Adora Svitak. You may have seen the TED talk she gave when she was 12:

Adora is now a writer, speaker, and advocate for causes including feminism, youth empowerment, and literacy.

She began delivering writing workshops at local schools after publishing a collection of short stories. Later, she began advocating for student voice at education conferences. In 2010, she delivered the speech “What Adults Can Learn from Kids” at TED. The speech has received more than 5 million views on TED.com alone, and been translated into more than 40 different languages. Her passion for amplifying the voices of youth led her to organize a team of students to produce a TEDx event for youth, TEDxRedmond. Pacific Standard Magazine called Adora one of the “30 Top Thinkers Under 30” and “an activist for feminism, liberal politics, and youth-oriented causes […] pretty far up the road to becoming intellectual royalty.” In 2018, she graduated with a major in Development Studies and minors in South Asian Studies and Creative Writing from UC Berkeley. She currently works at the Wikimedia Foundation.

It’s a wonderful conversation and a real privilege to have Adora as a guest on the Pivotal Podcast.

Adora’s Blog
Adora on Twitter

Russell Ingleby

Also this week, it was great to welcome our Headteacher Audio Diarist, Russell Ingleby back onto the show. This time, it’s a fascinating conversation with several parents who have just received personal visits at home as part of ‘The Hightown Way’

Google podcasts button
apple podcasts link

Bill Rogers Part 3 – PP223

Paul Dix and Dr. Bill Rogers

In the final of three episodes, Paul concludes his remarkable conversation with the world’s leading authority on behaviour management, Dr. Bill Rogers.

Bill Rogers is an education consultant. A teacher by profession, Bill now lectures widely on discipline and behaviour management issues; classroom management; stress and teaching; colleague support; developing peer-support programs for teachers and developing community-oriented policies for behaviour management, based on whole-school approaches.

He works in every area of education (primary, post-primary and tertiary) conducting in-service programs/seminars for teachers and support staff, lecturing widely at Colleges of Education, Universities and schools, working with parent groups and students in schools.

Bill’s website
Bill’s publications on Amazon UK

“Avoid easy, quick, judgemental blame of colleagues for the behaviour of the children in their classes.”

“Be sensitive to the need for non-judgemental colleague support.”

“Develop a whole school approach to behaviour leadership.”

“The least helpful thing to say to a student who is losing or has lost self control is to say, ‘Calm down’.”

“Encouragement basically gives you the courage to be a person.”

“My best teachers were the ones who didn’t praise me but gave me feedback – even when I was struggling.”

Bill Rogers Part 2 – PP222

Paul Dix and Dr. Bill Rogers

In the second of three episodes, Paul continues his conversation with the world’s leading authority on behaviour management, Dr. Bill Rogers.

Bill Rogers is an education consultant. A teacher by profession, Bill now lectures widely on discipline and behaviour management issues; classroom management; stress and teaching; colleague support; developing peer-support programs for teachers and developing community-oriented policies for behaviour management, based on whole-school approaches.

He works in every area of education (primary, post-primary and tertiary) conducting in-service programs/seminars for teachers and support staff, lecturing widely at Colleges of Education, Universities and schools, working with parent groups and students in schools.

Bill’s website
Bill’s publications on Amazon UK


“…to resort to a kind of mental and psychological form of punishment with…isolation booths is just unspeakable.”


“When you’re leading for behaviour and learning, you’re trying to raise behaviour awareness.”


“[Consequences need to be] reasonable, related and respectful.”


“If children feel secure they are more likely to learn well in the formal  aspects of schooling.”

Bill Rogers Part 1 – PP221

Paul Dix and Dr. Bill Rogers

Paul was delighted to have the opportunity to speak at length to the world’s leading authority on behaviour management, Dr. Bill Rogers. They sat down for afternoon tea together and this is the first part of their conversation.

Bill Rogers is an education consultant. A teacher by profession, Bill now lectures widely on discipline and behaviour management issues; classroom management; stress and teaching; colleague support; developing peer-support programs for teachers and developing community-oriented policies for behaviour management, based on whole-school approaches.

He works in every area of education (primary, post-primary and tertiary) conducting in-service programs/seminars for teachers and support staff, lecturing widely at Colleges of Education, Universities and schools, working with parent groups and students in schools.

Bill’s website
Bill’s publications on Amazon UK


[When I was at school…] the punishment was there to actually manage you – you weren’t being encouraged to manage your behaviour in relationship to others, you were controlled by the teacher.


Our motto – ‘How are we creating a safe, sane place and a secure place?


…I am deeply concerned about this notion of going back to a model of teaching where you are just directing information to children and not creating a community of learners – a community of learning


You can still be calm when you are assertive – it’s not easy but it’s possible


Maladaptive behaviour is not just bad behaviour, it’s purposeful for the child


Maybe 5, 8, 10% [of children] are much more power-seeking in their attentional behaviours

4 Courses, 3 Guests and a Mobile Phone – The First Pivotal Podcast Dinner Party! PP220

Tara Elie hosts the first ever Pivotal Podcast Dinner Party where three guests get to discuss the education topics of the moment:

  • Callum Wetherill
  • Mark Goodwin
  • Zuzanna McClintock

Join us with a beverage of your choice and see if your opinions on the courses match our guests:

Starter: ‘Teachers work too many hours’ says education secretary
Main: Mobile phones in school 
Desert: Behaviour in the classrooms…who’s responsibility
Cheese course: Best thing you’ve learnt from a student.

Laura McInerney Encourages Teachers to Tapp Here! PP219

Laura McInerney

Tara Elie spoke to Laura McInerney this week. Laura is a former teacher and education journalist who currently writes a regular column for The Guardian and for the weekly newspaper Schools Week.

Laura begins by explaining what Teacher Tapp is. This data-focussed phone app encourages teachers to take a few seconds per day to share their answers to three education questions. The questions vary every day and could be opinions or simple questions about the life of a teacher.

“The aim is to build up a picture of teachers’ working lives which is far more accurate than anything which has existed before.”

Once you have entered your own answers, you can see the results of the nationwide responses. Laura says there are about 2,500 teachers who respond every day so the data is certainly useful. Some interesting findings include:

  • Teachers get to school really early
  • The majority of teachers have at least 3 extra duties each week
  • They usually have at least 3 meetings after school per week
  • 50% of teachers run extra-curricular activities
  • Most teachers do at least 3-7 hours of marking outside working hours per week
  • Around 40-50% of teachers admit to marking books in front of the TV

The data is used by Laura and her colleagues to help to inform national debates and campaigns. Listen to the episode to hear how this is being done.

Laura also tells the story of how she found herself in court, wearing her trademark yellow jacket (see below) fighting Michael Gove and the DfE over what the department claimed were vexatious Freedom of Information requests!

Laura’s Links:

Teacher Tapp app

Laura on Twitter

Carrie Grant – Having children with SEN is a real ‘Boon’ – PP218

Carrie Grant

It was such a joy to welcome Carrie Grant onto the Pivotal Podcast this week.

Carrie is married to David and together they are well known to TV audiences internationally as judges and vocal coaches, on the massively successful TV talent shows, “Pop Idol” (ITV) and the BBC flagship programme “Fame Academy”. They are current judges on BBC 1’s BAFTA Award winning “Glee Club.”

Carrie started as a dancer on TV then moved into presenting and session singing where she became one of the country’s top session singers. Working with the likes of Diana RossRoberta Flack, Rod Stewart, Lighthouse FamilyFat Boy Slim and many others. Carrie currently presents for The One Show, covering most of their music items and many other subjects. She has also reported for The Culture Show and made documentaries on Al Bowlyand Eva Cassidy.

It was whilst singing for Take That back in ’94 that David and Carrie were first approached to vocal coach the boys in the band. They had no idea of the journey they were about to embark on. Artists upon artist followed and their client list to date includes: The Spice Girls, Take That, Kimberley Wyatt, Will Young, Charlotte Church, Lemar, The Saturdays, Gwyneth Paltrow, Marvin Humes, Demi Lovato  and many others.

In 2008 David and Carrie were awarded a BASCA for their lifetime services to the music industry.

Perhaps less well known is the story of Carrie and David’s family life. In this revealing, challenging and inspiring conversation, Carrie explains the struggles she has faced in the English education system and how she has managed to support her children to some remarkable and surprising outcomes.

http://carrieanddavidgrant.co.uk/Default.aspx

Introducing our new Headteacher Audio Diarist, Russell Ingleby! PP217

Russell Ingleby
Russell Ingleby

This week, Ollie went to speak to Headteacher of Hightown Junior, Infant and Nursery School, Russell Ingleby. Russell is going to be sending audio diary entries into the podcast over the coming months so, in this introductory episode, Ollie finds out more about Russell, his school and his philosophy around ‘The Hightown Way’.

Hightown School website

Russell on Twitter

Kiran Gill on how to make ‘The Difference’ in behaviour – PP216

Kiran Gill

Kiran Gill

It was great to welcome Kiran Gill onto the podcast to start our 2019 episodes.

Kiran is Founder and CEO of The Difference – an organisation which
is creating a new generation of school leaders, specialist in improving outcomes for the most vulnerable children.

Kiran began her career in inner-city London, as an English teacher in schools serving the most deprived postcodes in the country.  After five years on the frontline, Kiran left to work in education policy, searching for solutions to the rising number of vulnerable children who fall through the gaps.  Kiran was working at Social Mobility Commission when she conceived the idea for The Difference.  She has led its work full-time since January 2017.

Kiran is driven by her own family experiences. Growing up with two adopted sisters, Kiran witnessed the long-term effects of childhood trauma and the lack of support for young people with complex needs. This insight is what keeps Kiran striving for the most vulnerable children to get the education they deserve.

The Difference Leaders Programme – applications are now live!

Follow the link to find out how you can develop your career, learn from Alternative Provision settings and then reduce exclusions in mainstream schools.

At the moment there are 50,000 students in the sector for excluded pupils. There were only 7,000 permanently excluded last year…It’s been estimated that 20,000 pupils disappeared off rolls last year.

Kiran believes there isn’t enough understanding about what really works with vulnerable children and we don’t celebrate our inclusive schools enough. High stakes accountability is a problem and it isn’t matched by high support at the moment.

Also, Kiran says that the idea of an ‘ideal level’ of exclusions is unrealistic and unhelpful. There are schools who are great at reducing exclusions and these are the schools who are also:

  • Proactive at supporting children’s wellbeing and safeguarding needs
  • Good at spotting problems before they escalate

Should Alternative Provision be given the best resources or just given what’s left over?

Kiran argues strongly that it is nonsensical not to invest in our most vulnerable learners. Her organisation have worked out that nationally less than 2% of excluded children who sit GCSEs in a Pupil Referral Unit, achieve passes in English and Maths. At age 20, almost three quarters still won’t have passes in these subjects and are therefore much less likely to access employment, be prone to mental ill health and, in perhaps the most shocking statistic of all, one in two of the prison population were excluded from school.

The lifetime cost of provision for just the pupils excluded last year is £2.9 billion