Brian's Blog

  Thanksgiving, while traditionally an American holiday, embodies the spirit of gratitude and appreciation, a universal language that passes borders.The traditional story often revolves around a meal shared between the Pilgrims and Native Americans, symbolising unity, and the celebration of a significant harvest. It's a time for people to express gratitude for the blessings in their lives, whether it's family, friendships, good health, or other personal achievements. Acknowledging and appreciating the efforts of others goes beyond a simple "thank you”. It shows intention in recognising the actions of the other. This means in education, we see the profound impact those around us have on shaping the next generation. It's about understanding that their work isn't merely a job but a vocation, an investment in the future. Educators, the architects of this future, dedicate themselves tirelessly, pouring their passion and expertise into shaping young minds. Their efforts

  As many of us are in the belly of report writing season, the narrative surrounding teacher wellbeing is at a critical juncture. It's a complex tale, often misconstrued, resulting in superficial solutions that barely scratch the surface of the real issues at hand. Educators, revered for their dedication, often find themselves burdened by unspoken expectations, pushing themselves beyond limits for their students' sake. In recent years, the media has latched onto a grim reality that has emerged within school environments, a mental health crisis gripping teaching staff. The blurring of the lines between work hours and personal time has seen mental wellbeing and self-care fall to an unprecedented level. This has led to an alarming surge in teachers seeking counselling and contemplating leaving the profession. But why is teacher wellbeing so crucial? It's more than a mere buzzword; it's the cornerstone of a thriving educational ecosystem. Happy teachers don't just mean

This week's post builds on the article I wrote last week on Impactful Instruction. In this, I shared the perennial debate in the field of education and how this is often characterised as a binary choice between knowledge-rich content delivery and inquiry-based discovery learning. This dichotomous view of education has led to an oversimplified understanding of the complex processes involved in effective teaching and learning. While there are merits to both approaches, it is essential to recognise that the educational landscape is not as black-and-white as this debate often suggests. Regrettably, without a balanced understanding of how to use both direct Instruction and inquiry learning, the learning we can offer as teachers can prove to be somewhat limiting.  This article seeks to extend the discussion I presented and is influenced by two educational articles I read this week by Eric Sheninger (2023) and John Hattie (2023a). My hope is to navigate a path beyond the binary position,