How can neuro-linguistic programming (NLP) be used to support teaching and learning? Richard Churches, principal consultant for National Programmes at CfBT Education Trust and a doctoral researcher in the School Management of Surrey University, explores

Last year 12 sixth-form teachers applied to TEAM (The European-Atlantic Movement) to take part in a sponsored study trip to America to deepen and broaden their knowledge of US politics, government and culture. One of them shares his experience

The BERA Professional User Reviews, published in 2003, aimed to critically inform the thinking of practitioners about research. Kate Wall uses them as a focus to argue that the closing of the theory-practice divide is becoming more and more relevant in 2008

John Blanchard looks at the importance of distinguishing underachievers and slow learners and gives examples of techniques and tactics you can use to help pupils reach their potential

Lesson study is a form of classroom enquiry from the Far East that focuses on improving an aspect of teaching and learning through collaborative long-term study. Pete Dudley describes its background and how it has been adapted for use in England

Miraz Triggs found that random name generation as a way of choosing who would answer questions focused students’ attention and led to a higher level of participation

Teachers are being encouraged to use evidence to improve their practice. David Leat looks at three forms of evidence-informed professional enquiry – tinkering, action research and design research

Jo Smith provides some practical tips about how technology can support and enhance the learning you have planned

Susannah Temple uses concepts from transactional analysis to highlight an important psychological issue for teachers in developing their own identity as effective practitioners

Steve Mynard, editor of Primary Headship, considers the practicalities of helping young children to develop higher-order questioning skills

Angela Youngman turns her attention to religious education, potentially the most difficult and divisive of subjects to teach creatively and sensitively

Is doing research time well spent? Mike Kelly of Ivybridge Community College, Devon, found that the results were positive for both individuals and for schools

This week’s poll asks a question about Overseas Qualified Teachers. Lynne Smith asks fellow Tex readers to have compassion for these teachers, who can find it difficult to get information about teaching in the UK

We tend to take questioning skills for granted; they certainly seem to develop quite readily in young children. Steve Mynard, editor of Primary Headship, explores the reasons why we might choose to guide our children towards higher-level questioning skills

Jo Smith provides some practical tips on how to develop questioning skills as a tool for promoting participation and learning

Headteacher Neil Berry explains how Brampton Manor in East London – described by Ofsted in December 1999 as having ‘serious weaknesses’ – was turned into the fully inclusive, successful school it is today

David Leat considers some of the practical problems that will arise in managing innovation

Lorraine Barber, a numeracy adviser from Worcestershire, explains the importance of effective and exciting maths teaching

Dance specialist and SSCo Kim Spiller offers advice to primary teachers about delivering high-quality dance

PE and Sport Today talks to primary link teacher Lorraine Livingstone who, despite the inadequacies of PE training for primary teachers, has become something of a specialist

Roger Smith considers tried and tested ways of improving teaching and learning and a few new ones

Corina Seal describes how research lesson study was established at her school and has become embedded in its research and development activities

Mary James, the Teaching and Learning Research Programme (TLRP) deputy director, describes the most important messages that have arisen out of this national multi-faceted exploration of teaching and learning practice

Jo McShane used to think that pedagogy was just a stuffy academic way of saying ‘teaching’, but after attending a conference on the subject she finds that it means a great deal more

Kris Lines surveys this highly litigated area — and suggests a step-by-step approach to safety within the law

Teacher and trainer Michelle McGrath argues that the emphasis on students as partners in their learning is a fundamental challenge to the current model of teaching and will require significant shifts in attitudes at all levels in schools

A recent conference considered how schools can put personalisation at the centre of their strategies for raising achievement

Pedagogy is back on the agenda after a long period of neglect, with new guidance encouraging professionals to think about what should be taught and how it should be taught, writes Cliff Jones

The USA is huge and diverse but a quick glance at Sam Hughes Elementary School in Tuscon, Arizona, can give some idea of how professional development helps teachers, reports Susan Clark

How form tutors can raise achievement for all pupils and support the gifted and talented. Aim Higher coordinator Martin Ransley reports.

Good planning will enable you to stretch pupils without exhausting yourself, says Jo Smith

How can we help young people deal better with the losses they experience? Secondary drama teacher and SEAL coordinator Julie Leoni reflects on her own experiences

A summary from the Everyone Wants to Learn conference (Feb 2007) of the elements that participants considered should be part of any strategy to shape a school community where everyone wants to learn

Lesley Hendy examines how you can look after your voice when teaching outside and also gives some tips on reading aloud

A detailed look at how the IB has been launched in one school, by Rob Ford, Head of International Education and International Baccalaureate, The Ridings High School, Bristol

An outline of the content of the International Baccalaureate Diploma Programme and what schools need to consider when deciding to apply to deliver the curriculum it offers. By Tristian Stobie

This sensitive area should be part of every setting’s PSE programme, says Margaret Collins

How can you make judgements about the performance of your assistants when they are in the room working alongside a teacher/ practitioner? Kevin Bullock provides one solution

This article examines the role of the learning mentor and how they can be deployed in the school for the benefit of the whole learning community. David Morley reports

The EPPI website is an excellent resource for informing your decision making, says David Leat.

In this month’s in-depth focus Anne De A’Echevarria talks about the Thinking Through School approach to learning-focused innovation. She describes the model and, using examples, explores successful implementation in schools and how the impact can be seen to be more than school-wide.

Planning for teacher learning has to be a key priority, says David Leat.

‘Personalised learning’ has been appearing with increasing frequency in policy documents and in discussion about teaching and learning for the last few years. But what is truly meant by ‘personalised learning’?

Evidence is emerging in Scotland that links secondary school pupils’ progress and emotional intelligence to the use of philosophical enquiry as a learning approach in primary schools.

Linda Evans suggests how SENCOs can plan and deliver training on subjects which feature prominently in the role of most teaching assistants (TAs)

Schools need to unpack ‘enterprise’ and ‘entrepreneurship’, say Jacek Brant and Alastair Falk

Sue Roffey describes her way of thinking about how to relate more deeply with students in the classroom.

Linda Thornton and Pat Brunton explore ways to use the children’s curiosity about their world to become self-motivated, independent learners.

Maggie Parker-Heys urges practitioners to appreciate the skills required to form even the simplest letters.

In his continuing series on gifted thinkers, Charles Dietz looks at the work of Robert Sternberg and how he has influenced the teaching of gifted pupils

Charles Dietz examines the work of Guy Claxton, professor of education at Bristol University and fellow of the British Psychological Society.

Charles Dietz examines the work of Mihaly Csikszentmihalyi and its implications.

Graham Haydon argues against newspaper reactionism.

In his introduction to a new column, Dr Graham Haydon focuses on choice and discusses how the decisions we make influence our everyday life.

Celine West shows how head spanners and glass eyes can be used to unpack prejudice.

David Watkins argues that homophobia is something we should talk about and offers practical advice for creating LGBT-inclusive schools.

We are constantly trying to drive up standards of teaching and learning with new approaches, preferably those with a strong evidence base. But is ‘What Works?’ the right question? Should we really be asking ‘How do good teachers get better?’ Elaine Hall reflects on the messages from a meta-analysis of teaching and learning interventions.

Hayden Llewellyn describes the development of the Chartered Teacher Programme in Wales.

Secondary drama teacher Julie Leoni writes about how she teaches through the darkest days of winter

Former headteacher Tim Small, a member of of ViTaL Partnerships, introduces some excerpts from his colleague Ruth Deakin Crick’s new book on learning power and the effective lifelong learning inventory (ELLI).

Paul Grainger outlines strategies for high-quality careers provision.

Lev S. Vygotsky is the subject of Steve Mynard’s article on the psychology of child development.

Geography can reward the inquisitiveness of young children, says Steve Mynard

Extending vocabulary when talking or listening to children is a good way to develop their emotional language. Margaret Collins describes two ways of doing this.

Margo Turnbull explores the development of children’s communication skills, by focusing on the role of the practitioner.

We all know that learning to read is a very important step for any child to make, but how can we be sure that we are offering children the best introduction to this skill. Roger Hurn unpicks some of the issues currently under debate.

Steve Mynard looks at the place of drama in your setting and how existing practice can be enhanced.

A love of stories is common to all young children, and by telling stories, rather than reading them, a storyteller can really bring the tale to life and make it a more interactive experience for the children. Former headteacher Steve Mynard explains how everyone has the ability to become a storyteller, it is just a matter of following some easy guidelines.

Communication is by its very nature a two-way process. Children need to have these skills if they are to particpate in shared and meaningful communications. In this Inset package, based on the need for effective communication and engagement as described in the Common Core, Roger Hurn provides information and activities to help your staff think about ways of helping children to practise and develop their communication skills.

Dr Alison J Price of Oxford Brookes University explains why understanding the relationship between numbers, and the connections between calculations, is an important part of developing mathematical awareness, and how this can influence delivery of the curriculum.

Children’s therapist John Cousins examines the concept of self-esteem, which is integral to a child reaching Early Learning Goals in the PSE area of learning.

In a special feature which encourages informed and responsible ways of tackling abuses of power Dr Christopher Williams suggests that young people make use of new web resources.

Auditory memory is the ability to recall information that has been given orally. The activities listed here can help develop auditory memory and can be incorporated into lessons for the benefit of all pupils.

Visual memory is the ability to recall information that has been presented visually. The activities listed here can help develop visual memory and can be incorporated into a lesson for the benefit of all pupils.

Visual discrimination is the ability to recognise similarities and differences between visual images. The activities listed here can help develop visual discrimination skills and can be used in lessons to benefit all children.

Phonological awareness is the ability to be aware of sounds within words and to be able to break down words into syllables and into phonemes. The activities listed here can help develop phonological awareness and can be used in lessons for the benefit of all children.

Auditory discrimination is the ability to detect similarities and differences when listening to sounds. The activities listed here can be used to strengthen auditory discrimination skills and can be incorporated into a lesson to benefit all children.

Don Harrison describes three ways to explore issues of global poverty through a new resource from Save the Children.

In his regular column, Dr Graham Haydon argues that in responding to multiculturalism, we need to think hard about the idea of culture.

Jacek Brant found that taxation was an unattractive subject for pupils. He describes the findings of his team’s research and a practical resource that was developed in response to it.

John Potter says citizenship gives education meaning and purpose – and students seem to agree.

A new study guide by Quakers makes a valuable contribution to peace, finds Brian Walker.

Dr Jonothan Neelands, deputy director of research at the National Academy of Gifted and Talented Youth, explains how drama helps both the academically gifted and artistically talented.

Tips for running staff training in the global dimension of citizenship, by Topsy Page, Manchester DEP.

What makes a good supply teacher? Former head Bob Jelley draws on some memories.

Former head Roger Smith looks at ways of promoting creativity in schools, arguing that the concept needs to have its place at the centre of the curriculum.

Letting children take well considered risks helps to prepare them for danger in the world, argues former head Bob Jelley.

Writing frames undoubtedly have their uses, but they can also limit the creative talents of the more able, writes Frank Bruce

Lesley Hendy considers how the teacher’s voice affects pupils’ behaviour and their ability to learn

Andy Bowman explores strategies to begin to develop independence and resourcefulness in young learners.

Sometimes, regardless of how much effort we put into planning, stimulating and rewarding, we will still come across the pupil who is determined to disrupt at all costs. In this instance, conflict is probably unavoidable and will have to be confronted.

Bailey’s Court Primary School set out to explore accelerated learning back in 2002. Here, class teacher and Learning Manager Andrew Bowman explains why and how they began their journey towards a more learning-centred ethos.

Last month we reported the establishment of chartered science teacher status, a new professional qualification for science education professionals developed by the Association for Science Education (ASE).

The Association for Science Education (ASE), in collaboration with the Science Council, offers a professional qualification for science education professionals.

Geoffrey Court, co-founder of The Circle Works, argues that teachers need to achieve a balance between experience, reflection and outcome if they are to respond well to young people’s behaviour.

A new review group has been set up to recommend ways of:

Team teaching is an approach in which two or more teachers are jointly responsible for course content, lesson activities and assessment. Could it work for you?

Is your voice in control? What sound does your voice make? What kind of impression does your voice make? Lesley Hendy explains how the way you move can affect the quality of your voice. You will also discover more about how to use the acoustics of a room to your advantage and how to vary the tone and pitch of your voice to increase your vocal ‘tool box’.

How can G&T coordinators ensure that differentiation for G&T pupils is taking place in every classroom? Paul Ainsworth looks at some methods based on sharing best practice

This book could act as a guide to anyone entering the fray of dealing with outstandingly able children, but it fails to provide great inspiration or sufficient practical advice.

G&T coordinator Jo McShane reflects on how far things have come since she did her own PGCE and provides some strategies to share with NQTs and teacher trainees.

Able child coordinator Nik Lawrence spoke to G&T Update about his work.

My holy grail as a G&T coordinator is a curriculum that is integrated within the school but seen by students as discrete and special. It should widen the students’ horizons, inspire and excite them whilst contributing to my leadership desire to increase the A/A* grade.

Dr Steve Rayner (School of Education, University of Birmingham) explores recent criticisms of the use of learning styles in education, arguing that they are, when used in well-considered ways, an essential feature of personalised learning.

For the teacher wishing to develop pupils’ thinking skills, there are many books, models and approaches to choose from, each with its own philosophies and strengths, writes Andy Bowman

Education consultant and author Brin Best uses findings from education research to help improve your teaching skills

Gillian Burn was first introduced to Mind Mapping over 20 years ago while learning to be a midwife. “A very astute tutor introduced me to the concepts of Mind Mapping and I continued to create Mind Maps of my whole midwifery course. Once in my exam, I found I was able to ‘see’ my Mind Maps in my minds eye to answer the exam questions – they help even when delivering babies!”

G&T coordinator Samantha Wilkinson of King’s Wood School, Essex, explains how she has developed a PE programme for gifted and talented students

Category: