Maslow’s law of the instrument. If all you have is a hammer, all you see is nails. In behaviour management if all you have is phrases like warning and sanction, then all you will see is poor behaviour. #behaviour

Schools with students whose parents are highly invested in their achievement will attain better value added scores. What are the affects on staffing when a school that used to enjoy high parental investment starts to see a shift in the parents investment?

be clear in instructions. Define what you want a student to do. For example, coats off is too vague. How many times have you said coats off and then the student is like “I know what he means, he wants me to put my hands in the sleeves of the coat”.

I don’t teach a unit like this. We do start with what does it mean to be religious and what it might mean to be x and how we might answer that question from a range of disciplines

There are ks3 units and themes like Big ideas in religious education and theme 5 where students are asked to consider what happens in religion in the context of history and cultural influences. Lived experience happens within the context culture and society we are in.

I am meaning that some f the gcse units are directly linked to the historical development of lived religion. Like natural law and how you can have an absolutist approach to natural law or that you can have a relativist approach. Or St Francis of Assisi and his views on animals.

I know, timetabling is often completed by the people that have the knowledge to use SIMs or the technology that is need to create the timetable, they can be seen as a puzzle. Just as you start with corners and edge pieces, we should start with lowest achievers and most effective teachers

Controversial aspect of religion over time can result in new sects and sometimes new religious identities. Maybe there should be a unit “when does lived religion become new religion?”

Some aspects of teaching, like interfaith marriage better lend themselves to lived religion. I think rather than just all most some, we should be using phrases absolutist, moderate, fundamentalist, cultural, postmodernist

Does the spill over effect work the other way round? Work in a school where staff are anti coaching and then you get a wider group of people who refuse to change practice?

I the first three weeks of teaching a year 10 class, I bet you could predict the success of their mock exams without them taking the exams. Why wait until the exams to intervene? After the first three weeks you can implement intervention

That must also follow in terms of staff QandA groups during ofsted. When staff are answering direct questions from an inspector in front of their peers. Does social desirability bias increase in group questioning? What about department meetings?

We need to be more consistent. I common bit of advice. But, consistency alone is not enough to ensure great outcomes. Consistently bad feedback is bad. Consistency is the new pace. To vague and not concrete enough to be valuable feedback

Depends on their purpose. I see mine as an opportunity to provide social proof for the right behaviour. They are always the same, always 6 minutes, always followed by a cold call, always with me narrating the positives within the class. “Great to see six people with coats off and pens in hand”