teaching

  • In my daughter's school at the moment they are having a 'Reading Challenge'. The rules of this challenge are: read to an adult, get the adult to sign your Reading Record, and when you have a signed record you are allowed to put a tick on the chart in the classroom. If you get a certain number of ticks in a week you get some extra playtime on Friday.

    My daughter reads a *lot*, so on the surface of it this challenge shouldn't present a problem; as a minimum she usually reads to herself for at least half an hour every day before she goes to bed.

    However, I found out that my sweet little girl has been denying herself ticks on the chart (and therefore her extra playtime), because her understanding of the rules is that you only tick if you have a signed diary; it has taken any amount of persuasion from me (and two conversations with the class teacher) to convince her otherwise. As a grown up, obviously I can understand that there is some flexibility inherent within the rules of the challenge; however my daughter strongly identifies with 'being a good girl' and takes pride with doing as she's been asked.

  • I recently conducted a small survey to find out how school teachers felt about the issues that looked after and care-experienced children experience in school. I am working on developing some resources to help schools be better equipped to deal with the issues, so first I wanted to hear what the teachers themselves had to say.

    The summary of results is below:

© 2019 Cat McGill