I am 56% of the way through Tom Bennett's book teacher proof.
I have to say that I am feeling smug. It seems to me that I have been a teacher the same length of time that he has, give or take. However, as a member of a science department I have never found myself taking on board any of the ideas Tom is dismissive of. Mainly thanks to cynical heads of department and lack of enthusiasm once part of the science teachers (including me).
Imagine the science staff meeting.
"Is everyone here?"
"Angela hasn't got her cup of coffee yet, she's coming though"
"I'll start without her, she'll catch up. I have been asked by the deputy to add initiative X to the agenda, but I think that we already do that".
"Yeah, coz we do practical work so do learning styles/group work/multiple intelligences"
"We definitely do the nature multiple intelligence because in year 8 we go outside and count daisies."
"And we do data logging, so we already get students ready for the 21C"
"We do CASE" *furtive look as we no one actually does the CASE lessons* "so we are doing thinking skills and learning to learn".
"So what about thinking hats?"
"I wrote it into the lesson about whether we should build a nuclear power station in the middle of town, so we have it in a scheme".
"Right, so I can tell the deputy that we do all this stuff?"
"yes", "definitely", "yup", "yes".
"Great, carry on as normal".
And we did. It seems to me the "we do practical work" defence has protected many science departments from trying to implement a terrible initiative.
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