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There still exist at some schools, extremely old-fashioned teachers whose teaching methods have not changed in years, and who appear unwilling to change their approach. Headteachers must approach these teachers on a case-by-case basis if they wish to implement effective change.

Teachers explain their information technology needs as chairman of the School Curriculum and Assessment Authority Sir Ron Dearing requested. Primary and secondary teachers need time allotted to become familiar with the computers and software, and feel information technology is suited to cross-curricular activities. Handling text on the computer for drafting and re-drafting is a valuable skill for primary children. Computer visual images are so powerful that primary pupils' maths and science thinking becomes more advanced.

The article focuses on physical education (PE). According to a PE specialist, if a teacher asks children to do something beyond their capabilities, it is obvious fairly quickly, and teachers can do the adjustment. Whereas in maths, or English, teachers are continually asking children to do things they are not ready for, but an inexperienced teacher may well let them struggle on too long. The real-time feedback on who's succeeding, who's trying, who's having problems gives a good PE lesson real rhythmic life.

The article looks at how British teachers must prepare for the implementation of the 2014 computing curriculum that focuses more on coding rather than how the use the software. Particular attention is given to "Joint Guidance 2014 National Curriculum for Computing," a resource guide for primary teachers created by the organisation Computing at School (CAS) and the information and communications technology (ICT) association Naace. Preparedness workshops for teachers are also covered.

The article presents information on the use of humor in classrooms. Humor is good for not only the children but also for the teachers. It is all about engagement. Peter Wright, recently retired head of Hazel Oak, a special school in Solihull, insists that humor is a vital ingredient in the classroom. Humor seems to work best when it emerges from an apparently stern or serious background. Good teachers positive relationships with their pupils. A well-timed jokey remark can help with this bonding process. INSETS: Go on, give them a smile.;Why it's good to let kids take the mic..

Reports on the use of laptop computers by teachers in England. Information on the laptop project at Ballakermeen community high school on the Isle of Man; Impact of the use of computers on education; Importance of portable computers to teachers in East Sussex, England. INSETS: Islands of dreams;Revolution in the south.

The article provides information on how teachers deal with parental anger. Teachers must be careful about making remarks, no matter how light-hearted or amusing a child's dress or appearance. Part of the strategy is to make sure manager, head of the department, year leader, and deputy head are aware of any difficulty teacher faces on students. Schools must have an explicit policy that deals with parental anger or on similar issues, in order to prevent this situation.

Features views of teachers Richard Machin and Vickie Savage on their teaching careers at a high school in Sandwell, England. Enthusiasm of both teachers of their job; Admission of Machine of being in love with his job; Reasons of Machin and Savage in keeping their jobs.

Presents tips on how teachers can write their application letter in Great Britain. Importance of accuracy; Inclusion of in-service training; Layout of the letter.

Focuses on the challenge of maintaining the momentum of religious education (RE) with good teachers in Great Britain. Factor that determines the future of good RE teaching; Factors in recruitment processes of good teachers; Key to laying foundations and setting the tone for RE.

Discusses the initiative of the General Teaching Council's (GTC) Teacher Learning Academy for the professional development of teachers in Great Britain. Significance of the GTC initiative for the improvement of the quality of education in the country; Aims and intentions of the GTC initiative; Need to develop the work to the level needed for a masters degree.

Focuses on the professional development of teachers at the Oathall Community College in England. Significance of training to teachers; Variety of courses for teachers; Identification of approaches for school development.

Focuses on the deployment and management of teachers' assistants at Greneway middle school in Hertfordshire, England. Need for clarity in the roles of teachers and assistants; Performance of sessions with teachers' assistants; Issuance of guidelines.

Reports on a professional development program aimed at boosting teachers' pays and school performance at Davison Church of England high school in West Sussex, England. Name of the project; Involvement of every member of staff; Provision of resources into Expert Trail. INSET: The Expert Trail..

Offers tips for new teachers on how to prevent the feeling of isolation from colleagues in a new school. Importance of asking a team leader or head of department to find time for a one-to-one chat; Need to avoid criticizing a colleague's class.

Focuses on the story of Louise Anderson and Steve Wells, teachers in England who are suffering from dyslexia. Efforts of Anderson to overcome the deficiency; Help received from Wells; Empathy of the teachers for children who have different learning needs. INSET: DYSLEXIA AND TEACHER TRAINING..

Offers health advice for teachers. Ways to avoid scabies, impetigo and head lice from students; Diseases that may be transmitted to teachers who work with older children. INSET: Something in the hair..

Focuses on the roles of trained assistants in Great Britain to enhance reviewing, planning and teacher's professionalism. Views from a Northamptonshire, England teacher on the proper and professional management of support staff; Status of teacher's assistants based on a report commissioned by the National Union of Teachers; Training of classroom assistants to be supported by schools.

Features Nicky Edwards, a Year 5 teacher at Church Crookham junior school near Fleet in Hampshire and a flight lieutenant in the Royal Auxiliary Air Force (RAF). His experience at RAF; What her colleagues and pupils think of what he does; Lesson he learned from RAF. INSET: Reaching for the skies.

Profiles professional singer and biology teacher Brian White. White teaching at Invicta Grammar in Kent, Great Britain; Singing for choral societies, operatic concerts, solo performances; Involvement with school music; Connections between singing and teaching.

Discusses the benefits of teacher awards in Great Britain. The 1999 Teaching Awards from the federal government; The Bouquet of the Week awards from the `Times Educational Supplement'; When teacher awards are most effective; Why Sharon Draper, 1997 National Teacher of the Year in the United States, feels that the awards should be seen as a responsibility; What the awards mean for teachers.

Focuses on how large parts of Great Britain, particularly rural areas, depend heavily on part-time fire-fighters. Experience of fire-fighter Sean O'Neill who is also acting head of the Denes High School in Lowestoft, Suffolk; Fire-fighting as a team-building exercise. INSET: Are you fit enough to fire-fight?.

Looks at the Filipino martial art of stick-fighting, also called eskrima. Focus on Matthew Twigg, an art and design teacher at Latimer Comprehensive in Northamptonshire, Great Britain; Winner of the heavyweight title at the 1996 eskrima world championships in Los Angeles, California; How he began eskrima; Training; Leave of absence from teaching; Release of stress provided by the sport. INSET: Know the right moves.

Discusses the psychological effect of anger, with emphasis on the presence of anger in education, while presenting a technique called Heart Math, which is used in Great Britain. Demonstration of anger by a frustrated teacher; Information on Heart Math, an American technique for managing emotional stress; Identification of companies who use the technique; Additional related information.

Offers new teachers some strategies for managing job stress. Preparation; Colleagues; Dealing with senior teachers; Keeping fit; Classroom discipline.

Focuses on teachers to whom discipline comes easy. Positive reinforcement; Right as a grown-up to set boundaries; Teaching practice concerns; Sessions that schools runs for new teachers.

The author discusses the importance of teachers taking opportunities to showcase their abilities such as delivering lectures or consistently communicating with parents and colleagues.

The article presents five topics in education for the week of March 28, 2008. These include methods for school principals for conducting supportive and positive interviews, a report published by gay rights advocacy group Stonewall on gay bullying in British schools, and various free e-bulletins available for British teachers.

The article presents reminders and suggestions for British educators for maintaining their school, career, and well being. Suggestions for updating a school's bullying policy to ensure proper coverage against homophobic harassment is included. The author provides information on a scholarship for British teachers to study temporarily in the U.S. He suggests resources for meeting management and school personnel management.

This article presents an editorial on the people who act like Lieutenant Scheisskopf, a character from "Catch-22," by Joseph Heller. The character always wants to be told everything, but often takes his anger out on the messenger. The author compares this character to headteachers and managers at school who belittle the teacher-messenger, despite the problem not being their fault.

The article focuses on the role of public speaking for educators. Pat Langham, a headteacher, provides comments and tips about public speaking, including speeches and parent-teacher conferences, in an educational setting. The importance of an authoritative persona when speaking in public is emphasized by Langham. The author also provides comments related to the typical comfort level associated with public speaking.

This article presents an editorial on headteachers who choose to continue teaching in the classroom. The author offers an anecdote about officers in the First World War who helped their soldiers dig trenches. The headteachers who continue teaching need not be brilliant at it, but it reminds them of the struggles that other teachers face, and reminds them whom they are working for first and foremost.

This article presents an editorial on the efforts put in to run a small school. The teachers often have classes of mixed year students, so they adapt the national recommendations to their particular schools. The teachers also see benefits when younger children are exposed to topics that are slightly more advanced than their level. The students appreciate the challenge that the differences in levels brings.

This article presents an editorial on listening techniques. People often encounter leaders who are unwilling to listen to their opinion and are frustrated because nothing is accomplished. The author quotes Peter Drucker about how people should listen with "genuine curiosity." The author points out that headteachers and governments who do not listen to teachers, who relive the experience on a daily basis, is not someone who will encounter success.

The article presents a description of a business leader in action as a comparison to the work of a homeroom teacher in any school. Characteristics of leaders that are usually present in teachers include their ability to engage people, each at his or her own level, drawing out ideas, allocating tasks and jobs appropriately, their well developed presentation skills and ability to keep the group interested.

This article presents the author's comments about the difference in the behavior of teachers at their home and at their workplace. The author says that one is not a different person from the one at the workplace when one is at home. He says that one should obey the rules of whichever setting one is in. He says that there is no future in trying to be what one is not. He says that students are very good at knowing what a teacher is trying to do. The author says that one should not try to change one's personality while teaching.

The article focuses on the discussion paper regarding the use and application of mathematics in Great Britain. The nature of mathematics is to provide a cleared and uniform world which involves problem solving moving between the real and mathematical world. The challenge of getting through the curriculum is part of the problem and some teachers have searched easier to stay within the mathematical world of straight calculations rather than staying into plain complexities of problem solving.

The article features a series of pocketbooks for teachers. A pocketbook "CPD Pocketbook," by Susan Elkin demonstrates some ways on how professionalism develop beyond in-service training to include school-based work and distance learning. "Pupil Mentoring Pocketbook," by Bob Garvey and Kim Langridge helps the practice of bringing people into school to support the learning of the pupils.

The article presents an advice from a clinical psychiatrist Claire Hayes to help teachers relief their stress. Claire Hayes who has taught in mainstream and special education gives useful, realistic and manageable advice for teacher called as "coping triangle." It is composed of three boxes namely Thoughts, Feeling, and Actions with situations in the middle for the respondents to interact.

The article presents information on the hidden curriculum of schools. The curriculum and the chosen styles of teaching and learning will work towards a vision formed by schools. It has to take into account the hidden curriculum of assumptions, judgments and relationships, all of those things taken for granted that a child learns in school every single day. If teachers genuinely want to nurture each individual, they will work hard to seek out, celebrate, learn from and build upon each child's way of looking at the world. Teachers are better educated, and close attention is paid to the detail of the learning process and how it works for individual children. Creativity is making a comeback in the schools.

The article presents views of the author on behaviors of teachers in teacher's staff room. The staff room is not a private place. Administrators, teaching assistants, parent volunteers visits the staff room frequently. Teachers are the leaders of a school by qualification and by definition. All look forward to them for leadership.

The article comments on cash-free promotions and encourages teachers to assess the offer before accepting it. The author recalls his experience of serving as a senior house tutor. Eventually, his title as senior house tutor, which has not been financially rewarding, allowed her to earn an interview for a real head of house job. He has suggested certain points to consider before opting to push through with a cash-free promotion.

The article focuses on the educational system in Bhutan. A remote place in the region has a school with only one classroom with few books, little with which to write. The teachers, who generously stayed with their pupils for a long time, barely have equipment, published strategies and curriculum advisers. These teachers knew from the start that education was the most important thing in the lives of the children in the region, and that they were the ones equipped to provide it.

The author comments some consequences of making teachers stick with highly prescriptive strategies, lesson plans, and guidelines. The author mentioned that such implementation may end up with mediocrity, which he cited as the theme of the book "The One Thing You Need to Know," by Marcus Buckingham. He further raised the question about school leadership of whether leaders have listened to creative people's insights.

The article presents the narrative of the author on the secondment duties that teachers may avail of. The author still looks up to his former teachers as role models for their life changing experiences. He has encouraged teachers to develop a life beyond the confines of the school, which is absorbing and varying from their usual routine.

The article comments on being a headteacher of a school, which in effect has similarities of managing a football club. There have been football players who did not farewell well in their careers but ended up being outstanding club managers. Suffice to say, being good in one thing does not necessarily mean being successful with the other. Just is the case between being a teacher and a headteacher. Leadership in this types of job require certain skills and the willingness to take responsibility.

The article discusses various concept related teachers. Some retired teachers support their pensions with supply teaching. He asserts that being a teacher has some potential for leadership development. He further suggests that all headteachers should have to do the occasional session incognito. It also indicates that most headteachers profess to enjoy teaching.

The article presents information on the author's opinion on the stress associated with the teaching profession. Today's teaching is closely planned from the above that the rigidity and tediousness seems to seep into the bones of the teachers, making them sadly unsure of themselves. The author said that for him the title teaches is a proud one, a lifetime badge of honor that brings with it confidence and a sense of real achievement. He said that teachers should plan for their targets.

This article focuses on school management in Great Britain. American management expert W. Edwards Deming, credited as the brains behind Japan's industrial upsurge in the 1950s, would call up members of his lecture audiences and set them to work on little experiments. Deming's point is that the errors have nothing to do with teachers. The system just isn't good enough to deliver consistency. Deming's says that various errors made by teachers have nothing to do with them. The system just isn't good enough to deliver consistency. He says that one might conclude that factors that are not the responsibility of teachers such as planning, rnentoring, behaviour policy, and subject leadership, are so loosely constructed that they are never going to achieve the target.

The author gives advice to teachers who finds discontentment on their current teaching jobs and plan to move to other field of specialization. He cites a case of a primary school teacher who later on moved to other department. The author discusses several factors that a teacher should consider before leaving the job. Finally, he suggests that self evaluation is necessary to determine the causes of unhappiness in job.