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The article focuses on the hidden cogs in the supplementary schools system in Great Britain. Topics include the lack of regulation in supplementary schools stated to have put the majority doing good work under spotlight. Topics include information on the Polska Szkola w Glasgow school in Glasgow, Scotland, one thing that a supplementary school absolutely must have in order to thrive include a clear ethos, a shared sense of values and mission and not such schools focused on a cultural education.

The article focuses on the importance of religious education for school children in Great Britain. Topics discussed include the need to teach about religion and faith in classrooms, objection from some people to the funding of religious education on the basis of their non-beliefs and the evolution of the national state school system in England. Other topics discussed include the need of inclusion of religious education in the national curriculum and the author's visit to Jerusalem.

The author discusses the need for teachers in Great Britain to engage in a debate or practice in a state of unconsciousness to teach knowledge or skills. He believes that any skills such as analysis and creative thinking are nothing without knowledge. He mentioned the books "Cultural Literacy" and "The Knowledge Deficit," by Ed Hirsch. The author also mentioned the concept of Massachusetts miracle.

The article presents the author's experiences with the transition from new teacher to experienced teacher, particularly noting the importance of using others as a tool for adjustment and advice. It comments on the need for teachers to become the leaders of education in Great Britain, the relationship between student and teacher, and the importance of continuing professional development. INSET: A voice from FE: Sarah Simons.

The author, a British public school teacher and behavior expert, discusses the psychology of teachers and the emotional attachment to exceptional, memorable or at-risk students. He mentions students from dysfunctional families, students with discipline problems, and teacher influence, as well as ways teachers can inspire academic achievement. A sidebar by another special education teacher discusses a case study of an autistic student. INSETS: Case study: Stephanie;Case study: Jack.

The article focuses on the work of teachers completing their Postgraduate Certification in Education (PGCE). It explains that during observation sessions, teachers should focus on one thing to observe. Taking notes is also an effective way to help teachers remember what they learned. The importance of following the guidelines set by the curriculum is also noted.

The article offers suggestions for people beginning their Newly Qualified Teacher (NQT) year. Suggestions include acknowledging all members of a school's staff as colleagues, remembering the names of colleagues and students, and learning established social orders. Connecting with mentors, becoming involved in activities outside of school, and respecting boundaries are also discussed. INSET: Five routes to success in the staffroom.

The article provides suggestions for newly qualified teachers (NQTs) in Great Britain, commenting particularly on issues of classroom management and professionalism. It explores common student behaviors towards a new teacher, the importance of projecting the image of a strict teacher, and the need to familiarize oneself with the school's behaviour policy.

The author offers advice to British teachers for dealing with students who confess to experiencing a traumatic event such as rape. Listening to students, believing their stories, and controlling emotional reactions to disclosures are discussed, as well as alerting social services. Teacher-student relationships and secret keeping are also mentioned.

Several letters to the editors are presented in response to articles in previous issues including "Make firing easier: teachers' verdict on underperformers," in the April 8, 2011 issue, "Languishing below Pisa average, UK doesn't follow script," in the April 15, 2011 issue and "Union's warning to heads: you must face up to bad behaviour," in the April 15, 2011 issue.

The author provides suggestions to teachers in Great Britain facing students with bad behavior. He recommends that teachers should get pupils out of the room, away from their audience and their stage, and into somewhere more private. He reveals the challenges and ways of tackling re-entry into the classroom.

The article presents the author's views on the importance for teachers in Great Britain to be the best that they can be to be effective in their jobs. He explores his experience of teaching a unit that is based on inspirational figures which he deemed as an exciting opportunity to examine the intersection between human belief and action. He also stresses the importance of encouraging students and understanding that one cannot force a person to be inspired.

In this article, the author discusses strategies for dealing with student behavior in schools. He states challenges faced by teachers in dealing with issues related to student behavior like lack of intervention from the school management, and mentions the need of association between teachers and school leaders for dealing with the issues.

The article offers the author's thoughts about the division between senior school staff and classroom teachers in the implementation of behaviour systems in schools. The author discusses the key differences between senior or experienced staff and new teachers, supply teachers, and trainee teachers. He emphasizes the significance of empathy in a leadership position as well as of the operation of consistent policies.

The article offers the author's view regarding the quality of life of teachers in Great Britain. He refers to work-life balance for teachers and outlines some tips on how to improve their work-life balance. He compares the quality of life of teachers into a mighty mammoth which is ready to thaw out and live again the second the central heating clanks and rattles back on.

The article presents the author's views regarding the target measurement for weekly sales, wastage and yearly staff turnover and retention at schools in Great Britain. He states the impact of the target management in school and every classroom. Also emphasized is the practice of education and need targets in bureaucracies.

The author discusses aspects of religious education in Great Britain. It is the author's view that there is a need to teach students about good examples of things that have something to do with religion, Muslims and the history of the Middle East to make the subject worthy of time and important. The way the subject is being taught to students in the country is also described.

The author comments on the importance of fire drills on schools and students in Great Britain.

A personal narrative is presented which explores the author's experience of being a secondary teacher in Great Britain.

The author discusses the presentation of the results day for the academic performance of students in Great Britain schools.

In this article, the author discusses the importance of planning students' timetables and curriculum of the year by teachers in schools of Great Britain and mentions that students should learn things which are right for them.

The article discusses the position of religious education (RE) for children in Great Britain which is not included in national curriculum and students can withdraw from it without any justification and threshold criteria required along with information on racism behavior of people in RE oftenly.

The author examines the issue of work-life balance among teachers in British schools.

The article presents the author's opinion on the British education system with special attention to literacy, cultural imperialism, and the development of the English language as well as the use of slang by British school children.

In this article, the author reflects on behaviour of school children in Great Britain along with problems faced by teachers regarding school violence, physical threatening by students and degrading student behaviour and also mentions academic workloads.

In this article the author discusses ways to attract prospective students for admission in the universities of Great Britain. Topics discussed include designing of online prospectus, lists of courses offered in the university and provision of recreational activities. Also mentions the benefits of secondary and tertiary education provided in the universities.

The article presents a readers' question regarding the fairness of a performance target for the author, an inclusion manager at a state school in Great Britain for referred students with significant behavioural problems, and commenting on issues of accountability for school administrators.

The article provides answers to a reader's question about the management of a Year Nine class who does not settle down for lesson time, noting the commonality of poor behaviour among Year Nine students, the use of detention as a deterrent, and the importance of consistency.