Questioning is one of the core aspects of teaching. Often talked about, much debated and sometimes taken for granted, we take the chance to talk to Sarah Donarski about her recent work around how to best approach questioning in the classroom. 

Both Paul and Will do their best to keep up with the intellectual level that Sarah brings to the table, with a combination of practical tips, common pitfalls and philosophical musings all provided.

This week sees us talk about what got us into teaching in the first place, as well as offer thoughts on whether it has been all we expected. We also talk about what has inspired us over the course of the past year, as well as the ways in which we have learned from those around us. 

How we look to set a tone in the classroom and help students develop in the best way possible has undoubtedly changed since either of us started teaching. This episode gives us a chance to talk about what this now looks like.

This episode sees us try to tackle workload head on, and inevitably only scratch the surface of what is an enormous issue in teaching. Paul and Will reflect on ways in which this might start to happen on an individual-teacher basis, while also offering some thoughts on where the issues stem from. 

Whether you are an NQT who is worried about what lies ahead of you, or a member of SLT who wants to think more about how to address workload in the school, we hope this is a useful starting point on this issue

This episode sees Paul and Will take on behaviour management (for probably the first of many times!). From looking at what the role of senior leaders should be in supporting staff, through to the advice we would give to teachers who are just setting out, we try to talk through how our own experiences have shaped our current approach. 

Trying to do as large a topic as behaviour management justice in 40 minutes is no easy task, and so we hope you enjoy this starting point for the conversation.

The new season of Those Who Can sees new co-host Will Bailey-Watson join the show, with a slightly different format. Each week we'll be discussing a broad issue or debate within education, as well as answering questions from teachers about some of the specific problems they are facing.

This week sees us tackle what we think are the most difficult parts of teaching (which could be a series in itself!), as well as offer advice on how much effort should be spent on creating resources for the classroom.

A celebratory episode in many ways (mainly because it marks the first time we have actually managed to release in line with our fortnightly schedule!), this week sees me interview Jess Lund, Head of MFL at Michaela School.

We take a look at the methods of Michaela and the way that they go about ensuring the teacher is at the centre of learning in the classroom, as well as how French is taught in a knowledge-based curriculum. Jess also talks us through her worst lesson and Paul studiously avoids speaking French to avoid embarrassing himself. 

There are top tips for teaching 'the Michaela way', while Pippa and Paul also take time to consider how to best look for learning in the classroom and the role that exercise books should play in schools. 

With thanks to our sponsor @golemtheatre, and to Audionautix for music. 

This week sees Paul interview Ben Butlin, a teacher of Religion, Philosophy and Ethics at a Milton Keynes comprehensive. We talk all things behaviour (including tips on how to avoid being egged in lessons), how to ensure that consistent standards are maintained across a school and the value of a strong form tutor. 

We also talk about the importance of subject knowledge and the responsibilities for Heads of Department to lead from the front, the best way to develop subject passion within students, and reflect on how to best communicate with colleagues, parents and students from an academic and pastoral perspective. 

There are tips for managing behaviour in the classroom, both for teachers and school leaders, as well as thoughts on what makes a strong form tutor and how we can best ensure that subject knowledge is at the heart of all that we do. 

After a longer than expected break brought about by a loss of voice issue and then Christmas (Happy New Year!), this week sees us talk with Charlotte Harvey, Lead Practitioner at Tolworth School and Teach First alumna. 

Charlotte reflects on the role of Lead Practitioner in general and the pitfalls that schools can fall into when trying to make the best use of the role. We also take a moment to look at how to get the best out of mentoring relationships in school, as well as how to best judge if a lesson isn't working and how to best change tack. 

Charlotte talks to us about what got her into teaching, why she decided to take the Teach First route, and what makes her despair about changes to GCSE and A level. 

If you would like to be involved with a future episode, drop us an email at [email protected] or tweet us @thosewho_can. 

This week sees me talking to Sarah Donarski, teacher of English and in charge of ITT training at Wellington College. We talk about how resources became too much of a focus in our lessons when starting out, as well as what she thinks the future of education looks like. 

Sarah has a great deal of expertise and insight when it comes to using research to develop her own practice, and what more schools can do to help staff to reflect on their pedagogical approach. Pippa and I also take a chance to talk through our own use of resources, as well as our respective training paths and whether we wished we had taken a different route. I also learned that 'izzy-whizzy' was a thing. 

If you'd like to be interviewed and share your story in a future podcast, email us at [email protected]. You can also follow us on Twitter @thosewho_can. Sarah can be found @s_donarski

 

This week sees us talking to Peter Maskell, a Latin and Classical Civilisations teacher. We discuss his worst ever lesson, how he came to be involved with Classics, as well as what he thinks the future holds for the subject. 

Paul and Pippa also talk through their thoughts on AQA's decision to drop Classical Civilisations and whether single exam boards might be the best way forward. Paul is also given the chance to reminisce when conversation turns to the benefits of FE colleges, while Pippa considers to what age it should be compulsory for students to have to study certain subjects or topics. 

If you'd like to be interviewed and share your story in a future podcast, email us at [email protected]