Madhura Ingle’s Post

I was thinking about the importance of teachers, the other day and in my opinion teachers can make or break a student's learning journey at school. Let me give you a couple of examples. Teacher 1 - Miss Cosser She was a newly qualified teacher and taught John, English. She correctly identified he was dyslexic when he was in year 9 at school. Up until that point he thought he was thick and stupid because he found reading and spelling really difficult. He got the right help and went from bottom sets in everything to passing 8 O'levels. She made a huge positive difference. Teacher 2 - Mrs Ervine She is Sam’s A level Maths teacher. She isn't the best teacher and when students don't get what she is teaching she tells them they are stupid. This week she has really excelled herself and told the whole class the following: "For those of you who don't understand me, go and sit at the back of the class and teach yourself. I will just have the capable students at the front". Shocking statement. The effect it could have on her students will be negative for so many. Luckily Sam realises her teaching style doesn't work for him and his learning journey is still a positive one. These are just two examples and there will be thousands more dotted up and down the country. Helping students have the best learning journey is why it's the third L in our 3Ls framework™. We may not be able to change a teacher’s teaching style but we can definitely help a student deal with it in a way that gives a positive outcome. #connectivelearning #learningcoach #learningstyle #studyskills

For too long, Illinois’ restrictive definition of proficiency has asked students to jump over hurdles that are higher than those faced by students in almost all other states and have mislabeled students who are ready for college and career as “not proficient.” To address that issue, we have launched an initiative to strengthen our assessment system and give us more accurate information about student success. We are now recruiting educators who have experience with the Illinois Learning Standards, such as teaching, coaching, and/or curriculum development, to participate in working groups during the upcoming school year. The groups will help us develop profiles of proficiency, also known as performance level descriptors (PLDs), that will serve as the foundation for establishing new performance levels and cut scores for each of our general education content assessments of English language arts, math, and science across all administered grade levels 3-11. The realigned benchmarks for proficiency will provide clear and consistent messaging to students, families, educators, and communities about how students in Illinois are performing and how assessment results should be interpreted. PLD writing teams will meet virtually approximately twice a month from September through February during after-school hours. Eligible participants will earn up to 24 continuing professional development hours. Interested? You can apply here: https://okt.to/NRKMZJ

🌟 TEACHERS 🌟 With the September back-to-school madness somewhat behind us, maybe you have a little more headspace to consider extra support staff needed in areas of your school... But why choose a Graduate? 🙋♀️ With aspirations to train as future Teachers, Psychologists and other education practitioners (guaranteeing the dedication and passion you strive for in your classroom😉), here are a few ways you could utilise the valuable skills of a high-calibre Graduate from a Russell Group University... ✏ Teaching Assistant (TA): Graduates can support classroom teachers, working with small groups or 1:1 with students needing extra help. They can assist in managing classroom activities, supporting students with specific needs, or even leading lessons under supervision. 📒 Learning Support Assistant (LSA): LSAs help students with special educational needs (SEN) by providing 1:1 support and personalized learning strategies. Graduates can be assigned to assist SEN students, ensuring they can engage with the curriculum and progress in their studies. 👩🏫 Unqualified Teacher: In certain subjects or areas, graduates may work as unqualified teachers, delivering lessons with the supervision and mentorship of qualified staff. This can be particularly effective in secondary schools, where subject knowledge is key. 4. Subject-Specific Tutor: Graduates with strong academic backgrounds can be deployed as subject-specific tutors for students needing extra support in key areas like Maths, Science, and English. They can run after-school or in-school tutoring sessions, helping boost attainment and exam preparation. 🙌 The question is, could you envisage a Graduate in your classrooms? #EducationCareers #GraduateJobs #NorthEastOpportunities #TeachingAssistants

Since entering back into higher education in 2023, I have been thinking about all of the unnecessary barriers that people like myself who have grown up in care face when it comes to accessing higher education and support. The idea that young people can leave care at 16 years old is mind-boggling to me. Edit- I meant live independently. For all of my life, I have struggled to get adequate grades and people (teachers especially) have been telling me that I wouldn't be able to do certain things with my life or that I wouldn't achieve good grades. Many others had very low expectations in regards to myself and others who have difficult home lives and/or are neurodivergent. It could be seen as reasonable; as I myself could barely read or write at 11 years old! I put my head down at 12yrs and taught myself how to read and write in my own, nontraditional way.... and ended up in the top set in year 8 at a secondary school (after the exam period in year seven) and was deemed gifted and talented in English (to which I did not care too much about, or understood what that meant). Now my English is poor, but it gets me through. What I am trying to say is...to not put barriers up against people, and to empower rather than tell individuals that they "can't" do certain things because of the possible judgement, misconceptions and stereotypes that you/others have developed over the years in regards to "people who struggle" in learning or who have come from a certain background. Build their self-esteem and confidence, tell them that they can and will. Let mistakes become the norm and an event that they can learn from rather than something to be ashamed of. -I am still teaching myself this. https://lnkd.in/gPcaYypN.

✅ ❌ A grading system and assessing academic performance of a child is largely based upon marks. There is no opportunity to make the child think out of the box or freely develop expression skills. Grades aren’t a reflection of intelligence or ability. Nor are good grades an indicator of success in life. I see most of the teachers, schools and parents focusing on grades and marks. 📌𝑬𝒅𝒖𝒄𝒂𝒕𝒊𝒐𝒏 𝒊𝒔 𝒏𝒐𝒕 𝒂 𝒅𝒂𝒊𝒍𝒚 𝒈𝒓𝒊𝒏𝒅, 𝒊𝒕’𝒔 𝒋𝒖𝒔𝒕 𝒍𝒆𝒂𝒓𝒏𝒊𝒏𝒈, 𝒆𝒙𝒑𝒆𝒓𝒊𝒎𝒆𝒏𝒕𝒊𝒏𝒈, 𝒂𝒏𝒅 𝒆𝒙𝒑𝒆𝒓𝒊𝒆𝒏𝒄𝒊𝒏𝒈 𝒊𝒏 𝒄𝒍𝒂𝒔𝒔𝒓𝒐𝒐𝒎𝒔. Examination and test driven by marks limit the ability to learn and it discourages academic risk-taking, creativity and intellectual engagement. We all know grades don’t define us. 𝗧𝗵𝗲𝗻 𝘄𝗵𝘆 𝗮𝗿𝗲 𝘄𝗲 𝗱𝗲𝗳𝗶𝗻𝗶𝗻𝗴 𝗰𝗵𝗶𝗹𝗱 𝗯𝘆 𝗴𝗿𝗮𝗱𝗲𝘀?

Parents aiming to support their children's academic success should consider the option of hiring a tutor. Tutors can provide the necessary support for your children to develop their skills and reach their academic objectives. 📚📝 - https://lnkd.in/eJJmngAV - #SuccessStartsHere #TutorsMatter #EducationMatters #tuition

Let's talk special educational needs... To access education we first need to understand the barriers to learning our children and young people face. We need accurate identification of need to know how best to support, remove barriers and help our students thrive. This morning I was fortunate to work 1:1 with a young person who said, "I just want to be a good reader." Her obstacle to reading was not her phonological knowledge for reading fluency and it was not her ability to comprehend verbally however more a specific Literacy need along with a receptive language need. This young person had got through most of their educational journey through masking and copying peers. She is not making progress in learning as the language is not aimed at her level of understanding and the concepts are not taught for the way that her brain typically interprets information to retain information. #knowledgeispower #removingbarriers #accurateidentification #SEND #specialeducation #specialeducationalneeds #teachingandlearning #learningassessments #identifyingSEND #removingbarrierstolearning #education #educationalleadership #accurateidentificationofSEND

Recently I read several papers related to high-stakes exams in school-aged children. What interested me about these publications was the number of educators who adamantly opposed students being required to take these exams and the reasons they provided were very legitimate. Here are the top three takeaways from the articles I read. 1. Most of their time lecturing on English and Math and were not able to spend as much time on science, history, and other subjects that would be beneficial and interest students. 2. Due to time constraints teachers had to teach to the test and were unable to teach additional skills that would be beneficial to students due to these time constraints. 3. Teachers and administrators were threatened if their class or district received low test scores. Here is my two cents. We are hindering our children by making them take standardized tests. By requiring these tests there is an unnecessary burden placed on the student and the educator that increases their anxiety. Focusing so much time on math and English actually bores the children and makes them lose interest. Also, science, history, and other courses that are often not given the same attention are important to our children's education. Lastly not holding our schools and students hostage to a test would allow teachers to expand on additional areas of learning and increase the knowledge of our children well beyond the test. As educators, it is time to change the way things are done. We need to take a good look at the anxiety cognitive testing places on our students and educators. Is this anxiety truly important to determine a person's ability to be a productive member of society? I would be inclined to say it does not! If anything it hinders their ability. #highstakesexams #education #testtakinganxiety #adultlearners #schoolagelearners

I was thinking about the importance of teachers the other day, and in my opinion, teachers can make or break a student's learning journey at school. 🍎🏫 Let me give you a couple of examples. Teacher 1 - Miss Cosser ✨ She was a newly qualified teacher and taught Henry English. She correctly identified he was dyslexic when he was in year 9 at school. Up until that point, he thought he was thick and stupid because he found reading and spelling really difficult. He got the right help and went from bottom sets in everything to passing 8 GCSEs. She made a huge positive difference. 🌟📚 Teacher 2 - Mrs Ervine She was Joseph’s A-level Maths teacher. She wasn't the best teacher, and when students don't get what she is teaching, she tells them they are stupid. One week, she really excelled herself and told the whole class the following: "For those of you who don't understand me, go and sit at the back of the class and teach yourself. I will just have the capable students at the front.” Shocking statement. The effect it could have on her students, it will be negative for so many. Luckily, Joseph realised her teaching style didn't work for him, and his learning journey is still a positive one. 🙌 These are just two examples, and there will be thousands more dotted up and down the country. Helping students have the best learning journey is why it's the third L in our 3Ls framework™. 📖 We may not be able to change a teacher’s teaching style, but we can definitely help a student deal with it in a way that gives a positive outcome. 🌟✨ #Teachers #LearningJourney #3LsFramework #ConnectiveLearning #EducationMatters #StudentSuccess #PositiveChange #TeachingStyles #Resilience

The Economic Impact of Tutoring. 📈 🔉 We are delighted to have supported the Public First research into the economic impact of tutoring. All the evidence we have shows that the earlier the intervention, the better and that #literacy tuition such as ours has a positive impact right across the curriculum and is a big contributor to a child's confidence and resilience as they make that important transition to secondary school. Link to full research: https://lnkd.in/eM9WckuY We are especially pleased that this robust research shows that English tutoring at KS2 has the greatest impact on GCSE grades. 📚 📝 As an accredited National Tutoring Programme tuition partner we support the call for continued funding. We know the powerful impact of our #expert tuition. Last year, 87% of our Literacy Lab graduates closed or significantly narrowed their literacy gap. Read more about our impact: https://lnkd.in/evzkCmXf #EducationMatters #Research #TheChildrensLiteracyCharity