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Whilst the vast majority of teachers appreciate how essential technology has become in their classrooms, especially in film and media related courses.

Whilst the vast majority of teachers appreciate how essential technology has become in their classrooms, especially in film and media related courses.

Ask any teacher what they wish they had more of and the most common answer is likely to be time. Schools are inherently busy places and there is always much to be done. We all want to meet the needs of every student, add value to their education with breadth and depth, ensure adequate coverage of the curriculum and include aspects of play and discovery. Add up all that is done in a day over and above face-to-face teaching and you can only wonder at how we manage to fit it all into the time we have. So is there an answer to this dilemma, is there a secret method to finding more time in our schedules to achieve all that we want to?

Ten innovations that have changed English language teaching https://t.co/dZPDB6K2lB #elt #tesol #efl #edtech #ell https://t.co/mTGx9RMJub

In teaching it is often the little things we do on a daily basis that have the largest cumulative effect. While the events, festivals, camps and more spectacular lessons may stand out in our memories these moments have less overall impact across the time that our students spend in our company. Getting these little details right however is a complex business that demands we bring our best to every interaction, every lesson and every opportunity we have to shape the minds and dispositions of our learners. The result is that there are no easy lessons, no easy days.

Must. Read. Such a valuable lesson and another example of how we are doing it wrong.

If you're already an educator, a simple 120 hour course to learn how to teach English as a foreign language could land you a job nearly anywhere in the world.

U.S. schools must teach 21st-century skills for the nation to be globally competitive, it says From eSchool News staff and wire service reports

Very well compiled list of steps to follow if you are teaching an online course.

How might we shape that culture and how will we understand the many forces at work? Understanding the culture of class or perhaps even a school is an important element of our teaching but realising the complexity of this task must come first.

With the end of the year approaching and holidays looming for some now is the ideal time to share some suggestions for books and papers to read. A great book can provide the inspiration required to begin the new year positively and this list includes some of my favourites from 2015.

Most teachers recognise the potential for collaboration between students and the importance of it as a component of a 21st Century education and yet many do not take full advantage of the opportunities they have for collaboration as teachers.

With the Christmas Holiday's finally here this is the perfect opportunity to catch up on some of that reading which has been delayed while more pressing matters are dealt with. Here are the top items on my holiday reading list. With a project underway that explores a conceptual based approach to teaching mathematics there is a bias in that direction. 

Teaching is undoubtedly a busy profession and one where the end of the to do list seems to be forever located in a galaxy far far away. There is always more to be done and as each item on the list is ticked off, three, four or more seem to have appeared. If we ever do get close to the end, we find ourselves reflecting on what we have achieved and the many ways in which it might be improved. 

The shift away from teaching for the rote memorisation of prescribed methods requires teachers to rethink their approach to the discipline. With this new pedagogy comes a need to understand the processes of mathematical thinking in ways not previously required. When we require our students to be able to reason and problem-solve through unique challenges we also require our teachers to have an understanding of the mathematical moves that their learners are likely to call upon.

We rely on an assessment measure without taking a close look at what it is measuring and we obfuscate the information we need to evaluate the utility of these measures by reducing the results to numerical values.