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I love TED talks and I always look forward for their new releases. You can learn as deep and profound insights from these talks as when reading a non-fiction book. I know we all have our time constraints that would not allow us to sit in front of an iPad or computer for 20 minutes watching a talk but there is always snatches of time to do it particularly in the weekends. Create a list of what to watch , as I do, and bookmark the talks that interest you and watch them later when you have time.

Each year our kindergarten classrooms fill with eager children. Some students come with quiet dispositions; others are overflowing with things to say. Often the talkative group is told to be a little quieter. Sometimes, particularly if the students are boys of color, their talkative behavior is seen as disruptive and their identity as burgeoning mathematicians is at risk though it has scarcely begun to form. But what happens when we raise the status of talkers during math time?

Part 1 of edited highlights of a talk given by John Hattie who has led a team at Auckland University, New Zealand which compares the effect on learning of over 100 classroom interventions. This section looks at methods with negative, or very low effect sizes. Hattie points out that most educational debate is about things which do not really work well

Edited highlights of a talk by John Hattie where he outlines some of the most successful methods to promote learning. To join a network of teachers who aim to put evidence into practice, visit www.ebtn.org.uk For training sessions by Mike Bell in the UK on evidence-based classroom methods visit www.educationevidence.com or contact mikebell@educationevidence.com For training in John Hattie's 'Visible Learning Plus': In the UK: Osiris Educational www.osiriseducational.co.uk In the USA: Lead and Learn www.leadandlearn.com In Scandinavia: JN Partnership www.challenginglearning.com In Australia: Macmillan Professional Learning www.macmillanprofessionallearning.com.au

"So much rides on the results of standardized tests these days. They're even talking about making student scores worth 50 percent of my own evaluation and using them to determine my pay! I don't want to spend weeks "drilling and killing" my students with test-prep work sheets. What am I supposed to do?" - A teacher's question

"beautiful article"