Anglophone group

I'm delighted to share that the replay of my conversation with Laura McGahey, "How can I help my students become truly ready to learn before the lesson even begins?", is now available in the InTA Professional Learning Hub.

https://www.innovating-teachers-academy.com/discussions-with-educators

This conversation really stayed with me.

Like many teachers, I've often focused on planning the best possible lesson, choosing engaging activities, and thinking about how to help students understand new concepts. But Laura reminded me of something even more fundamental:

Before students can learn, they first need to be ready to learn.

Hello everyone,

Today, I taught an 8-year-old boy who is autistic, has severe dyslexia, and stutters. We worked on simple vocabulary: learning new words, looking at how they are used in simple sentences, and then using them in fill-in-the-blank activities.

However, even after several lessons focusing on the same words, I feel that he is not retaining them at all. I am trying to vary the approaches, repeat the vocabulary, and simplify the activities, but I feel that something in the way I am teaching may not be fully adapted to his needs.

I would truly appreciate any advice, strategies, activities, or approaches that could help in this kind of situation.

What would you do differently?

Thank you so much in advance for your help and ideas

Hello, I hope you had a wonderful weekend.

On Saturday night, I was invited at a dinner. I sat beside a teacher and we had a very interesting conversation about responsibilities in education.

As we talked, we reflected on the responsibilities we, as teachers, carry toward our students:

• creating a safe and supportive learning environment

• planning engaging lessons that meet diverse needs

• offering feedback that helps students grow

Today, I wanted to share some compelling global insights on trends related to banning smartphones in schools this school year:

• As of the end of 2024, around 79 countries or regions worldwide—roughly 40 % of the globe—have enacted restrictions or full bans on smartphone use in schools (UNESCO data).

• In Switzerland, a survey shows 82 % of the population, including 64 % of young adults, supports banning phones in schools. (Swissinfo.ch)

• Brazil recently passed a federal law limiting phone usage in schools, supported across the political spectrum and by parents and educators. (AP News)

• In the UK, nearly all primary schools (99.8 %) and 90 % of secondary schools already enforce phone bans, with calls for nationwide legislation. (The Gardian)

• On the flip side, some researchers caution that bans don’t always show strong academic or mental health benefits and can sometimes create unintended issues like more suspensions. (My Journal Courier)

Hi everyone, happy Friday!

I came across this quote by Dr. Justin Tarte and thought it was such a powerful reminder for us as educators:

“As educators, the more we know about who we teach, the more effective we will be with what we teach. Taking time to get to know our students isn’t fluff time, it’s academic time.”

It really highlights how understanding our students goes beyond lesson plans. It is at the heart of effective teaching.

With the new school year coming up, I’m curious: how are you planning to get to know your students and make your teaching more impactful from day one?

Looking forward to your ideas!

Let’s be honest: great teaching isn’t about having the perfect lesson plan or the most beautiful slides. It’s about what happens between you and your students in those small, powerful moments that shape learning.

Think about this: You’ve planned a lesson on photosynthesis. Halfway through, you notice confused faces. Instead of plowing ahead, you pause and say:

"Let’s do this together."You grab a plant from the windowsill, a flashlight, and a bottle of water. Suddenly, your classroom becomes a mini-laboratory. The students ask questions, predict outcomes, and you guide them through the process, adapting on the spot.

By the end, they’re not just memorizing; they’re understanding.

That’s great teaching:

• Observing your students closely.

I just explained the task… and still, hands go up with a dozen questions.

Many of my students jump straight to asking for help before reading the instructions, trying on their own, or thinking it through. It's not about ability. It's about habits and confidence.

• Why is this happening more and more?

• How do I help my students become more independent when facing a challenge?
  

🍀What strategies have worked for you to build your students' perseverance and autonomy during tasks?

Good morning,

Lately, I’ve been reflecting on something that keeps coming up in my teaching practice: How can I truly incorporate student voice and choice… without sacrificing curriculum goals?

I want my students to feel agency, to make meaningful decisions about how they learn and show what they’ve learned. I want their interests, cultures, and questions to shape the learning journey. But simultaneously, I feel the pressure of standards, assessments, and timelines. And sometimes, it feels like giving students more choice might derail the structure I’m supposed to follow.

Have you felt this tension too?

I’d love to hear from you. What has worked for you? How do you give your students voice and ownership while still reaching your curriculum targets? Any practical strategies or mindsets that helped you shift?

Every teacher should be required to do unpaid overtime if it benefits the students!

What do you think about this? Join the debat.