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Inquiry-based learning

I used to think teaching only meant clear lessons, tight objectives, and content delivered efficiently.


Then one day, I walked into class and wrote a single question on the board:

“Why do humans invent things—and where do our ideas come from?”


No slides. No lecture. Just curiosity.


At first, there was silence. Then a hand went up. Then another.

By the end of the hour, students were talking about nature, skateboards, birds, prosthetics, connecting ideas I hadn’t even considered.


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Connection always comes first.

The Day I Threw Out My Lesson Plan


It was a rainy Tuesday, and I had planned the perfect lesson — slides, group work, and a hands-on task. I was ready. But the moment my students walked in, I could feel it: something was off. They were flat. One looked like she’d been crying. Another slammed his bag down and muttered something under his breath.


I paused. Took a breath. And then I said: “We’re not doing the plan today.”

Instead, we pushed the desks into a circle. I asked, “How’s everyone doing, really?”At first, silence. Then, one hand. Then two. Stories of pressure, exhaustion, a friendship fallout, and a sick parent. I listened. We all did.


That 45-minute conversation changed everything. The energy in the room shifted. When we finally returned to the unit later that week, they were more focused and kinder to one another.

I still believe in…


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“I Guess I’ll Wait Outside Again?”

A few years ago, my son brought home a note:

“Parent-Teacher Meeting this Friday.”


He looked at me and said, “I guess I’ll wait outside again?”


That simple sentence stopped me.

Why was the person the meeting was about not even allowed in?


So that time, I asked if he could join us. The teacher agreed.


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FINDING CALM IN THE CLASSROOM BUZZ

Last week I asked different teacher what is the most difficult part of their job as a teacher. The top response was noise.


Classroom noise is a natural part of active learning, but when the volume tips too far, it can leave both teachers and students feeling overwhelmed.


So how do you strike the balance between buzz and calm?

What strategies help you manage noise without shutting down student energy and engagement?

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Student-centered classroom

Good morning and happy Friday,


I’ve been thinking a lot about student-centered

classrooms lately. What does it really look like when students are driving the learning?


Is it more choice? More voice? More flexibility?


What are the small shifts that make the biggest difference?


Would love to hear how you all bring student-centered practices to life in your classrooms. Let’s share ideas and help each other.


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When transfer works (and when it doesn’t)

You know that moment when a student says, “Wait… this is like what we did in science!” — and suddenly, they’re making connections across subjects, ideas, even life outside school?

That’s transfer—and it’s one of the clearest signs that learning is going deeper.


But here’s the thing: transfer doesn’t just happen. It needs time. Space. Repetition. And the right conditions.


I’ve been exploring what sparks those “aha!” moments for students.

  • Could it be the questions we ask?

  • The examples we bring in?


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Connecting the dots

Ever noticed how some students ace a quiz… but freeze when they have to apply that same knowledge in a new context?


Helping students transfer what they’ve learned from one topic or subject to another is one of the most powerful (and challenging!) parts of teaching. It’s not just about remembering facts—it’s about seeing the bigger picture, making connections, and thinking critically.


In my teaching, I’ve seen how real learning starts when students begin to connect the dots. That’s when engagement grows and confidence builds.


  • Do your students struggle with transferring knowledge from one topic to another?

  • How do you help them make meaningful connections?

Let’s share what works—and what we’re still figuring out. Your experience might be just the spark someone else needs!

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What a great question! In my approaches to teaching and learning in mathematics I have found that teaching what is mathematics and the history of mathematics alongside the mathematics itself has been a game changer. I began this approach 3 years ago and have been refining it. Something I am still working on? Concurrently I am trying to teach mathematical fluency, the movement from the graphical to the symbolic to numerical and I struggle sometimes to find resources to support this. I have also realized that years 7-9 need to be more exploratory and less procedural, with multiple forms of assessments, not just tests. So I am exploring other options that demonstrate critical understanding vs thinking

Feedback

Feedback is one of the most powerful tools we have as teachers. It helps students grow, reflect, and move forward in their learning. But its impact depends on how we use it.


What do you think? Is feedback mainly for:

a) Correcting mistakes

b) Fostering collaboration

c) Replacing assessments

d) Evaluating grades?


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Supporting our students best

Lately, I’ve been thinking about something that keeps coming up in conversations with other teachers:


Is it fair to expect us to act as counselors when we're already juggling so much academically?


I care deeply about my students, not just their learning but also their well-being. Like many of you, I often find myself offering emotional support, listening when a student is struggling, or trying to help them navigate personal challenges.

But honestly? Some days it feels like too much.


Between lesson planning, marking, admin tasks, and keeping up with curriculum goals, adding the weight of emotional care can feel overwhelming. And yet, we keep showing up, because we care.


I'm wondering… how are you managing this? Have you found ways to support students without burning out yourself? What kind of support do you wish schools offered teachers in this area?


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I think it is fair to ask us to be part of the conversation regarding behavior. I think it is natural for most teachers to go beyond that and provide emotional support. I have found the way to manage this without burn out is to involve more people in the care of the student. I reach out to the head of pastoral and our counsellor. That being said, I see a lot of students struggling who do not share and whose well-being is not being met in school. There just does not seem to be the budget for additional counsellors.

Differentiation

Which is essential for differentiated instruction?


A) Standardized test

B) Teacher's guidebook

C) Digital tools

D) Uniform syllabus

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Motivating students

What strategies can I use to better engage students who are struggling with focus and motivation?

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Overtime to help students

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

What do you think about this? Join the debat.

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Homework

Should we continue giving homework to our students, or is it time to rethink this practice?


What do you think?

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Inclusion doesn’t have to be complicated

Hi everyone,


Just a reminder that inclusion is really just compassion in action. Every time you adjust an activity, offer multiple ways to participate, or take the time to listen to a student’s needs, you’re making a difference — not just for that one learner, but for the whole class.


You’re already doing the work — and it matters.


Let’s keep learning from each other:

What’s one small change you’ve made that’s helped make your classroom more inclusive?


Looking forward to your ideas!

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What if our words were shaping our students’ future?

Every day in the classroom, our words leave a mark.

A word of encouragement can become a lifelong source of motivation.

A hurtful comment can leave scars for years.


What if, for just one week, we committed to practicing impeccable speech?

Not to be perfect, but to be fully aware of the power we hold with our words.

Not to control our students, but to strengthen trust, connection, and mutual respect.


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Classroom management

Hi everyone,

Let’s take a moment to reflect together:


Classroom management isn’t about power — it’s about partnership. When we shift from reacting with punishment to responding with connection, we create classrooms that feel safe and empowering for all students — especially those with trauma, disabilities, or regulation challenges — feel safe and valued.


Connection isn’t the easy way, but it’s the strong and sustainable one. It’s where real growth begins.


What are some ways you build connection in your classroom? What’s worked well — or even surprised you?

Drop your thoughts below — let’s learn from each other.


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Are you letting your students do the thinking?


In many classrooms, teachers unintentionally take on the bulk of the cognitive load—planning, deciding, explaining, and solving problems for students. While this might feel like the best way to ensure everything runs smoothly, it often leads to disengagement and a lack of ownership from our students.


What if the key to deeper learning wasn’t in doing more for students, but in doing with them?


One simple strategy can change everything:

Track who’s doing the thinking.

Ask yourself:


  • Who talks more—you or them?


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Backward design by Wiggins and McTighe

Yesterday, during the workshop I gave on CLIL & Pluriliteracies in Spain, one of the teachers asked what backward design was.

I gave him the following example. Imagine you want your students to understand how different climate zones affect human activity. With backward design, you start with:

  • What is the key undersranding I want my students to understand?

  • Then you decide how will my students demonstrate their understanding? maybe by creating a presentation comparing how people live in two different climate zones.

  • Only then do you plan the actual lessons—looking at maps, analyzing case studies, discussing adaptations. Everything is built around that final goal.


💥 And you? Do you use backward design in your planning? How does it work for you?

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What themes interest you in particular?

Hello, one theme that interests me in particular is how to engage my students in the activities that I offer. I find that sometimes, my students look like they are just going through the motions and are not particularly engaged. I try to tie what we learn to topics they care about and connect them to the "real world", but still I find it a struggle.

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