Mary Myatt writes about a joke concerning two men in a bar. One says: “I’ve taught my dog to speak French.” “Really?” says his friend, “let’s hear him then.”
“I said I taught him – I didn’t say he’d learnt it,” comes the response.
Herein lies a profound pedagogical truth: despite our enormous efforts, learning does not naturally follow teaching.
As teachers, we cannot define our success merely by the clarity of our instruction or exposition of a concept or process; we also cannot jump straight from instruction to students independently applying their knowledge to a task that will consolidate their learning. This very often fails. Therefore, we need to structure practice in a way that enables them to succeed.
Register now, read forever
Thank you for visiting Headteacher Update and reading some of our content for professionals in primary education. Subscribe now for free to get unlimited access to all content.
Unlimited access to news, best practice articles and podcasts
New content and e-bulletins delivered straight to your inbox every Monday
Already have an account? Sign in here