The idea that the solution to the nefarious effects of constant high-stakes measurement is to bring in more high-stakes measurement – albeit of a different thing – is palpably insane. It is further evidence, if we needed any, that we have surrendered our profession to a cultish scientism whose mantra is measurement.
JT Dutaut wonders about a future where the solution to too much testing in education is more testing.
Knowing what I know now, from the founders I work with, my background in startups, and what I’ve learned from working at a values-based accelerator: if I was to do it all again, what choices would I make?
Ben Werdmuller reflects on his experiences with three different startups and provides a number of lessons he has learnt along the way. These include starting by getting your feet wet, working out how far you can go without going full-time, identifying who else might be needed for the journey, which ownership structure will work best, how you will build the solution and who will buy it.
The series titles give a flavour of the Bill Rogers approach:
Positive Correction: the basic premise that teachers and schools should adopt a non-confrontational approach to discipline, based on positive teacher-student relationships, respect for the dignity and rights of individuals, choices about consequences of behaviour and encouragement for student self-discipline.
Prevention: planning for good behaviour; teaching the routines and the rules.
Consequences: have a clear structure that students understand and use to inform the choices they make.
Repair & Rebuild: the imperative to work hard to build and repair the damage that is done when things don’t work out.
Tom Sherrington breaks down Rogers main ideas, including positive language, take up time and partial agreement. This post offers a useful overview and an important provocation.