My school has found ways to reduce the workload burden on teachers – while also helping us become more effective in the classroom.

Só esta parte vale por muitas estratégias que por aí andam:

There aren’t any burdensome written reports

When parents receive reports, they want to be reassured that their child is behaving, working hard, doing their homework and making progress. Each of these can be communicated by a simple number, which makes up the main focus of our reports. Teachers only elaborate where a child is falling behind, so that parents know why and, more importantly, what they can do about it.

We feel that detailed conversations are far more effective when they take place face-to-face at parents’ evenings. Teachers are expected to telephone parents if they are concerned about a child’s progress as soon as it becomes an issue, and we also have progress leaders and their invaluable assistants, who don’t have teaching timetables so can meet with parents as needed.


3 thoughts on “Ideias

  1. Simplesmente, óbvio (mas nesta quintinha à beira-mar plantada… tudo ao minuto, não há trabalho sem papel, quanto mais papel mais eficiência… e vamos é de preencher “multiplataformas”, multi-auto-hetero-trans-externa-internoavaliações…para facilitar o trabalho (chamam-lhe assim) da administração escolar…

    Já agora, do mesmo artigo, para o pessoal da escola do séc.XXI que “redescobriu” o séc. XX (esquecendo que há quem tenha memória):

    “…Our teachers are allowed to talk, and our students are expected to listen. Influenced by Doug Lemov’s Teach Like a Champion strategies, there is a strong focus on teachers embedding structured routines into their lessons so students are clear about what is expected of them. Teachers are almost universally given their subject specialism to teach. Within the structure of the lesson, teachers are encouraged to allow their passion for the subject to drive the narrative of the lesson, instead of spending hours planning bite-sized activities.

    There is a strong correlation between the introduction of these methods in 2014 and the improved results. As teachers have gained increased confidence in their use, results have increased year-on-year, with significantly more students leaving school with five A*-C in 2017 (75%) than in 2014 (28%). Of course, there have been other factors, but placing what happens within the classroom at the centre of all we do has certainly been the most significant.”


  2. Eu sempre que esperarem relatórios individuais vindos de quem tem 200 alunos era cómico e reveladora do sistema insano em que navegamos.
    Adoro ensino personalizado massificado e vice-versa, ou talvez o seu contrário, mas porque não.
    Faz lembrar a famosa autonomia (de 1mm).


Deixe uma Resposta

Preencha os seus detalhes abaixo ou clique num ícone para iniciar sessão:

Logótipo da

Está a comentar usando a sua conta Terminar Sessão /  Alterar )

Google photo

Está a comentar usando a sua conta Google Terminar Sessão /  Alterar )

Imagem do Twitter

Está a comentar usando a sua conta Twitter Terminar Sessão /  Alterar )

Facebook photo

Está a comentar usando a sua conta Facebook Terminar Sessão /  Alterar )

Connecting to %s

This site uses Akismet to reduce spam. Learn how your comment data is processed.