Authors

The use of the question in teaching is as old as the profession itself. But maybe our traditional approach to questioning is all wrong, writes Eimer C Page

There will always be elements of your practice that could benefit from improvement, so don’t close yourself off to finding out about them, says Eimer Page

Moving away from exam practice to deep literary discovery has produced incredible results, writes Eimer C Page

Too often, we can give credit to the loudest pupil, when other attributes are equally desirable, says Eimer C Page

Creating a culture of trust depends on openness, and one assignment can build that from the start, says Eimer C Page

‘Old-fashioned’ blackboards have been rubbed out – but they are perfect for pupil-centred pedagogy, writes Eimer C Page