#Nurture1314: That was the year that was…

2013: that was the year that was about…

1. TeachMeet Liverpool. I organised the first Liverpool TeachMeet in April. It was a fantastic day and showcased some excellent teachers and educational professionals. It was a labour of love. It was a Saturday. I’m not sure my SLT quite ‘got’ what a TeachMeet was when I first mooted the idea, but hey, I think they are now convinced. I am currently planning the next one, so watch this space!

2. #TLAB13 One of my professional highlights was my attendance at the Teaching Learning and Assessment Conference at Berkhamsted School. What a day! It started very early on the first London train from Liverpool but it was worth it. Not only did I get to hear some fantastic speakers, but I came away energised and enthused. For a profession that gets almost constant flak, us teachers are a pretty incredible bunch. One of my posts about the day is here: http://wp.me/pYpwi-4Z

3. Visiting Joseph S. Clark Prep in New Orleans. I was lucky enough to visit a high school when I went to New Orleans. It was a fascinating insight into how teachers are working in a very complex educational system. (There is a blog post; I need to finish it!)

4. Getting to grips with being (Acting) Head of English. Maternity cover is never easy. You want to do a good job but, at the same time, it’s not your job, you’re a caretaker-manager. I had the privilege of stepping up from second in department to Curriculum Leader for English for six months. It was hard work. Luckily, I work with a great team.

5. Getting to grips with being Head of Year. In September I became Head of Year 12. Wow. After five years with a departmental TLR, the pastoral side of school life has been an eye-opener. I have really enjoyed this opportunity and am sad that, come January, I am moving back into curriculum leadership. However, I feel that my experience as a pastoral leader will have added much to my leadership.

6. Meeting Twitter pals in ‘real life’. I value the inspiration, knowledge, ideas and support I get from twitter and the connections I have made as a result of being on there. In 2013, it was good to meet @joanne_rich, @mrpeel, @ChillEdU, @deadshelley, @learningspy, @nickdennis, @danpo_ and many more. It was also lovely to be reacquainted with @KristianStill. There are some who I can now call friends and others I consider virtual colleagues, rather than just random screen names and 140 character witticisms. That’s a great thing.

7. Team English. I work with some fantastic colleagues. I’ve already said that, but it cannot be over-stated. It has been a pleasure and a privilege.

8. About seeing people’s true colours. There were a difficult few weeks at work. It hardened my resolve to be the best I can be.

And 2013 wasn’t just about work, you’ll be pleased to know…

9. Finding a lost friend. Earlier this year a friend of ours went missing. It was a harrowing time for his family and closest friends. I was humbled to see how people pulled together and worked to get his name and face out there. It worked. He’s back and on the road to recovery.

10. Rediscovering a love of live music. In 2013 I have been privileged to experience some brilliant live bands. New Orleans was a feast of music, from start to finish. I also (finally!) visited Ronnie Scott’s for the first time. It will not be my last visit.

Jazz in the Park: George Porter, Jr & Bill Summers

Kermit Ruffins at the Blue Nile, June 2013

Soul Rebels, RNCM.

Irvin Mayfield at Wednesday in the Square

Treme Brass Band at dba, New Orleans

11. Cats! I can’t really do a summing up of 2013 without mention of McNulty, who I adopted in January and who is a joy. Alas, Brontë the beautiful stray who I adopted in August was sadly run over. She is missed.

McNulty: Jan 7th 2013

12. All about New Orleans. My city. I have never felt as truly ‘me’ anywhere else. It was an incredible experience to return and I will definitely not be leaving it as long next time.

Bayou Metairie, New Orleans City Park. May 2013

Free Hugs? Jazz in the Park, New Orleans.

Jackson Square, May 2013

Reminders of Katrina: N. Rampart, Treme.

13. A reminder of the importance of friends. I lost a friend this year. He died suddenly and unexpectedly. It reunited me with a group of friends I’d lost touch with. It made me appreciate the fact that friends are friends no matter where or how you met, or indeed how often you all get to meet up. He is much missed.

Neil: wordsmith and wit extraordinaire.

And 2014? What will this be the year of?  

(I’ve left a few blank… I’m hoping 2014 surprises me!)

1. Health. I am pledging to get fitter. I need to make time for exercise to balance the mental workload. And hey, if they want me to work till I’m 69 then I’m going to have to be seriously fit to do so!

2. Doing. And not just saying I am going to do. My biggest flaw? Maybe. I am the Queen of Procrastination. In 2014 I will be a doer and not a thinker-about-doing. Professionally and personally.

3. Marking. I’m making a concerted effort to mark smarter. I am focusing on D.I.R.T and making my marking meaningful.

4. Reading. I’ve set myself a ‘Fifty Books in 2014’ challenge and shall be blogging my progress. I want to read more for pleasure.

5. Writing. Years ago I wrote all the time. Now, I seem to forget what an excellent tool it is for reflection, idea generation and all round relaxation.

6. KS3 Curriculum. My big professional challenge as Acting Curriculum Leader is to re-vamp our KS3 curriculum in preparation for all the changes that are coming. A big job, yes, but one I am looking forward to.

7. Appreciation. Saying thank you and really taking time to recognise and appreciate those around you is often overlooked. I’m putting it on the to-do list as a permanent item in 2014.

8. Photography. In 2014 I’m determined to get out and shoot more.

9. Career. I think this is the year for me to make some decisions. Hopefully they will be the right ones.

10. De-cluttering. I need to do a bit of this. Physically and metaphorically.

11. Learning and getting better at being a teacher. #TLAB14 and Northern Rocks are two main teaching CPD events I’ve got booked into the calendar so far. Generally though, here’s to a year of collaboration and learning.

12.

13. 

14. New Orleans. I have to go back. My favourite Chris Rose quote kinda says it all: “She is a New Orleans girl, and New Orleans girls never live anywhere else and even if they do, they always come back. That’s just the way it is. This is where she belongs. End of discussion.”

#TMLpool: an educational “bring and buy sale”?

At #TLAB13, Alastair Smith spoke about TeachMeets. He’d attended the TeachMeet held at Berkhamsted the night before the main conference. He called it “an educational bring and buy sale” or a “carboot for teachers” and praised the counter-cultural, bottom-up rather than top-down nature of the TeachMeet format.

It made me think, as much of what was said at #TLAB13 did.

I’m currently organising a TeachMeet in Liverpool.

TeachMeets, along with the weekly #ukedchat sessions and the edu-extravaganza that was #TLAB13, have been the things that have re-energised my love for teaching. It’s easy to get caught up in the pressure and the negatives, but meeting people from across the country who are engaged, motivated and brilliant at what they do makes me realise why I love this profession.

Not many of the staff at my school seem that engaged – yet. They seem somewhat reluctant to commit to an event on a Saturday. And I appreciate why: we’re horrendously busy at this time of year and the majority of us give up lots of time as it is for revision, extra-curiccular activities etc on top of a huge workload. However, I believe the chance to meet, share and learn is important.

I’ve currently 12 people signed up to present and another 35+ coming to watch, meet and network. I’m confident that figure will rise. I’m looking forward to the chance to meet educators from across the North West.

So here’s to our counter-culture bring and buy!

If you’d like to come along, then sign up here: http://teachmeet.pbworks.com/w/page/64371633/TM%20Liverpool

After #TLAB13: what next?

It was a long journey home after the conference and I had time to reflect and start to think how I was going to implement some of the things I had seen, heard, discussed, considered…

My action plan:

1. Students as questioners, not tellers: using Rosie’s ideas in my Y12 planning.
2. Sharing what I’ve learned with colleagues back at school.
3. Risk-taking: I need to look for my next challenge and that might involve taking a gamble. (No more ‘if only’ regrets!)
4. Looking at my planning at how I can incorporate some of David’s ideas.
5. Next year’s KS3 schemes need an overhaul. What better time to think about explicitly teaching grammar?
6. Promote TeachMeet Liverpool – networking is so valuable.
7. Blog more and read more blogs.
8. Try to recapture some of the sheer exuberance and joy for teaching that was present – it can get lost amongst the daily grind (aka exam season!)

Thanks to everyone at #TLAB13.

You made me think, reflect, reconsider and laugh, lots.

David Didau at #TLAB13

As an English teacher (and self-confessed Twitter-holic) then the choice of the first #TLAB13 workshop was a no-brainer: I was going to listen to David Didau’s Anatomy of an Outstanding Lesson session.

For those of you who don’t know David, he is an associate member of SLT and Director of English and Literacy at Clevedon School in North Somerset. He is also an associate of Independent Thinking Ltd and specialises in training on Literacy, AfL, Outstanding T&L and English.

He blogs and tweets under the name of @LearningSpy and I have always found his take on teaching to be both innovative and refreshingly real.

So, I left the theatre with my head buzzing from Alastair Smith’s keynote and entered the room to the sound of Cameo’s Word Up – classic theme tune for an English teacher, right? (Later in the workshop David spoke about playing music at the start of lessons and its potential to change mood/atmosphere etc.)

What a pleasure it was to meet David and to get an insight into how he goes about planning a lesson. He manages to combine authority with an endearing humility which belies his ‘twitterati’ status as the go-to-guy for English.

Alastair Smith had already talked about the problem of many lesson plans being simply “elaborate to-do lists” and David’s workshop continued this theme as he promised us he would demonstrate his “contempt for activities”.

Firstly, the visual metaphor of the iceberg to describe lesson planning was perfect. It really is the unseen ‘stuff’ that makes the observed lesson work. And, as someone currently mentoring NQTs and a PGCE student, it gives me a great discussion point for this week’s meetings.

David’s learning questions resonated with me. (I’m using the word resonate a lot in my #TLAB13 posts – but it was that kind of day. Lots of little lightbulb moments or earnest head nods and palpable relief that I’m not alone in problems, dilemmas etc)

Five Planning Questions

1. How will last lesson relate to this lesson?

2. Which students do I need to consider in this particular lesson? (Pen Portraits.)

3. What will students be doing the moment they arrive? (Bell work.)

4. What are they learning and what activities will they undertake to learn it?

5. How will they – and I – know if they are making progress?

Again, not only am I going to reflect on these questions in my own planning but they will become part of my dialogue with the department. I liked the idea of the Pen Portraits. Having certain pupils in each class who are the focus for that unit, skill, module, term etc seems like a good way to do it.

David is a teacher. He may have additional responsibility and a sideline in writing and training etc but the man teaches. So when he talks about how “time is precious” and offers ideas of how to work smarter, then this fellow teacher is listening. His assertion that “a set of books marked is a lesson planned” and “lessons can simply be working through the feedback” made me think. Could I (and by extension, the teachers in my department) be working smarter when it comes to marking and planning?

I liked David’s idea of the post-it note as instant feedback. I’m a fan of the post-it note as teaching aid. I use them all the time. I’m not sure I have used them in this way though – an instant take-away-and-implement idea. Genius! (The idea: step back during the lesson, observe pupils’ learning & use the post-its to offer suggestions, feedback, next steps etc)

The workshop continued. I was typing away furiously. Discussing ideas as they popped up with Kristian, my fellow back-row occupier. (It was probably at about this point when I stopped forgetting I’d already been up for hours and realising what a brilliant day this was turning out to be!)

A discussion about learning outcomes followed. David shared his use of the phrase “so that we can” which was a little slice of genius. This allows you to split the learning from the outcome but still make it meaningful and coherent. See the example he gave below:

Learning: To be able to analyse characterisation.

“so that we can…”

Outcome: Evaluate Steinbeck’s intentions

Or another: zoom in on details “so that we can” zoom out on the big picture

This was my second instant take away from the workshop. I’ll be framing my learning objectives/intentions/outcomes (whatever the phrase du jour is!) in this way from now on. It makes sense.

As a fellow English teacher, I always appreciate training delivered by subject specialists. I am confident that whatever subject the audience taught, they would have gained much from David’s clear breaking down of the elements of a lesson but, as an English specialist, the subject-specific element gave this the edge.

David on writing was very interesting. He writes with his pupils. Sometimes this may be typing straight on to the screen in full view, other times it may be on paper and then shared with them at the end of the task. It sharpens his own writing. It helps him re-frame tasks or questions. It also models good practice and, let’s be honest, good writing takes deliberate practice. (I do this. I think I miss a trick though; I don’t perhaps explicitly talk about the writing process enough. My third instant takeaway from this session.)

I’m going to pinch a Didau-ism and make it my own. Henceforth, I won’t talk about writing… it’ll be called drafting so pupils realise it is a process. I’m also going to channel David when I say: “If it isn’t proofread, it isn’t finished.” 

David went on to talk about how there is no magic formula for a perfect lesson. I agree. He did however point to one fact that separates the good from the great when it comes to lessons. What is it? The relationship between teacher and pupils. As the class teacher, you have an innate advantage or trump card you can play on the observer: your knowledge of the pupils in front of you. “Dare to know” challenged David and he’s right.

Thinking about the outstanding lessons I’ve observed and, dare I say it, the best lessons I have taught and they hinge on the teacher’s knowledge of the pupils in front of him/her. If you dare to know your pupils and teach a lesson tailored to meet their needs, designed to help them progress or to challenge them to exceed expectations, then how can it fail to impress those who may be observing?

What a workshop. What a guy.

Sycophantic? Unashamedly so. I had the privilege to meet someone whose writing I’ve long admired and, do you know what, he deserves the plaudits.

Alastair Smith at #TLAB13: Beware the Ofsted Whisperers

Alastair Smith opened the inaugural #TLAB13 with his keynote speech entitled: 50,000 chunks: how we become ‘experts’ and what it might mean for our conference today. 

I’ve posted a link to the presentation which Alastair has uploaded on to his website. I’m not going to attempt to re-hash the presentation, but rather discuss what I personally took from it.

Starting with a call to arms to identify the expert schools amongst the audience, Smith was both challenging and entertaining.

Beware the Ofsted Whisperers

He cautioned us, as a profession, to beware the ‘Ofsted whisperers’ as: “Ofsted chasing will reduce us to the mean, turn our profession into a trade and make us all vulnerable to the industry of second guessers…” Having recently sat through some (no doubt expensive) training which was designed to teach me about the new Ofsted framework and yet taught me nothing I couldn’t (and indeed pretty much had already) read myself, I found myself nodding in agreement.

Citing an example of a school who had gone from special measures to outstanding under the guidance of an inspirational leader, Smith spoke eloquently about how it isn’t all about Ofsted. There is an Ofsted 1 and a ‘real’ 1 – I think I know which kind of outstanding I’d like to be a part of.

So how does a school become truly expert, truly outstanding in its day-to-day life?

The following characteristics of an ‘expert school’ were offered:

• Have a School Development Plan
• Seen School Development Plan
• Feel you have contributed to School Development Plan
• Senior Staff Member responsible for Teaching and Learning
• Teaching and Learning number one priority within the School Development Plan
• Within Teaching and Learning Priority there are identified strategies
• CPD priorities built around these strategies
• Regular whole school dialogue around these strategies
• Lesson observation (including peer observation) built around these strategies
• Agreed strategies revisited consistently and over time
• There is shared lesson planning utilising strategies and data
• Staff are accountable for students results
• Involvement of students in understanding processes of learning

Given that the audience were comprised of, in my opinion, predominantly forward-thinking educators, it was surprising how few people remained standing once the entire list was read out.

So, once all of that expert practice is in place, what else is needed to make the Ofsted 1 a real 1?

Alastair Smith suggests that a school needs core purpose, clarity, coherence, consistency and community. Music to my ears. Too often I worry we suffer from initiative-itis… we’re guilty of adopting the ‘Dangerous Deputy’ approach. We say ‘I fancy giving that a go’ and jump on the latest faddy bandwagon without really considering what value or impact it will have.

If we are clear and consistent in our approach, if the whole school community knows what our core purpose is and works together to achieve it then positive and lasting change will happen.

I’m not a school leader, but I aspire to be one. I am currently leading a department and so much of what Alastair Smith said resonated with me.

Define and Enshrine What Works

I need to now think about the strengths we have as a department and how we can embed this. I also need to think about where we can improve, look at what other departments or schools are doing and make that a part of our daily routines. As Alastair said, the rhetoric of marginal gains is all well and good but the basics need to be in place first: “you still need to get the bike up the hill.”

Expertise requires dedicated practice. It requires simple, clear and coherent messages which everyone can get behind.

We owe it to our students to be expert teachers in expert schools. No matter what is going on with education at a political level, we can be agents of change.

That’s a call to arms. That’s a reason to get out of bed… even on a Saturday morning.

Click to access TLA-Berkhamsted.pdf

#TLAB13: Teaching, Learning & Assessment Conference, Berkhamsted School

4am on a Saturday morning & my alarm is going off.

What would get me up at this unearthly time? Why, the inaugural Teaching, Learning & Assessment Conference at Berkhamsted School of course!

The conference was organised by Nick Dennis, Deputy at Berkhamsted (@nickdennis) and publicised on Twitter. The power of the educational network on Twitter means that come 9am on a chilly Saturday morning, around 200 educators who had travelled from the UK, Ireland, the Netherlands and the United States were gathered in the theatre to listen to the first of the day’s keynote speakers.

I’m going to do a separate post about the various sessions I attended, each of which have made me reflect on my teaching, but wanted to reflect on the day overall as well.

A massive thanks goes to Nick and the staff and students at Berkhamsted for hosting such a fantastic event. To those who gave up their time to be workshop leaders, thank you. A special mention to David Didau (@LearningSpy) Rosie McColl (@rosiemccoll) and Daisy Christodolou (@daisychristo) whose sessions I attended and found both incredibly useful and thought-provoking.

The three keynote speakers: Alistair Smith (@alatalite) Bill Lucas (@eed_net) and Bill Rankin (@rankinw) also deserve a mention. You all made me think, re-think and reflect on both my own teaching and my school’s direction and purpose.

Equally valuable was the chance to meet, chat and learn with and from fellow educators. In a time when education is undergoing a massive transformation and morale can, at times, feel low it was a pleasure to meet everyone and realise what a passionate and committed bunch we are. And yes, there were moments of contention and disagreement when views were shared which some didn’t agree with. But that’s what made the day so interesting. We all come with different experiences and realities and we bring a variety of perspectives to every issue.  The one thing I believe we all had in common was a desire to become better at what we do. Admirable on our day off, no?

Finally it was, as always, a pleasure to catch up with Kristian Still (@KristianStill) Vice Principal at The Wellington Academy, fellow mischief-maker, almost-heckler and force-of-nature.

#ukedchat – a year or so on and I’m still a fan!

I blogged in August 2010 about the weekly #ukedchat discussions that happen every Thursday on Twitter between 8 – 9pm.

https://dailydenouement.wordpress.com/2010/08/05/ukedchat/

A year on and I’m more enamoured than ever with the whole #ukedchat ‘thing’.

Why? Well, for a start I have now got professional contacts from all over the UK who provide me with advice, support and inspiration on a daily and weekly basis. Sometimes I think there is a tendency for teachers to become quite inward-looking. We get very caught up in “this is how we do it here” and “our focus is this”… #ukedchat takes you out of your own classroom and gives you a privileged insight into hundreds of other schools, methods, pedagogies etc.

It’s free. It’s fun. It’s fantastic.

Join us?

Applying for your first teaching post: advice from an ex-recruiter

In my pre-teaching life, I worked as a recruitment consultant in the retail sector and spent some time recruiting managers and shop-floor staff for a multi-national retailer. As well as turning my hand to UCAS personal statements aplenty, I’ve also delivered training for our PGCE students on how to write a good application.

Here’s that training in a blog-friendly format:

1. Use the advert – schools pay a fair whack for their job adverts so don’t just look at them to get the bare minimum of details. The advert can often contain key words and phrases that give major clues as to the ‘type’ of school they are and what they’ll want to read in any application. Look out for things like: “The school nurtures innovation and risk-taking” or “and we are looking for an ambitious and enthusiastic colleague.” You’ll want to exemplify these qualities and attributes in your application.

2. Use the school website – again, this should be mined as a source of rich information about the type of school you are applying to. Do they have a mission statement? Has the Head got a welcome statement on there? Yes, most likely and you should again pick out the key messages. Read the latest school news; that will tell you a heap of useful stuff. Are they keen on extra-curricular provision? Have you run a club or could you contribute in some way? Make sure that part of your letter or statement is prominent.

But how do you ‘prove’ you can do it?

4. Mind map/Prep – before you write the application list, mind map, bullet-point everything you’ve done. Think about specs you’ve taught, achievements, extra-curricular stuff. Look at the person specification and job description and see where your skills and experiences fit with what they are looking for. Group your ideas together and prioritise based on what you’ve learned from your research about the school.

“What?! There’s no generic one-size-fits-all approach?”

In a word: no.

5. Tailor your letter to that particular school – having decided on what their focus is, prioritise and tailor your letter. Sure you can put together a basic letter of application, but every school is different. Cut and paste is your friend: if you think your A Level experience will set you apart, then move that further up in the letter; if it’s achievement of less able, then bump up your bit about your set 4 who all made three levels of progress.

6. Give real, tangible evidence – the Head Teacher and/or Head of Department may read 50+ letters for this post. You need to jump off the page as someone who can actually do it, someone who can hit the ground running. Don’t waffle! Use active rather than passive verbs: lead, coordinate, manage, engage. Give stats if appropriate: ‘25% of my Y11s received an A*, twice the national average.’

“But I’m only a student. I’ve not got real experience…”

Really? Have you been twiddling your thumbs for a year? I doubt it. You have experience and you have massive potential. Don’t underestimate the appeal of an enthusiastic person at the start of their career!

And finally, just a few application form dos and don’ts:

• Do spell check & proof read everything
• Do be truthful – you will need to back up your application claims
• Do be creative with font sizes / margins if needed – page limits need not be too scary!
• Do go and visit the school prior to applying if this is offered
• Don’t copy & paste without checking – wrong school names do not a good impression make!
• Don’t put someone down as a referee without checking
• Don’t go over page limits or fail to follow instructions
• Don’t send the same letter to every school – tailor it to fit them
• Don’t use ‘creative’ fonts – stick to the basics

Hope this helps.

Any questions or comments, I’ll happily help if I can.

Twitter for Teachers

This feels almost like a 12-step confessional: my name is Clare, I’m a teacher and I’m addicted to Twitter.

Well, addicted isn’t exactly true, but I do use Twitter increasingly to aid my professional development and practice. To non-tweeting colleagues that seems strange. They don’t ‘get’ Twitter and they don’t understand how or why I use it.

I’ve blogged before about my participation in the weekly twitter discussion #ukedchat  https://dailydenouement.wordpress.com/2010/08/05/ukedchat/ (if you wish to read it again!) but today I’m thinking more generally about the myriad uses I find it has to help me on a daily basis.

Take today for example: I’m looking for inspiration to update the corridor displays in our new English block. At 11:41am I logged into my Twitter account and wrote:

“#engchat #ukedchat Our English dept is in desperate need of beautifying (just moved bldgs) Seeking corridor display ideas. All ideas welcome!”

For the rest of the day I’ve been receiving tweets from a variety of English teachers and other subject specialists with some great ideas for displays. The very generous @daveterron even went so far as to send me some quotations and display documents via DropBox. Fantastic support!

Where else but Twitter would I have received this wide-ranging and prompt support? If you teach but don’t tweet, you should!

This weekend I’ve contributed to a discussion with English subject colleagues about the new GCSE spec, I’ve commented on a great linoit for @tomhenzley’s Year 4 class, I’ve read some excellent articles which were sent via links on Twitter and I’ve shared some thoughts about why the careers service shouldn’t be cut with Andy Burnham, MP and Shadow Secretary of State for Education (@andyburnhammp on Twitter.)

Twitter connects me with other people who share my interests. It makes me reflect on my work. It makes me better at what I do.

If you still need convincing as to the value of Twitter, perhaps this article by Lucy Tobin (@lucytobin) will help: http://www.guardian.co.uk/education/2011/may/09/twitter-teachers-forum

To tweet or not to tweet? There really should be no question.

#ukedchat

If someone had told me this time last year that I’d be spending time in the hols ‘talking shop’ with a group of strangers via a micro-blogging site more frequently associated with celebrity gossip, I’d have laughed at them.

Fast forward to 2010 and welcome to the world of #ukedchat!

So, what is ukedchat?

Between 8-9pm on a Thursday evening a group of people who have teaching/education in common gather for a natter on Twitter. The topic is decided by a democratic poll, again publicised on Twitter, and the discussion is moderated by volunteers.

What do we talk about? Well, tonight’s topic is:  “How can we make our classrooms a more inclusive learning environment? (Are ‘tech tools’ the answer?)” In previous weeks we’ve reflected on what went well in the last year, how to maximise the use of technology in the classroom, how to share best practice etc etc.

Why is it so good? It is genuine support and professional development. It’s cross-phase and for me, that’s exciting; I don’t think we work enough with our primary colleagues. People work in schools and colleges all over the UK and beyond. I’m able to actively network with fellow professionals in a way that I truly don’t believe I would otherwise in the proverbial million years!

It’s worth staying in for…

But hey, it’s Twitter and on a smartphone or Netbook or iPad, who says you actually have to stay in for it!

So if you’re interested in education, then come and join us – search for #ukedchat on Twitter and get contributing.