Skip to main content

The Rogers' tool(box). The life of a nomadic teacher



I love the privilege that accompanies my job of being able to pop in to lots of different classrooms to see the amazing learning that goes on. The downside is that I don't get to have my own classroom.  What this means in reality is that I flitter between half a dozen or so spaces this year.  That's better than last year when it was around 10.
The upside of this is that I get to glean ideas from lots of different classrooms. The downside is that it's difficult to establish routines, especially at the start of lessons, and to develop the 'learning wall' idea.  One of the ways I try to manage the situation is this (other brands are available):
It's my mobile classroom stash that contains all of the stuff needed for lessons to run. Glue, cutty things, paper, pens, colours (I am a geographer after all), board rubber, computer clicker, stamps.



It all clips together so I can pull it along behind me whilst carrying a book box or two.  These, pictured on the left in the image above, have my name on them and not only contain the exercise books (when they aren't at home being worked on by students) but any learning resources we need (including the geography secret weapon - the DVD).
It does keep me physically fit - my office is at the opposite end of the school to where I teach, and occasionally a set of books does go walkabout.  This system also helps out with setting cover - which can be a total nightmare!
Anyway, I'd be interested to see what other systems fellow nomads use to cope with the situation.

Comments

Popular posts from this blog

#GAConf22: A paradigm shift for anti-racist, decolonised teaching and inclusion

 " You can't start a fire,  You can't start a fire without a spark" Bruce Springsteen.  Well, it's been a fair while since I felt the motivation or the need to blog. Whilst not a story for now, over the past five years I've danced along the knife edge and, often, the call of the abyss has been both tempting and compelling. Certainly, my failing in both my personal and professional life have been numerous. But. This is not about me, but the people that have (re)ignited the spark to the fire in my soul. I realise that this is from the perspective of a privileged, white, middle class male view. I even have a beard. I am scared of getting it wrong on this topic. Teach me if I am wrong, it is from the position of a learner. I was looking forward to the GA Conference this year, the first face to face since 2019. I have to say that Alan , as president, and the Geographical Association's team did a fantastic job at being inclusive. The hybrid format allowed peopl

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment is not always conducive to profound

The interview adventure: Lesson idea

Closing time Every new beginning comes from some other beginning's end. This is the first in a short series of posts around my successful appointment as an Assistant Headteacher at Patcham High School .  The job starts in September.  This post shares a lesson idea that would be worth a polish and revisit for any context.  I’m sharing these things here mainly for me to reflect upon and revisit at a later date, but also as others may benefit from the experience. The brief was to create a 25 minute lesson around the word ‘INSPIRE’ which forms the school’s mission statement.  The interpretation was open and I wanted to avoid being explicitly geography  linked.  Now, it’s impossible to develop a fully formed lesson in that time with a class that I haven’t met. It’s also not possible to teach an Outstanding lesson to such a group of young people, not least because I hadn’t marked their books.  With this in mind, I wanted to take a risk and show the type of creative stuff I lik