If you were teaching a class of children, then one child disrupted the entire lesson, how would you deal with it? In this article on the Guardian website, an Oxfordshire school teacher makes the point that sometimes it might be necessary to exclude disruptive children for the benefit of the other students.
‘If my goal is overall learning, perhaps exclusion of children with disruptive behaviour is an answer,’ says Caitlin Prentice.
Photograph: Martin Godwin
“Teacher Carl Rosin discusses his alternative assessment model and why he wishes his school wasn’t top of state rankings in Pennsylvania”
Click here to read the full article
Friday 17 Oct 2014, 5:00pm-9:00pm PRE-CONFERENCE SYMPOSIUM AND DINNER
Saturday 18 Oct 2014, 9:30am-5:00pm MAIN CONFERENCE
University of Gloucestershire
GL50 2RH UK
What were the original ideals of the university and how do they relate to what the university has become today? How can new ideas of ethical, embodied transformative practice help to reimagine and revitalize the university?
The conference is for educators, practitioners and researchers from different disciplines who are interested in innovative approaches to teaching and learning in higher education including:
- embodied teaching and learning methods that involve the whole human being in the learning process.
- participatory learning that challenges and redefines how valid knowledge is created.
- learning that helps students develop into the ethical leaders of the future.
- inter-disciplinary practice that bridges the divide between arts, humanities and sciences as a way of opening up new approaches to learning and knowledge.
This collaborative event is organised by the University of Gloucestershire, Crossfields Institute, and Alanus University (Germany), with a contribution from the Ruskin Mill Field Centre