Oh I’m definitely going to get … her earlier book is definitely one of my go to ..

👋👋👋 Too long💜💜💜

Listen, listen & listen.

Laughing out loud. My partner of 30 years just asked if I wanted sugar in my tea. I don’t/haven’t for 30 years. 😳

I love your picture of walking. I found walking and talking about my thesis each week with a “friend” so powerful. Especially when she asked what had I written this week … nothing! But I was thinking 🤔 and then I wrote something. #You’veGotThis

Investing in self 💜💜💜

Congratulations on the new baby 💜

I don’t appear able to send you a DM?

I hear you. I see you. 💜

Something I think gets missed in instructions of non-negotiable (!) is not truly understanding the why. Following a directive fails to appreciate the complexity of the teacher / learner pedagogical relationship - when the roads closed I take an alternative route.

Well done. I recall that journey. When I was writing my thesis, those modules proved invaluable. Laying foundations for the big one! You’ve got this 👏

I’m cleaning out the box room to create a proper “dressing room” - it’s been nostalgic. Just found my son’s last letter from HT before he left for university. Now sending email to HT BIG thank you.

Yes … please.

PS Thank you Chris. These conversations were brilliant in the other place, before M! I’m new to this place and trying to find my voice.

I do think “your” enjoyment/passion is infectious☺️

Two very powerful blogs. Have we spent enough time in ITE and CPD on examining the how we teach … making the process of getting to WAGOLL explicit? How do I get from where I am now to that?

Yes 🙌 I do, we do, you do - is that the “I do” requires verbalising the thinking, the process, the theory behind the action. I can do something, when I try to explain it, cannot translate competence into language accessible to others. Making the implicit or the intuitive explicit is a skill.