Time saving tools, templates and ideas that I have written, trialled and tested, that work. Send in your best templates and ideas for teaching and I'll put them here to share.
So the question is - "How do you use all the information on the web to develop meaningful lessons?"
The answer is
Creativity & Inspiration
Videos Cleese, Jobs, Mitra, IB
Video2 Chomsky, Gilbert &
What if Money didn't matter ?
Video3 SHOCKING! The real purpose of your life!
FLOW, The SECRET to Happiness, How I fell in love with a FISH.
Video4 How a boy became an ARTIST
Infinite Thinking MACHINE
Video5 Shane Koyczan: "To This Day" ... for the bullied and beautiful.
Ken Robinson says SCHOOL KILLS CREATIVITY
What will be OBSOLETE in 2020
Video6 Dr Eric Topol & the SMART future Health care
Why Education in Finland Works
Finland's Revolutionary Education System
Flashmob, Jane Goodall
George Lucas Visual Literacy Martin Scorsese Visual Literacy
Video9 Ramsey Musallam Curiosity Comes First
Video10 Benjamin Zander: The transformative power of classical music
Articles & Seminars
The Principal's Dilemma
How to live with Disequilibrium
The school principal, like all other educators, should expect to please no one. All too often he is caught on the horns of a dilemma regardless of the action he takes, or fails to take.
If he reports to school to early, he has insomnia; if he leaves school late, he is a slow worker.
If he attends sports events, he is over-emphasizing athletics; if he misses an event, he has no school spirit.
If he corrects a teacher, he's always picking on someone; if he doesn't correct teachers, he is a weak administrator.
If he has a friendly personality, he's a showoff; if he's quiet, he is anti-social.
If he calls a meeting, he has no regard for teacher's time; if he doesn't call meetings, he doesn't call meetings, he doesn't believe in democratic administration.
If he makes quick decisions and follows up; he is an autocrat; if he is slow to make decisions, he is indecisive.
If he visits the classroom, he is being nosey; if he doesn't visit the classroom, he doesn't care what is going on.
If he buys a new car, he must be overpaid; if he doesn't buy a new car, he must be a miser.
If he speaks up for some new program; he's on the bandwagon; if he's cautious about change, he's living in the past.
If he suspends a student, he doesn't understand children; if he doesn't, he's a weak disciplinarian.
If he uses the public address system, he likes to hear himself talk; if he doesn't he fails to keep his staff informed.
If he attends conferences of principals, he's goofing off; when he doesn't, he's unprofessional.
If he checks with the superintendent, he hasn't a mind of his own, if he seldom checks, he's assuming to much authority.
If he regularly has a hot lunch, he's not watching his weight; if he seldom has a hot lunch, the school lunches aren't good enough for him.
If he phones there's no school on a snowy morning, why did he wait so long; if he doesn't call he must be driving a snow plow to school.
If he's young, he's got a lot to learn; if he's old he just doesn't have it any more.
But take heart fellows. Keep giving your best, for no matter what you do there are those who will always say "it isn't the school that's to blame; it's the PRINCIPAL of the thing."