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Curiouser and curiouser

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“I wasn’t sure the students knew the answers to your questions,” I was once told in lesson-observation feedback. “It was like they were… grappling.”

“Isn’t the word ‘grapple’ in the Ofsted descriptor for outstanding?” I asked.

It was. And it still is there in the handbook.

For me, alarm bells are triggered when I see a classroom full of confident hands thrust up into the air.

At that point, you have found the lowest common denominator, removed all challenge, and reinforced that certainty is desirable.

I have a fantasy of a classroom culture where curiosity and uncertainty are kindled into ...

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