James Pembroke’s article (The data doctor, Professional, 8 April) shows how we unintentionally short-change pupils.
Overzealous interventions distort long-term learning. Gold-plating planning is equally unprofitable. How many times do we plan prolifically and use only a fraction of the material in the lesson?
Pupils’ contributions and wider reading move lessons on; over-planning may smother their independent thought. Lesson planning has been too much about what teachers do. How much more beneficial would it be to leave bigger spaces for pupils?
Less can often prove to be better: better learning and better work-life balance.
Ryde, Isle of Wight
Short and tweet
If student mental health is important to you, follow @thinkposNUS which is @NUSScotland’s campaign. #nuswomen16
Hairdressing students have been getting in the mood for the 1940s with @StBernardsPS bit.ly/HairGCC
Easter School: computing pupils happy and hard at work revising for the final exam – good effort. bit.ly/CNHSrevision
Amazing language milestones coming in thick and fast. My 17-month-old grandaughter calling me grandma, naming things and singing sweetly.
What a nice day! Sun is out and so is Mrs Elliott. The toys are out in the garden and we are enjoying the fresh air.
Xsee, zapped v Dr tty ed ex vvg weds bn vvg err ry Czech
Just noticed this tweet (above). Proof there is a wilder creative imagination in my jeans pocket than in the old cranium box.