Didactic and dynamic? It can be done

“It hurts, but sometimes rote learning is right” (Comment, 24 October) embraces an intriguing paradox. Arguably, a teacher must impart knowledge, but this must be balanced with dynamic and pupil-centred learning. Yet it would appear that much teaching today has become formulaic in the extreme. Would it not be possible for a teacher to achieve an outstanding lesson observation from the inspectors but for the session to lack detailed subject knowledge input?

I wholeheartedly agree that lessons shouldn’t just be fun - they need to be creative and must serve a purpose. For me, the ideal lesson has an eclectic mix of knowledge delivery and learner-centred activity. Surely there is no reason why these styles - didactic and learner-centred - cannot coexist, inspiring our students with passion and meaning.

Mark Damon Chutter

Faculty lead for English, Roedean School, Brighton

Short and tweet

Hope everyone is up and ready for another great term! See you all this morning.

@KirktonPS

Goodness me there are stroppy sods on Twitter. Next time I read a comment that has more than 5 million replies I reckon I’ll just swipe on. Jeesh!

@theprimaryhead

I’ve started reading Malala’s [Yousafzai] book. I may have to stop moaning about very unimportant stuff for a while.

@JonathanMeres

We must place a very high value on character development and social and emotional learning as key outcomes for #education.

@DrAvisGlaze

Coaching is not just about tactical and technical development. It is about developing leaders, improving relationships, building the future.

@TheSportInMind

Managers often see their subordinates as inferiors, whereas leaders must direct people who are often smarter. #leadership #management

@JarradNorthover

Peter Reid, fae Peterheid, is deid. Volvo for sale. #9WordScottishObituary

@HueySilverFox

Slow-cooker porridge. It’s a bit gloopy. Think it needs less time!

@robertd1981

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