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Teaching

Perceive

A challenging and profound read from our Professor Paul Clarke on perception, scientific understanding and how Edgar Allan Poe might have stumbled across the Big Bang Theory

The Only Fresh Air Is Outside in the Yard

When Associate and university-based teacher trainer Martin Illingworth offered to contribute to our forthcoming book The Working Class, it sowed the seed for something more than simply the written word.

Make 'Em Laugh; Make 'Em Think

Long-time Associate and '6ft ginger stand-up educationalist' Dave Keeling shares some of his favourite activities to get young people laughing and learning in equal measure.

The Power Of With

Let Independent Thinking Associate and Restorative Practice expert Mark Finnis explain the wonderful power of 'with'.

It Was Him

Special school headteacher and Associate Dave Whitaker looks back at an event that shaped his career as a teacher.

10 Things Everyone Should Know About Great School Leaders

As in other professions, some leaders are born with that special thread of gold that runs through them. Associate Mark Anderson takes a look at what it is that truly great leaders have in common.

Let's Play Master and Servant - Character Education

Phil Beadle tells us what he really thinks about 'character education' and the problem of what it means for children today.

Unconditional Positive Regard

Associate Crista Hazell describes how the theory of Unconditional Positive Regard, as espoused by psychologist Carl Rogers, made such a difference in her classroom.

If Employers Wanted to Improve Education

If employers genuinely wanted to make a difference to the quality and nature of the education their prospective employees receive then it would actually be quite easy.

It's Just Nuts on a Plate

I think I’ve read more education research in the last few years than at any point in my teaching career. Some of it has made me think differently about my practice and some of it has cemented my beliefs. Based on what I see on Twitter I suppose that’s the point. Yet rather than opening up the debate about good teaching, what seems to be happening far more frequently is research being used to tell teachers in no uncertain terms exactly how to teach.

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