Show Notes: In this episode of ‘The Staffroom’, we chatted with English Teacher and author Jamie Thom (@teachgratitude1 ) about the way slowing-down and taking stock can lead to better teacher well-being and student outcomes. We also talked to Humanities teacher, James Ramsey about the way low-stakes, high-impact formative assessment strategies are making a difference in his learning area. In our first interview, Jamie Thom speaks about his book, ‘Slow Teaching: Finding Calm, Clarity and Impact in the Classroom’ and refocusing practice so that teachers only do things for the right reasons. Here’s a break-down of Jamie’s ideas: What inspired Jamie to write ‘Slow Teaching’? How have his professional experiences shaped his reflective ideas on slow teaching and finding calm and clarity in the classroom?

What does Jamie say ‘Slow Teaching’ is about?

What is Jamie’s ‘tortoise and the hare’ analogy? How does Jamie believe this fable reflects the teaching profession?

What made Jamie realise that a slower approach was the key to well-being and making an impact in the classroom?

Why does Jamie believe nuanced skills such as classroom management, non-verbal communication etc are essential in developing a slow and measured teaching style?

Which strategies from Jamie’s book have had a profound impact in his classroom?

How does Jamie ensure modelling is used effectively with his students?

What are Jamie’s views on well-being? What are Jamie’s top three well-being tips for a new graduate teacher?

Head of Learning Area at Corpus Christi College, James Ramsey, spoke to us about the practical ways formative assessment and feedback is having an impact in his classes. Here is a break-down of James’ responses: How have formative assessment strategies changed James’ practice in recent years?

In what ways does James believe the shift away from frequent summative assessment has changed student mindset?

What does James think are the main principles which under-pin his teaching and learning philosophy?

Which tech-tools does James believe have helped enhance his use of formative assessment? How do these tools work?

What practical approaches has James implemented which help save time and/or reduce teacher workload?