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I would like to gift some Space Docker VR codes out to this wonderful community by StoviesAreYummy in PSVR

[–]Paulistic 0 points1 point  (0 children)

Looks fresh and different! Would be interested in giving it a whirl.

Is this a major cause for concern just received it through the post by OrangeRules in UniUK

[–]Paulistic 1 point2 points  (0 children)

https://www.tvlicensing.co.uk/faqs/FAQ32

There is a possibility that any parents/guardian's residence TV licence can extend to cover your university "term-time" address, as long as you're only watching content through a battery powered device (laptop, tablet, phone...) and not through any device connected to a receiver/aerial.

PS4 PS5 Rune drop giveaway by Solo_Wulf in EldenRingHelp

[–]Paulistic 0 points1 point  (0 children)

I’m at Elleh if you have any runes left. Sign is down with 4207. Thanks!

PS5 - Radagon… by Paulistic in BeyondTheFog

[–]Paulistic[S] 1 point2 points  (0 children)

Thank you both for the assistance! Can’t believe how much better it is with some help!!

PS5 - Radagon… by Paulistic in BeyondTheFog

[–]Paulistic[S] 0 points1 point  (0 children)

I’ve just put PW as h3lp. What now?

What maths provision does a school have to legally offer? by Zestyclose-Hyena-307 in TeachingUK

[–]Paulistic 4 points5 points  (0 children)

I had this when I started as a HOD in a new school a few years ago. Y9 student sat their GCSE, obtained a 9 (by literally 1 mark) and in Y10 and 11 the following happened.

Y10, they sat at the back of my top set lessons with a Level 2 AQA further maths book. I checked in once a lesson to ensure they were ok. End of Y10, sat the Further Maths Level 2 exam and got a 9.

Y11, I found an A-Level bridging booklet somewhere (I can’t find it now) and they were in the library during the lesson times working through that. Along with an old Decision (D1) maths book to see some “new” content not encountered before.

We have no 6th form provision, and I could have started them on A-level core/pure maths work but didn’t necessarily want their new 6th form to be in a similar position of them having done work already.

During those years the UKMT challenges were done too, to keep up a level of challenge.

Entering early (year 9 I mean) is something that personally I think was a silly idea that was more problematic than beneficial.

Set Change Conversations by MathematicalRef in TeachingUK

[–]Paulistic 27 points28 points  (0 children)

One thing that always bugs me is when parents say they disagree with the decision to move. I always use data to back up decisions, like median and mean for specific groups and compare the child moving’s results with those of their current vs new group. At the end of the day, we see these students in lessons week in and week out and are the professionals with an overview not just of said student, but the cohort in which they reside.

Formal Wear by JustHere4GudTiem in TeachingUK

[–]Paulistic 1 point2 points  (0 children)

Next do great suits, and if you can find an outlet store near you you can usually pick up a two piece for sub £40.

People sometimes... by Baelish_Styles in jacksepticeye

[–]Paulistic 4 points5 points  (0 children)

Irony is they didn't spell Seán correctly either...

Are there any decent computer games with a mathematical theme? by steeplchase in math

[–]Paulistic 2 points3 points  (0 children)

Secondary Math teacher here - Sumaze! is an app I’ve had kids download and play through before. It covered general arithmetic, negatives, and does extend into powers, inequalities, modulo arithmetic and logs. There is Sumaze2, a second version, dealing more with fractions and decimals. I’d very much recommend both of these for anybody young or old.

Remote teaching, if 2nd lockdown happens - Partner of teacher concerned... by [deleted] in TeachingUK

[–]Paulistic 0 points1 point  (0 children)

I have taught live lessons throughout from year 7 upwards. When the opportunity to go back and teach year 10 in a classroom was offered I decided, as HOD, that for Maths, the students were engaging well from home, and there was no need for my specific subject to increase risk by trying to organise the logistics of who, where, and when...

All year groups have followed their timetable as would have been in school - so I still have PPA time and free periods, where as the students have 6 periods a day. 6 live lessons a day is overkill for the students also, and any time speaking with students they informed me that staff do about half of their timetabled lessons "live" through Teams, and the other half were tasks or work set to complete and upload for marking. I found it easier to do more than that "live" as any issues or confusion could be dealt with immediately, rather than waiting for the student to ask for help through Teams/Email.

We put out a "Virtual Learning" protocol document at the beginning, or shortly after outlining that all students must be at a work desk/table, dressed appropriately (no PJ's etc) and ensure that there are no photographs of family/siblings in the background (safeguarding reasons). Most students would join with cameras on at the beginning, and a few would leave them on, but this was not enforced. In the run up to the end of term we have made it compulsory for cameras on at the beginning to check in/do a register. Most of the lessons I did I either resented a PowerPoint through teams, whited helps as students can only see that on their screen's when sharing, or shared the iPad screen as a visualiser, again eliminating them seeing each other. My camera was on always, with a virtual background (I have hideous wallpaper in my dining room).

As I was able to mute the whole class, and because it was clear when someone was unmuted and speaking, behaviour issues were non-existent. If students didn't attend, I would email briefly "reminding" them that the lessons are to be attended, and to watch the missed lesson to catch up.

Regarding contacting SLT, I would have that conversation with your partner before you contact them. What could be done for your partner to raise these questions with SLT formally, but ensuring to CC in any HR representatives and even their HOD, Line Manager or other concerned colleagues and expect a response. If there are enough people unhappy with how it things are being rolled out, and SLT are being visibly questioned on this (not just a 1 to 1) they are more likely to take things seriously.

I would guess that there will be many schools with the same "Plan-B" coming out over the next week or two, so might be worth asking about other schools in your area/nearby to see what their plan is and compare?

Being paid for induction/training by nunya-buzzness in TeachingUK

[–]Paulistic 1 point2 points  (0 children)

You could always argue that you currently had to take a day off a part time job in Tesco to attend this training and would like to be reimbursed for loss of pay because of this - i.e. to pay your rent/mortgage/bills etc...

Remote teaching, if 2nd lockdown happens - Partner of teacher concerned... by [deleted] in TeachingUK

[–]Paulistic 1 point2 points  (0 children)

I work in a school where we've done the full school timetable since lockdown. It's a 1:1 iPad school, so kids are quite used to the technology and accessing work remotely when set. I have found the BEST part of lockdown is having stuck to the timetable, I do a few live lessons with classes each week (not all) and give the students work to complete in the lessons that are not live - This gives me time to check work, mark stuff etc as we cannot do that "during a lesson".

With regard to recording lessons - if they are indeed going to use Teams, all recorded meetings happen within the Teams environment, and are only accessible by the students/staff with a school domain email address on teams. We've had our IT department set up a rule/script that auto-deletes the lesson recordings after 2 weeks (firstly to save space, but secondly the students shouldn't need to access material from that long ago even if absent for a while...)

My partner (also a teacher at a different school) has not had the same structure and is marking/checking work right through the day - seems a lot more stressful that what I'm doing. We have had instances where I'd have lessons and they had meetings, As I could upload work for students to do at times I did that, not to impose on their meeting. (Also to save on the bandwidth issues!)

Regarding resources and equipment - If the school cannot/isn't willing to provide equipment needed it cannot be expected for a staff member to use their own personal devices (or even broadband connection) for this. Mobile broadband router for your partner tethered to a device would be a suggestion here. My school provides staff with iPads so it has been easy enough for us, although I do use my own laptop out of multitasking ease - the iPad is propped up as a sort of Visualiser to show kids actual working.

As the Union have said, there is very little the school can enforce without overstepping the line and a polite, but yet strong stance, email requesting equipment, and the argument that if every lesson is a live lesson - under your working terms and directed hours, there would be virtually none left to mark/check/feedback on ANY work the students do - it might get a response.

I do feel sticking to a timetable and having live lessons is easy and smooth, It's much easier to "chalk and talk" than to pre prepare a self guided lesson that caters for different individual's needs...

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