Take the quiz: https://clutterbug.me/what-clutterbug-are-you-test

I found this kind of fun as a springboard for organisational ideas. The quiz results are followed up by a video for tips.

Personally, I am a bee:

Love visual abundance and organizational abundance. You prefer to see your everyday used items instead of hiding them away. You are also a bit of a perfectionist and tend to pile items until you can put them away properly.

What little things have you implemented to reduce the cognitive overload of life and/or stay organised?

Some random ones of mine:

1. "Formulas" to fall back on - outfit formula for when I don't want to think about what to wear, making dinner formula (repetition of what ingredients I buy, very similar meals just with key components changed around)

2. On the clothes - I prioritise black clothes so that I can throw together outfits easily. I have lots of variants of black top + black bottom.

3. Write things down somewhere. Immediately. I use thougt capturing apps/ software like Google keep, obsidian but also have used bullet journals or just notebooks with page numbers. I'm currently building a note on obsidian with important info for things I always need to refer to at random times like national insurance number.

4. Always label files on computer in a logical way. Avoid the urge to name things sjdudnskao as this will only come back to haunt you!

5. Use lots of key words in emails to myself that I know I will want to search for later.

6. Assign a specific dumping area for my important stuff that I need to grab in mornings while getting ready for work.

7. Organise physical items based on being able to easily access them / see them. Many people, me included, need things to be visible otherwise the organisation just doesn't work. I use Marie kondo tips to do this and also lots of tips from neurodivergent groups on fb. I actually try and stack my fridge like Marie kondo stacks clothes. Basically store what I can upright like books rather than one on top of the other. I only "hide" things when I have multiple items and then put the current one to use at the front.

Aaand many more. This is just what came to mind now.

This video (there's a series of them but the first one is sufficient at first) was what helped me get started with obsidian.

I find it extremely useful for writing everything down and being able to easily access my thoughts and important information.

I also use the calendar plug in and daily notes. Every day I open a daily note and use it for my to do lists and to note down anything important that happened that day.

I have tried many, many ways to stay organised and to capture my thoughts. One of my main issues is getting myself to actually look at what I've written down. I have a tendency to let things disappear into the background and click off reminders without even realising. I also love s physical notebook but it takes a lot to get into the habit of checking it daily.

One of the things I am trying is making my phone itself a dashboard for organisation using widgets. On my front page here I have a todoist widget and a small view of calendar. On the next homepage I have just one big Google keep note widget which I'm using as a brain dump for when I get random stressy thoughts in my head/ things I need to remember and deal with later. I also have a full monthly view of calendar as another widget on another home screen.

I really like it, especially the calendar but it is not foolproof. I am finding that im already ignoring the todoist list and still going back to Google keep which is one of my favourite apps for thought capturing.

Teacher pay rise: all you need to know

The government has offered a 6.5 per cent pay rise for teachers from September 2023. What will happen next?

The Department for Education and all four major teaching unions issued a joint announcement today that teachers will receive a 6.5 per cent pay rise from September 2023.

The announcement comes after a long-running dispute over pay and months of strike action by teachers.

But how will the pay rise be funded? Is it affordable for schools? Will all teachers receive a raise and will it mean strikes will now not go ahead next term?

Here’s everything you need to know:

1. What pay rise has the government awarded to teachers?

The government has decided to accept the reported School Teachers’ Review Body (STRB) recommendation of a 6.5 per cent pay rise for teachers in England from September this year.

This is more than the DfE had originally proposed in February (3.5 per cent) but for the second year is less than the “fully funded, inflation-plus pay increase” demanded by teaching unions.

The decision is in line with the recommendations from the STRB.

After today’s pay announcement, teacher starting salaries outside London and the fringe will reach £30,000.

Experienced teachers and leaders will also receive 6.5 per cent.

2. Is the pay deal fully funded?

The government said a total of 3 per cent will be met with additional funding, while schools will be expected to meet the rest of the rise (3.5 per cent) through existing budgets.

In its report published today, the STRB said it estimated the recommendations would increase the pay bill by approximately £1.6 billion for mainstream schools.

Prime minister Rishi Sunak said the government will not borrow more money to fund the rise, meaning the DfE will have to find savings and efficiencies within existing budgets.

Teaching and school leader unions have said they have assurances that extra money found within the department to fund these pay rises will not come from any frontline services, including special educational needs and disabilities (SEND) and schools’ capital funding.

Earlier this year, the DfE made all four teaching unions - the NASUWT and the NEU teaching unions, the NAHT school leaders’ union and the Association of School and College Leaders (ASCL) - the offer of a £1,000 non-consolidated payment for 2022-23 and an average 4.5 per cent rise for 2023-24.

But it said only 0.5 per cent of the overall 4.5 per cent pay award for next year, plus the £1,000 one-off payment for this year, would come through new funding.

The NASUWT, alongside all other education unions, rejected the offer in April, with 87 per cent of members saying they would not accept the offer.

3. Will the deal be affordable for schools?

In a joint statement on teachers’ pay this afternoon, prime minister Rishi Sunak, education secretary Gillian Keegan, the general secretaries of the four education unions - the NEU’s Mary Bousted and Kevin Courtney, ASCL’s Geoff Barton, the NAHT’s Paul Whiteman and the NASUWT’s Patrick Roach - and NEU general secretary-elect Daniel Kebede said the government’s offer was “properly funded for schools”.

It said: “The government has committed that all schools will receive additional funding above what was proposed in March - building on the additional £2 billion given to schools in the Autumn Statement.

“The government will also provide a hardship fund of up to £40 million to support those schools facing the greatest financial challenges.”

In a statement today, Ms Keegan said she recognised that the additional funding “will not mean that no school will face financial challenges and I will also extend the support currently available to individual schools facing the most difficult financial circumstances by up to £40 million”.

Simon Kidwell, headteacher at Hartford Manor Primary School and Nursery in Cheshire and president-elect for the NAHT, said that the award was affordable for him and a lot of the heads he had spoken to as they had already budgeted for a pay rise between 3 and 5 per cent for next year.

“It’s not fully funded but I think it will be enough for many schools to work with,” Mr Kidwell added.

But some leaders are still concerned about the pressures the pay award will heap on budgets.

Dan Morrow, chief executive officer of Dartmoor Multi Academy Trust, said that while it was “welcome” that the recommendation from the STRB has been adopted, the move will exert “huge pressure” on already “exhausted school funding”.

He added that the pressure will be especially profound for primary schools and on one-form entry schools “struggling with much lower pupil numbers nationally”.

Mr Morrow said: “I fear that this will lead to significant rounds of cost cutting and redundancy as a result, when many of us have had to undertake such difficult exercises already.”

Lee Mason-Ellis, CEO of The Pioneer Academy, said he “fully” supported the 6.5 per cent pay rise but it could ”potentially not be affordable for many schools, especially rural and smaller schools, and those with high numbers of early career teachers.”

Meanwhile, Caroline Derbyshire, chair of the headteachers’ roundtable and CEO of Saffron Academy Trust, said the pay rise is only affordable “if it is funded by at least 3 per cent or more and that funding does not get further redistributed according to local authority formula…so that schools on minimum per pupil funding end up with less than that but with the same uplift in costs to pay for”.

Glyn Potts, headteacher at Newman RC College in Oldham, is concerned that the 6.5 per cent “will do little to address the significant gap in the recruitment of new colleagues to support education”.

School workforce lead at the National Foundation for Educational Research (NFER) Jack Worth said the rise is welcome but “very much a first step” in making teaching a “more attractive profession”.

He said that a “long-term strategy” is needed to increase teacher pay by “more than the rate of pay growth in the wider economy and which sits alongside workload reduction, increased flexible working and better access to high-quality professional development”.

He added: “Concerns also remain over whether the 3.5 per cent will be affordable for all schools.

“Different schools are in very different financial positions, and many have been hit hard by the cost-of-living squeeze, highlighted in a report we’re publishing this autumn.”

4. Will it apply to all teachers in England?

Given that the government has recommended the STRB’s recommendations in full, teachers and leaders will see their pay rise by 6.5 per cent across all pay scales.

The only salary exceeding a 6.5 per cent increase is the teacher starting salary outside London and in outer London areas. These teachers will see a 7.1 per cent and 6.8 per cent rise respectively compared to 2022 in order to meet the £30,000 starting salary commitment.

5. Are the unions likely to accept the pay deal?

All four unions currently in dispute with the government over pay - the ASCL, the NAHT, the NASUWT and the NEU - have said they will recommend that members accept the pay award.

While every union will take a slightly different approach, it is expected that the three unions currently balloting members for strike action - the NEU, the NAHT and the ASCL - will continue their ballots.

Members of the NASUWT voted to back strikes in a ballot that closed earlier this week, but the organisation will now recommend they accept today’s pay deal and end their dispute.

It is likely that each union will ballot members in a short electronic poll on whether to accept the new pay deal.

Geoff Barton, general secretary of the ASCL, told Tes that it’s likely members would be invited to vote in a poll between Monday and Friday next week.

The NEU has announced this afternoon that the union will set up an electronic ballot of members, which will run from 18-28 July.

Should members vote to accept the offer, strike action involving teacher members in the autumn term will not go ahead, the union said.

6. What happens if some unions reject the offer and vote to take further industrial action?

The government has said it will now refuse to enter into any further pay talks.

At a Downing Street press conference, prime minister Rishi Sunak said: “Today’s offer is final. There will be no more talks on pay. We will not negotiate again on this year’s settlements and no amount of strikes will change our decision.”

He said the accepted recommendations are a “fair deal for the British taxpayer”.

7. Will we see the schools budget cut as a result of the deal?

Union leaders said separately this afternoon that they have had “reassurances” from the government that the department will not fund its 3 per cent from “frontline” budgets, including SEND and school capital funding.

8. Where is the extra money coming from?

The prime minister said on Thursday that the money to fund the public sector pay rises would come from existing departmental budgets to avoid borrowing new money to foot the bill.

Speaking on Sky News on Friday, Ms Keegan confirmed that the Treasury had given the DfE “flexibility” to use anticipated underspends within the department “and move them into teacher pay”.

She added that these underspends happen when programmes don’t use all of the money planned. Usually, this money will then return to the Treasury.

Ms Keegan said: “We’ve gone through every single line, every single budget painstakingly...we’ve gone through and we’ve anticipated where we will not...meet the forecast and we will move that into school funding.”

When asked which programmes the department had anticipated underspending in, Tes was told that no more detail would be provided at this time. Ms Keegan has also said that the DfE had looked at anticipated underspending for the next two years.

9. When is the money coming and how have they calculated it?

The government today announced £525 million to support schools with the September 2023 teachers’ pay award, with a further £900 million in 2024-25.

The funding is being split between mainstream schools, special schools and alternative provision, early years and 16 to 19 provision, with the department saying the split “reflects relative pupil numbers, and core funding amounts, across these different types of provision”.

The funding will be allocated through the teachers’ pay additional grant.

10. Has the government agreed to address teacher workload concerns?

In a statement today, the NEU said that the government had offered a set of commitments to take urgent measures to reduce teacher workload.

In its report, the STRB said: “Excessive workload persists in being the major concern of the profession and has been a theme of evidence from all consultees for some years.

“We recognise there are existing initiatives aimed at addressing the issue but more is needed. The problem is not being solved and is made more pressing by the profession’s worsening recruitment and retention position.”

The report added that “further collaborative action to deliver a meaningful reduction in workload is an immediate priority”.

In a statement today, Ms Keegan said the department would convene a workload reduction task force “to explore how we can go further to support trust and school leaders to minimise workload for teachers and leaders”.

The report added: “We want to build on previous successes and aim to reduce working hours by five hours per week.

“We also plan to reinsert a revised list of administrative tasks that teachers should not be expected to do into the School Teachers’ Pay and Conditions Document.”

Report claims 6.5% rise ‘unlikely’ to make ‘significant difference’ Experts have warned that offering a 6.5 per cent pay rise for teachers alone is “unlikely” to make a “significant difference” in improving teacher supply.

A new report has urged all UK political parties to set out their plans for tackling teacher recruitment and retention challenges in their 2024 general election manifestoes.

In a new report, the NFER suggested that while a rise of 6.5 per cent is likely to have a more positive impact on supply compared to the pay proposals put forward by the DfE earlier this year, the rise is “unlikely to make a highly significant difference to the overall supply picture on its own”.

The warnings come after reports that the independent STRB, which makes recommendations on teacher pay, had advised that teachers should receive a 6.5 per cent pay increase for 2023-24.

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Teachers, junior doctors and police to get 6% pay rises Sunak will make schools and hospitals find the money for public sector pay deal Sunak will make schools and hospitals find the money for public sector pay deal

Rishi Sunak will give millions of public sector workers including teachers, junior doctors and police officers pay rises of at least 6 per cent.

The Times has been told that the prime minister has accepted the recommendations of all the independent pay review bodies despite concerns that raises could fuel inflation. The government will not borrow more to fund the raises, meaning departments face a £3 billion squeeze on their budgets.

Teachers will be given a 6.5 per cent pay rise in an attempt to end industrial action that has forced thousands of schools to close. Junior doctors will receive 6 per cent.

Police and prison officers are expected to receive pay rises of 6 per cent, while armed forces personnel will receive rises of between 5 and 6 per cent. Ministers are said to accept that there is a “tacit” agreement to give their personnel the recommended pay rises as they are unable to strike.

Sunak said he would decide on pay rises “responsibly”, as borrowing to pay for them would make inflation worse.

Speaking on Wednesday in Lithuania where he was attending the Nato summit, Sunak said: “Everyone knows the economic context we are in and we need to make sure that government decisions, particularly when it comes to not borrowing more, are made responsibly so we don’t fuel inflation, make it worse or last for longer.”

Paul Johnson, head of the Institute for Fiscal Studies, said: “If you’re spending, say, a billion pounds more on pay it will probably mean fewer teachers and teaching assistants or fewer textbooks and school trips. It will put more pressure on public services that are already finding it difficult to deliver.”

‘Abandonment of reality’ NHS leaders said it was “risible” to expect them to fund pay rises from existing budgets, calling it “a complete abandonment of reality” to claim it could be done without cutting services.

“Pay awards need to be fully funded. The NHS hasn’t got the resources to fund them from existing budgets,” said Sir Julian Hartley, head of the hospitals group NHS Providers.

“Finances are very stretched this year as the level of cost improvement programmes that we’re starting to deliver are really significant. That means that every penny counts in the context of delivering all the priorities for patients, and for elective recovery and urgent and emergency care.”

Hospital bosses say they have been told to find cost savings of 6 per cent this year, double the normal efficiency targets.

“To suggest that there is more that could be found to fund a pay award is risible,” said one. Another said: “Six per cent is already a significant stretch and it is simply not feasible to deliver over and above that.”

Hunt told Peston on ITV: “In the end, if you fund any public sector pay rise by increasing borrowing that year, that pumps billions of pounds of extra money into the economy. And when companies can’t meet the demand, when people try and spend that money, they react by putting up their prices.

“So . . . the most important thing is what I said, which is that we won’t fund any public-sector pay awards through additional borrowing.”

What is EPI?

Extensive Processing Instruction, or EPI, was created by Gianfranco Conti. It focuses on the teaching of chunks of language rather than singular words and isolated grammar teaching, with a heavy emphasis on serving real life communication.

The components of EPI are: Chunking, comprehensible input, input flooding (teachers provide students with opportunities to hear and use the target linguistic patterns over and over again), controlled input (highly structured input at the early stages of learning target linguistic patterns), thorough processing, pushed output (output that forces students to use target chunks they have just practised through listening/reading), recycling, automaticity

Read in more detail: https://gianfrancoconti.com/2018/12/05/how-i-teach-lexicogrammar-part-2-the-8-tenets-of-extensive-processing-instruction-in-the-novice-to-intermediate-classroom/

EPI teaching is arranged around a sequence called MARS EARS

1. Modelling – present language chunks in context. Use sentence builders to model language through listening and reading, interactive games, highly scaffolded speaking and writing.
2. Awareness raising – sensitise learners to language patterns and rules. Encourage ‘noticing’ of grammar – this is easily achieved through a sentence builder that outlines clearly how to use grammar e.g. feminine / masculine adjectives.
3. Receptive processing – Intensive input practice. Flood pupils with comprehensible input. Use highly structured activities that recycle key language structures over and over (e.g. narrow reading, sentence puzzles, dictations, gapfill, mosaic translation, mosaic writing, pyramid translation).
4. Structured production – hightly controlled production practice. Narrow translation, scaffolded writing. Pupils must use key chunks (non-negotiable language).
5. Expansion – Further develop understanding or grammar and patterns/constructions. Practice target chunks with old and new vocabulary (preparing pupils to be able to adapt language and transfer knowledge to new topics).
6. Autonomy – More open-ended tasks/ low-stakes assessments.
7. Routinisation – Recycle key chunks and language systematically throughout the academic year. Use of retrieval practice.
8. Spontaneity – Use of communicative tasks – speaking/ writing in TL with a communicative outcome. Pupils must use TL to complete the task.

Read in more detail about this: https://catrinesol.wordpress.com/2022/01/03/how-i-use-an-extensive-processing-instruction-epi-approach-with-entry-3-esol-students-part-1/#:~:text=In%20brief%2C%20EPI%20focuses%20on,it%20as%20a%20Lexicogrammar%20approach.

Example activities for each stage:

1.1. Modelling Phonology:

a) Missing letter dictation

b) Missing syllable dictation

c) Correct the teacher (pupils correct teacher's purposeful false pronunciation)

d) Bingo in target language

e) Listen and re-arrange - students have a list of words/chunks. Teacher reads the list in a different order and students must re-arrange the language accordingly.

f) Listen and identify the phoneme - can be done with gestures or by circling on a transcript

g) Minimal pairs - Display two words which are very similar. Read one out loud, students must work out which word you said.

1.2 Modelling Meaning:

a) Finish my sentence (teacher begins creating a sentence from sentence builder out loud. Pauses and pupils put hands up/write on mini whiteboard the next word) plus variation – finish my word. Increase challenging by varying length and speed.

b) Bingo with words in English– pupils cross off the word when they hear it – focus on meaning.

c) Word snakes – Pupils must re-write a sentence by putting the gaps in the correct place

d) Listening as modelling – use teacher talk to introduce new grammar or vocabulary e.g. by talking slowly and emphasised and using gestures and pictures to make meaning clear. Works better if the target language is repeated in several context and pupils are encouraged to participate. Pupils may then be asked to comment in English on what happened.

e) Dictation drawing – Pupils must draw a visual representation of the listening text.

f) Rock-climbing translation in English - Students must listen to the sentence utterance and translate it using the scaffold

3. Awareness Raising and Lexigogrammar:

a) Reflection/noticing activities using sentence builder - ask students to comment on difference in adjective endings/patterns/verbs etc.

b) Comparison activities/ spot the difference - comparing two different sentences and/or words. Can also take the form of narrow reading (three texts recycling very different language and key structures).

c) Speaking drills e.g. I say in present, you say in past

d) Grammar-focused dictations e.g. listen and complete with the correct verb ending

e) Sorting activities e.g. sort the adjectives into feminine/masculine

f) Listen and identify - listen and identify the person (1st person/2nd person etc.), listen and identify the tense

g) Annotating texts - identify parts of speech, verb conjugations etc.

4. Receptive Processing and Structured Production:

a) Delayed copying – start a sentence which then disappears. Pupils have to copy down what they’ve seen. Can also introduce wait time (a delay before they are allowed to write down the sentence).

b) Disappearing text – teacher shows sentences in which the letters progressively disappear. Pupils need to relay back the sentences either orally or in writing.

c) Paired listening gapfill – Partner 1 has a text with gaps, partner 2 has a list of potential words to fill the gap. Partner A reads outloud and pauses at the gap – Partner B supplys a potential word to fill it. Partner A rereads the sentence with the new word and then carries on.

d) Alternative paired listening gapfill – Partner 1 has a text with gaps, Partner 2 has the full text – Partner 2 reads to Partner 1 who fills in the gaps depending on what they hear. They should then swap roles.

e) Narrow reading – Create a text based on target language (ie. from sentence builder). Then adapt the text until you have at least 3, making a few changes but keeping the important structures intact. Create a sequence of activities surrounding the texts e.g. find in the text, which person, true/false, comprehension questions.

f) Re-order the text – Put a text into the correct order. Pupils may have been previously introduced to the text.

g) Sentence chaos – Pupils need to put the sentences into the correct order. Encourages awareness of sentence order and structure.

h) Positive/negative listening – Pupils must identify whether they heard a positive or negative statement/ opinion.

i) Trapdoor pair or whole class – Students are presented with different sentences which each sentence containing possibly options. Teacher or 1 partner picks one option randomly and the pupil reading must guess the correct option. If they guess correctly they carry on, if they guess incorrectly they must start again at the beginning of the text.

j) Guess my sentence – Have a table in 3 sections with options of possible sentence starters, middles and ends. The teacher (or partner) thinks of a sentence using the options. Pupils have to guess by constructing a sentence. Teacher tells them how many boxes they were correct with (in TL). Pupils keep guessing until they have the whole sentence. The role of teacher may then be passed on to the winning pupil.

k) Structured question/answer - Pupils are asked questions in the TL (e.g. ¿Qué tal?) and must respond by using a list of possible answers. This may be completed as a quick register task or starter.

l) Listening with actions – with or without transcript. Give pupils a certain action to perform when they hear/come across certain words or punctuation. For receptive processing focus on meaning (e.g. give them the word in English).

m) Odd one out – Can be completed as a listening or a reading. Pupils have to pick the sentence that is the odd one out. (e.g. one is in past tense)

n) Correct the sentences – Pupils must find the errors in a sentence (can focus on common misconceptions, key spelling rules, key grammar structure etc.)

5. Expansion and Autonomy:

a) 4,3,2 speaking – pupils are given a few minutes to prepare a talk on a specific topic without writing anything down (they may use books/vocabulary lists/sentence builders to prepare). They deliver the talk to one student in 4 minutes. They then must deliver the talk to another student in 3 minutes, then another one in 2 minutes. The time may be adjusted.

b) Information gaps/guessing games - Guess what your partner likes to do/ guess what your partner is going to do/ guess who etc. With as much use of TL as possible.

c) Speaking surveys – find someone who… / ask each person what they like to do etc.

d) Teacher talk (open-ended listening) – Teacher talks for about 3 minutes on a topic. Pupils must jot down what they understand. Feedback to you in L1 or with stronger classes L2. Could also do True/false task.

e) Get in order speaking – Students are given a question to ask each other e.g. “When is your birthday?” – they must then order themselves accordingly (line up in age order)

f) Structured writing tasks – writing with a structure strip/ ability to use sentence builders or vocabulary lists for support

g) Scaffolded conversation – Pupils use a sentence builder or written prompts to have a conversation.

h) Adapt the dialogue – Pupils are given a dialogue with gaps / underlined words that they must change. They use the dialogue to have a conversation in pairs – adding in their own information where necessary.

i) Adapt the model text – Present pupils with a model text or a parallel text and bold words/sentences that pupils must change. Pupils may use vocabulary lists to aid them.

j) Collaborative translation – e.g. pyramid translation

k) Mosaic translation – Pupils are given a grid with different parts of sentences (e.g. split into four collumns) in the TL. Pupils must use the ‘tiles’ to translate sentences from English.

l) Sentence detectives/ find in the text: Pupils are given a list of words or sentences that they have to find the translation of in the text.

m) Collaborative reading using TL: Pupils read and try and annotate a text together using TL such as ¿Qué significa…?

n) Reciprocal reading without teacher support – Pupils work on a text in groups with different roles (see resources on reciprical reading). May be encouraged to use dictionaries to support.

o) Upgrade a text – Give pupils a text that they must improve e.g. by adding in more opinions, higher level phrases etc.

p) Self and peer-assessment of writing tasks – give pupils specific criteria to look for

q) Tangled translations – Half a text is in English, half in Spanish (intertwined). Give pupils the option to either write the whole text completely in Spanish or completely in English.

6. Routinsation and Spontaneity:

a) Translation activities without scaffolds

b) As many words as you can – in pairs pupils must think of as many words as they can related to a specific topic. The first person who can’t think of a word loses.

c) Creative writing – Pupils write from someone else’s perspective

d) Timed writing/ speaking with visual cue – Make up 20 sentences about this picture in 2 minutes. Can also be competetive e.g. who can come up with the most sentences?

e) Imagination – Use a picture as a springboard for comments from pupils e.g. a place – where do we think it is? What is there? or a person – what do we think their name is? What do they like to do?

f) Free-writing/ open-ended questions

g) Open-ended speaking – pupils speak in pairs on a specific topic

h) Yes/no game: Pupils must answer the questions without saying yes or no

Nice extract from a great book "How to Talk so Kids will Learn at Home and at School" by Adele Faber and Elaine Mazlish.

Great book for reflecting on how we can use our talk as teachers in a productive way in order to get the best responses from our students.

Lots of fantastic tips for classroom management. Really makes you think about how as a teacher our response can escalate a situation very quickly. Alternatively, we can respond in a way to de-escalate. Make students feel valued and heard and then redirect to learning. Not always that easy of course but still very effective.

Book: How to Keep House While Drowning by K C Davis

Style: Informal, personal, short chapters, advice

Content: Advice on routines and methods for keeping your house tidy and functional when you are struggling either due to neurodivergence, disability or mental illness. Some practical tips but a lot of advice on how to reframe self-talk and how you think about your house work tasks.

Why I recommend: It's a very quick read and not packed full of how-tos and practical advice but what it does do is extremely effective in my opinion. The emphasis on reframing your thoughts has been very effective for me. The takeaways from the book were things I could easily implement without feeling like I now had a long overwhelming to do list.

Some key things off the top of my head:

• Tidiness or untidiness is morally neutral. Don't assign morality to how good you are at keeping a tidy house.

• Think of tidying a room as resetting it. When a room is no longer serving its purpose then it just needs a little reset.

• Accept that some days you can't do very much at all. That's okay. You can plan for it, however. Davis, as I recall recommends having closing tasks (end of day, before going to bed). She has two versions: the ideal and the survivables. I'm not sure how she actually words this but that's what I'm calling it. Basically, what is the bare minimum you can get away with doing before going to bed?

• Frame things as being kind to myself. How can I be kind to myself today? Washing the dishes would be kind to future me as I won't have to wakw up to dirty dishes, for example.

• Use unconventional methods if they help. Make your house make sense to you and make it work for your purposes. Your house should serve you not the other way round. If you want a dustpan and brush/ hoover/ laundry basket/ general dumping basket/ whatever in every room then go for it.

Just got sent this while I'm off sick.

These are bits of my newly put up display board.