Language models of AI have become one of the most impressive achievements of modern technology. The development of these systems is extremely dynamic. From simple chatbots to complex systems that can write texts, compose music, and even analyze emotions. One of the most famous examples of language models is the GPT series by OpenAI. Also, the latest models from Anthropic. In particular, Claude AI. Hence, we will take a closer look at the main stages of evolution of AI language models. In particular, GPT and Claude AI features and their advantages or differences.
The Best Screen Recording Software for Content Creation. Practical AI in Action.
Artificial intelligence keeps integrating into daily lives. So, effective tools for visual communication are becoming indispensable. It is especially true for Mac screen recording. In fact, it is a key tool if you need to create training materials, presentations, social media content etc. This year, users have a wide range of screen recording programs available. Among the best solutions, CleanShot X stands out. This tool allows you to not only record videos and GIFs, but also hide desktop icons and turn off notifications while recording. You can also share the results instantly via a cloud service. There are other great options, too. The best Mac screen recording software will depend on your specific needs. For quick recordings, the built-in macOS Screenshot tool is a good choice. If you need advanced editing and sharing features, CleanShot X or Capto are great choices. For professional streaming and deep customization, consider OBS Studio. Thanks to these tools, creating high-quality visual content is now accessible to everyone.
The Path to Smart Text: GPT Language Models
Origins
Opportunities and development
Artificial intelligence that learns from texts: Origins of GPT
Generative Pre-trained Transformer is a series of artificial intelligence models developed by OpenAI. The first versions had rather limited capabilities. With each new iteration, they became more powerful. GPT-3 was already capable of:
Respond to user queries,
Generate almost complete essays,
Model dialogues,
And even joke around a bit.
The real breakthrough came with GPT-4. It has reached the level of high-quality generation of meaningful text regardless of context.
GPT-4 features. Ecosystem development.
GPT-4 supports multimodality. This means that it can work not only with texts but also with images, tables, etc. It was this version that gave rise to the creation of numerous third-party services. In particular, GPTNinja. They allow you to customize the model to meet specific user needs. Thanks to APIs and integrations, GPT has become a universal assistant in development, business, and education.
New Vision of the Language Models’ Future: Claude AI
Meaning
Ethics, security and quality
What is Claude AI?
This is a model created by Anthropic. The latter positions itself as an ethical, safe, and less biased alternative to traditional language models. It is named after Claude Shannon. He was the father of information theory. So, answering the question of what is Claude AI, we can affirmatively say that it is more than just a description of artificial intelligence. Claude has a different architecture. It is focused on responsible interaction with users.
Ethics. Security. Quality.
Claude was developed with a focus on safe behavior. This model is better at handling sensitive topics. It avoids toxic responses. It does not “hallucinate” as often as GPT-3.5. At the same time, Claude demonstrates high-quality generation and deep contextual analysis.
Claude AI vs GPT-4
Architectural differences
Quality of generation
Technological Base: Differences
Claude and GPT-4 operate on different architectural approaches.
GPT-4 is a transformer with a complex infrastructure and multibillion parameters. This allows it to efficiently process a large amount of data.
Claude is more focused on ethics, security, and humanity in the answers.
Who Creates Better?: Generation Quality
The question of whether Claude is better than GPT 4 cannot be answered unequivocally. For some tasks, Claude does win. In particular, when generating business letters or ethical responses.
At the same time, GPT-4 often demonstrates better results in coding or analytics.
So, the choice depends on the specific need.
Integration Into Business and Daily Life: AI in Real Life
Useful applications
How to choose?
Useful applications for all industries
Language models are already actively used in the following areas:
Business:Automation of correspondence. Creation of marketing strategies.
Education:Generation of tests and training materials.
Programming: Writing and analyzing code.
Media: Creating content for social networks and blogs.
How to choose a language model?
As always, it all depends on your goals. GPT-4 or GPTNinja will be a good choice if you need a powerful tool with wide capabilities. If you are looking for a model that is focused on ethics and accuracy, Claude AI can be a great alternative.
You can also experiment with new services that clearly demonstrate the capabilities of modern AI.
Summary
The evolution of AI language models has transformed the way we interact with data. This path demonstrates the growing interest in ethics, security, and practical applications of AI in everyday life. From the first versions of GPT to the innovative Claude AI. Today, everyone can use GPTNinja or Al story writer tools. However, it is crucial to approach everything consciously and use the potential that these models open up to us with wisdom.
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Success in high school is not just about hard work: it’s about working smart, using proven strategies that boost learning, memory, and motivation. Here are 10 powerful tips, distilled from years of classroom experience and research-backed methods, to help students achieve their full potential.
Tip 1: Use Retrieval Practice with the P.O.W.E.R. Method
Retrieval practice strengthens memory and deepens understanding. The P.O.W.E.R. method offers a step-by-step approach:
Prime the mind with mind maps and summaries.
Organize thoughts using mnemonics, diagrams, and structured notes.
Wrestle with challenging recall questions in a low-stakes environment.
Evaluate progress using self-assessment tools like traffic lights or digital journals.
Reinforce learning through hands-on, real-world tasks.
Clarity in teaching is essential. Share resources before lessons, use simple and organized slides, and avoid overwhelming students with too much or irrelevant information. Speak clearly and slowly, reinforce key terms, and use everyday language to explain complex concepts. Focused activities and careful resource selection also boost lesson effectiveness.
Variety in lessons keeps students engaged. Incorporate games like Splat, Mystery Word, Bingo, and True or False Walls to reinforce key concepts in a fun and interactive way. These activities not only motivate students but also enhance their recall and application of knowledge.
Learning journals promote reflection and metacognition. Students can track their progress, note areas for improvement, and set goals. Journals also provide valuable feedback for teachers and encourage ownership of learning.
Instead of focusing on one topic at a time (blocked practice), interleave different topics and question types. This improves problem-solving skills and helps students see connections between concepts. Interleaving has been shown to enhance long-term retention and adaptability.
QLA allows students to analyze their performance question by question, identifying specific strengths and weaknesses. This targeted approach helps students focus their revision on areas that need the most improvement, leading to more efficient study habits.
Encourage students to assess their own and each other’s work. This develops critical thinking, helps them understand marking criteria, and builds a deeper awareness of quality work. When done correctly, it empowers students to take responsibility for their progress.
Timely, specific, and actionable feedback is key to student improvement. Focus on what the student did well, what needs to improve, and how to move forward. Feedback should be an ongoing dialogue, not a one-time event, and should encourage growth mindsets.
Teach students how to structure their notes and study materials. Tools like mind maps, graphic organizers, and timelines make complex information easier to understand and remember. Organized learning enhances clarity and confidence.
Richard’s Award-Winning Book for High School Teachers
Tip 10: Motivate Students with Positive Reinforcement
Motivation is crucial for high performance. Use praise, rewards, meaningful goals, and real-life relevance to inspire students. Show them how their learning connects to their future ambitions, and create an environment where effort is recognized and celebrated.
These strategies, when combined, create a powerful framework for academic success. By embedding these tips into daily teaching and learning routines, students can build the skills, mindset, and confidence they need to excel.
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Don’t forget to check out the full bibliography and recommended reading list at the end of this blog post.
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Artificial Intelligence (AI) used to sound like science fiction, and was once confined to the creative genius seen in movies I loved as a child, such as WarGames (1983), The Terminator (1984) and Short Circuit (1986). These days, however, it has graduated beyond the illustrious imaginations of movie directors and authors and is actually having an impact in schools: helping students write essays, solve mathematics problems, and even brainstorm ideas for group projects. Welcome to 2025, where generative AI is fast becoming an essential tool in the high school classroom.It’s also the technology behind some bizarre and fun recent trends, such as the current AI Doll image creation craze. A doll version of me, created by ChatGPT, is given below. I hope the similarity does me justice!
On a more serious note, however, generative AI has presented school teachers all over the world with some pressing challenges. It’s important to consider how we, as teachers, can use this technology responsibly and effectively. In this blog post I’ll outline some practical, classroom-friendly ideas that even complete beginners can start utilizing right away!
What is Generative AI?
Before we begin, it’s important to make the distinction between generative AI, and other forms of AI. As I alluded to earlier, AI has actually been around in various forms for quite a while. It’s what allowed me and scores of children in the 80s and 90s to play single-player computer games on systems like the Atari ST, Sinclair ZX Spectrum, Sega Mega Drive (remember Sonic the Hedgehog?) and many other devices.
What’s relatively new in the AI space, and what’s caused so much debate and excitiement in the past two to three years is generative AI, which refers to algorithms that can create new content based on existing data. This includes text, images, music, and more. One of the most famous examples is ChatGPT, which can write essays, summaries, and even simulate conversations (Center for Teaching Innovation, 2023).
Rather than replacing teachers, AI is best used as a co-pilot. It can help to lighten workloads, support differentiation, and provide new ways to engage learners.
Five Practical Ways to Use Generative AI in Your Classroom
1. Boost Writing with AI Examples and Prompts
Ever had a student stare at a blank page, unsure where to start? I certainly have. Reaching such students can be real challenge at times. Generative AI, however, may be able to help you by offering writing prompts, providing structured outlines, and generating example paragraphs in various tones and styles. These can be used to help students compare good versus poor structure, or to kick-start a creative writing project (XQ Institute, 2023).
💡 Try this: Ask ChatGPT to produce an essay introduction on climate change, or any topic, then let your students critique it or build on it with their own arguments.
2. Teach Critical Thinking Through AI “Mistakes”
Generative AI can sometimes produce responses that are incorrect or subtly flawed, and that can be a gift in disguise. Use AI-generated answers with embedded errors and ask students to fact-check and edit them. This teaches critical reading, evaluation of sources, and digital literacy, all of which are key 21st-century skills (TIME, 2023).
💡 Try this: Present an AI-generated paragraph with factual errors and challenge students to find and correct them using reliable sources.
3. Differentiate Learning Materials
Students learn at different paces and levels. Generative AI can help you rephrase content in simpler language or adjust reading levels to suit English Language Learners (ELLs) or students with learning difficulties (CRPE, 2024). It is like having a personalized assistant that adapts your materials on demand. If you’re looking for additional tools to add to your differentiation toolkit, then generative AI may be just what you need!
💡 Try this: Take a science article, or an article on any subject matter, and ask the AI to rewrite it for different reading ages or to include more visual metaphors. You can do this with existing worksheets, slides, guides and other resources, too.
4. Fuel Student Creativity
Generative AI can co-create stories, invent fictional dialogue, compose poems, or help design imaginary worlds. For creative projects in English, drama, music or even business studies, it can be a brilliant brainstorming tool (Ali et al., 2023).This allows the AI system to become a ‘creation expansion’ tool that can extend and relate students’ current creative abilities.
💡 Try this: Ask students to work with AI to co-author a short story, with students editing and expanding the AI’s ideas. The prompt ‘I would like to co-author………with you’ should work well with most generative AI systems.
5. Streamline Your Workload
Let’s be honest, teaching is a really demanding job. AI can help with lesson planning, quiz creation, report card comment generation, and even drafting parental emails (Wired, 2023). It is not about replacing your voice, but about saving you time so you can focus on what matters: your students. If you’re struggling with your workload as a teacher, then you should always talk with your line manager in the first instance, as they will know the context within which you are working and will be able to best advise you. However, you may wish to experiment with AI tools too, as you may find that they will relieve you of some of the pressure created by administrative tasks.
Tip from experience: If you want to use AI to generate student report cards, then please seek the permission from your school first, as copyright/data privacy may be an issue to consider. If you are given the green light to go ahead, then check that the correct English is being used (British, or American, for example) and always double-check the reports before officially publishing them,
To make the most of generative AI while keeping things ethical and purposeful, consider the following:
Discuss ethical use with your students: Talk about plagiarism, misinformation, and AI’s limitations (Center for Teaching Innovation, 2023).
Always verify facts: AI can sound confident, even when it is wrong. Teach students to double-check.
Use AI as a tool, not a crutch: Guide students to be critical thinkers, not just content consumers.
Address access equity: Ensure all students have access to tools, especially those from underserved communities (CRPE, 2024).
Final Thoughts
Generative AI is here to stay and that is exciting. With the right approach, it can support better learning outcomes, help differentiate instruction, reduce our workload and spark joy in the classroom. The key is to use it with your students, not for them. As educators, we still provide the wisdom, mentorship, and heart that AI can never replicate.
So why not give it a go this week? Whether it is generating a debate prompt or helping a student craft their first poem, AI might just become your new favourite teaching assistant.
Bibliography and References
Ali, S., DiPaola, D., Williams, R., Ravi, P. and Breazeal, C. (2023) Constructing Dreams using Generative AI. arXiv. Available at: https://arxiv.org/abs/2305.12013 (Accessed: 12 April 2025).
Liu, L., Chen, J. and Singh, R., 2023. Implementing Learning Principles with a Personal AI Tutor: A Case Study. arXiv. [online] Available at: https://arxiv.org/abs/2309.13060 [Accessed 13 Apr. 2025].
James Madison University Libraries, 2024. Artificial Intelligence (AI) in Education: AI and Ethics. [online] Available at: https://guides.lib.jmu.edu/AI-in-education/ethics [Accessed 13 Apr. 2025].
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A full bibliography of sources cited in this blog post can be found at the end.
The Netflix miniseries Adolescence has sparked widespread acclaim for its gripping storytelling and innovative production. However, as an educator and school leader, I believe it also demands a more critical lens. While the series raises important issues such as online radicalisation and so-called toxic masculinity, it does so through a narrative that often paints men as aggressors and women as victims, with little room for nuance or balance. In reality, many boys today are grappling with a deep sense of confusion and disconnection, lacking positive male role models and meaningful guidance. Masculinity, when expressed through integrity, service, and courage, has an essential place in our communities. Rather than vilifying young men, we should be supporting them. Adolescence offers a powerful starting point for discussion. Yet, we must go further toward a more compassionate, realistic, and inclusive conversation about what it means to grow up male in today’s world.
The Plot That Sparked a National Conversation
Adolescence tells the fictional story of 13-year-old Jamie Miller, played by Owen Cooper, who is arrested for the alleged murder of his female classmate, Katie Leonard. Told in a real-time, one-shot format, the drama unfolds over the course of a single day per episode, immersing viewers in Jamie’s psychological descent and the influences that shape his world (Netflix Tudum, 2025).Having seen all episodes myself, I can definitely speak to the excellent cinematography that has taken place: even if I don’t agree with the way that the series portrays certain aspects of modern life in Britain (more on that, later).
The show features a cast led by Stephen Graham and Christine Tremarco, portraying Jamie’s parents, and uses tension and claustrophobia to magnify the real-life pressures facing today’s adolescents (IMDB, 2025). The technical execution alone earned it acclaim as a “technical masterpiece” (Forbes, 2025), but its societal relevance is what has elevated it to educational importance.
The Manosphere and Digital Misogyny
At the heart of Adolescence lies a chilling exposure of the ‘manosphere’, which is portrayed as a cluster of online spaces promoting extreme and often misogynistic interpretations of gender roles. Andrew Tate, a prominent and controversial figure in these circles, is not directly portrayed but looms large in the type of online content Jamie consumes (Business Insider, 2025).
The dangers of such content are not fictional. Many teens fall into these digital rabbit holes unknowingly, encountering ideologies that validate resentment, blame, and aggression. (Independent, 2025). These online narratives offer simple answers to complex emotions that can be devastating when internalised by teenagers.
BritishGovernment Response and the Role of Schools
In response to the show’s impact and the wider societal issues it reflects, UK Prime Minister Keir Starmer held a national summit on online safety, calling attention to the urgent need to combat the radicalisation of boys online (Sky News, 2025). Subsequently, the UK government has now partnered with Netflix to make the series freely available to all secondary schools across the country (Netflix, 2025).
Education leaders and safeguarding organisations, such as the Diana Award, have endorsed the show as a powerful tool to initiate difficult but necessary conversations around misogyny, online influence, and emotional wellbeing (Diana Award, 2025).
Classroom Applications and Resources for Teachers
For educators, Adolescence opens doors to a variety of curriculum-aligned conversations. Teachers can use the series as a gateway to:
Discussions about media literacy
Promoting respectful relationships and consent
Exploring the psychological impact of digital echo chambers
Examining the roles of empathy, family, and communication in teenage development
Organisations such as SecEd and Services for Education offer downloadable lesson plans and discussion guides (SecEd, 2025; Services for Education, 2025). See the bibliography at the end for links to these resources.
Critical Responses and Debates
Despite its success, Adolescence has not been without controversy. Some critics accused the show’s creators of “race-swapping” a story that echoed a real-life case. Co-creator Jack Thorne addressed these concerns, asserting that the series was entirely fictional and designed to address masculinity rather than race (Entertainment Weekly, 2025).
Others have raised concerns about the depiction of educators in the series. A piece from TES questioned why school staff were portrayed as unsympathetic or ineffective. While such portrayals may serve dramatic purposes, they also invite reflection on how schools can better support vulnerable students (TES Magazine, 2025).For educators outside of the UK, like myself, the series shines a light on challenges that UK teachers face on a daily basis, such as behaviour management, active engagement strategies (teachers are portrayed as showing videos to their classes a little too often, in my opinion) and safeguarding.
The Need for Nuance
Multiple commentators, including writers from The Guardian, stress the importance of addressing online safety in nuanced, evidence-based ways. Not every boy exposed to manosphere content becomes radicalised, and not every digital experience is harmful (The Guardian, 2025). Effective teaching and parental engagement remain the most powerful defences against dangerous ideologies.
A Call to Action?
More than just a fictional mini-series, Adolescence is (apparently) a wake-up call. It explores how easily young people can spiral when left unsupported (Harper’s Bazaar, 2025). Its release has catalysed national conversations, encouraged governmental policy shifts, and provided some educators with a compelling resource for classroom use, if they wish to use it.
For educators, the series offers a timely reminder: We are not only teaching subjects; we are guiding lives in an era where influence comes from both the classroom and the algorithm.
Final thoughts
As an educator with over two decades of classroom experience and a firm belief in the power of teachers to positively engineer a child’s future, I commend Adolescence for sparking a national conversation about the digital influences shaping our young people. However, while the show courageously tackles the rise of misogyny and online radicalisation, it misses a deeper and equally urgent reality. Boys today are crying out for positive identity formation, structure, and purpose. In casting men primarily as perpetrators and women as victims, the series presents a one-sided narrative that risks alienating the very demographic it seeks to help. Masculinity, when grounded in responsibility, courage, and empathy, plays a vital role in society. This is a message that is absent from the series but essential in any educational conversation about gender.
Let us not allow Adolescence to become another well-meaning yet unbalanced depiction of complex issues. Instead, educators should use it as a springboard for wider discussions. These should not only address the dangers of the manosphere but also highlight the value of healthy male role models, the pressures boys face, and the often invisible expectations placed upon them. From dangerous jobs to frontline rescue work, men continue to carry burdens that deserve recognition and not ridicule. As teachers, we must move beyond binary blame games and create classroom spaces that nurture all students, including boys, into becoming thoughtful, resilient, and compassionate individuals. That, after all, is the heart of great teaching.
In my twenty years of teaching, I’ve come across numerous pedagogical techniques designed to boost student learning, but few have been as transformative as interleaving. This technique, backed by cognitive science, has the power to enhance long-term retention and application of knowledge: yet it remains underutilised in many secondary school classrooms. Today, I want to explore generalisable rules for interleaving (a structured approach that any secondary school teacher can apply) and one that, to my knowledge, has never been formally outlined before.Out of all of the blog posts I have written to-date, this one has taken me the largest amount of time to research, collate and delineate. I hope that secondary school teachers everywhere will find this guide to be highly practical and transformative. A full bibliography of the research I have cited can be found at the end of this article.
What is Interleaving?
Let’s begin by first exploring this fundamental question: What is Interleaving?
Interleaving is a cognitive learning strategy that involves mixing different topics or types of problems within a single learning session, as opposed to traditional blocked practice, where students focus on one topic at a time before moving on to the next. Research suggests that interleaving improves students’ ability to discriminate between problem types, enhances problem-solving skills, and leads to stronger long-term retention (Rohrer & Taylor, 2007). As many of my readers will remember from an earlier blog post of mine, problem-solving is often a key characteristic of lessons in which deep learning (as opposed to surface learning) takes place.
From my own experience, I first stumbled upon the power of interleaving when preparing my Year 11 students for their IGCSE Maths exams. Rather than structuring revision lessons in the typical topic-by-topic format, I began mixing algebra, geometry, and statistics problems within the same lesson. Initially, students found this challenging, but over time, their ability to recall and apply concepts in different contexts improved dramatically. This worked particularly well when students had finished several topics during their revision sessions, prior to me bringing it all together within interleaved lessons.
The Science Behind Interleaving
Cognitive scientists suggest that interleaving works because it forces students to retrieve and apply knowledge in varied contexts, preventing passive learning and improving memory consolidation (Bjork & Bjork, 2011). A landmark study by Pan et al. (2019) found that interleaved practice led to better exam performance in secondary school students, particularly in subjects like mathematics and science where problem-solving skills are crucial.
Generalisable Rules for Interleaving in Secondary School Classrooms
Despite its effectiveness, interleaving can be difficult to implement without a structured approach. Based on research and my own classroom experiences, I propose the following generalisable rules for effective interleaving in secondary education:
#1: Mix, Don’t Isolate
Traditionally, subjects are taught in blocks, but interleaving requires deliberately mixing topics within lessons or across study sessions. For example:
In a Maths lesson, combine algebra, probability, and geometry problems instead of teaching them separately.
In Science, integrate questions on biology, chemistry, and physics in practice exercises.
In English, interleave different types of writing tasks (e.g. descriptive writing, persuasive essays, and analytical responses) within the same lesson.
In my experience, I have found that interleaving works best if you can connect the separate topics in some way, or if the topics themselves are closely related. In certain cases, project work in groups can lend itself well to interleaved exploration, provided that source material has been directly taught beforehand.
#2: Vary the Practice
Students should not only mix topics but also engage in different types of questions and formats. This can be achieved through:
Interleaved homework: Assign practice problems from multiple topics rather than focusing on just one.
Mixed-question assessments: Instead of unit-based tests, include questions from previous topics to reinforce cumulative learning. If you really must use unit tests, then try to include interleaved questions, or at least some questions that assess knowledge gained in previous units.
Diverse activities: Use a combination of retrieval tasks, discussion-based learning, and problem-solving exercises.
#3: Space it Out
Interleaving is most effective when combined with spaced practice (also known as distributed practice), where content is revisited periodically rather than crammed in one session. This can be structured as follows:
Weekly review sessions that incorporate topics from the past month.
Do Now tasks at the beginning of lessons that include mixed-topic retrieval questions. Live-quiz apps can be utilised if you wish to incorporate a more lively, competitive and upbeat way of implementing these.
Revision timetables that revisit concepts in a cyclic manner.
Learning journals that are filled in, and checked, on a regular basis.
For more information about the Spaced Practice Effect, and how to implement it (beyond the advice I have given in this blog post), then check out this excellent guide by Benjamin Keep.
#4: Scaffold the Difficulty
Interleaving is challenging, and students often find it frustrating at first. To ease them into it:
Start with low-stakes quizzes that mix concepts gradually.
Provide worked examples before asking students to attempt mixed questions.
Allow for collaborative problem-solving before independent practice.
Scaffolding is an interesting and distinct domain of pedagogy in its own right and must not be ignored when designing an interleaved curriculum. Within a lesson, or sequence of lessons, my suggestion for good implementation would be as follows:
Use direct instruction, starting easy then gradually increasing the level of ‘cognitive load‘. Unfortunately, direct instruction has been tarnished with a bad reputation in recent years due to the move towards ‘student-centered’ learning, exploration and phrases such as ” Don’t be a ‘sage on a stage'” and “Don’t ‘spoon feed’ the students” being bandied around school staff rooms (I’ve heard them all!). However, the research suggests that direct instruction, especially when the teacher is mindful of Dual Coding strategies, has a significant and positive effect on learning outcomes.
Go through interleaved worked examples.
Allow students to work in small groups to complete mixed questions.
Provide opportunities for independent practice.
#5: Explicitly Teach the Strategy
Students often resist interleaving because it feels harder than traditional blocked practice. However, just as with metacognitive strategies, we should be encouraging our learners to think about how they think. It’s crucial to explain:
Why it works: Share kid-friendly summaries of research evidence on its benefits (use this blog post if you wish).
How it mimics real-world application: In exams and real life, problems don’t come in neatly organised sets. If you are able to, then provide past-paper questions to demonstrate the fact that the students will be assessed, one day, in an interleaved way.
How to use it independently: Encourage students to interleave their own revision by mixing topics in flashcards, self-quizzes, and study sessions.
Interleaving in Action: My Experience
When I first implemented interleaving, I noticed initial pushback from students. They were used to structured, predictable learning sequences and found interleaved practice to be more demanding. However, after just a few weeks, their ability to transfer knowledge across topics improved significantly. By the time mock exams arrived, they were better equipped to handle unfamiliar questions and apply concepts in novel ways.
For example, in my IBDP Maths AI class several years ago, I introduced interleaved problem sets that combined differentiation, probability, and trigonometry in a single assignment. Students initially struggled but later reported that the varied practice helped them identify links between topics: a crucial skill for higher-order problem-solving.
Final Thoughts: A Call to Action
Interleaving is a powerful, research-backed technique that every secondary school teacher should consider. While it may require a shift in lesson planning, the long-term benefits in terms of deep learning, retention, and problem-solving ability are well worth the effort.
What are your thoughts on interleaving? Have you tried it in your classroom? Let me know in the comments!
Bibliography
Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society, 56-64.
Pan, S. C., Tajran, J., Lovelett, J., Osuna, J., & Rickard, T. C. (2019). Does interleaved practice enhance foreign language learning? The effects of training schedule on vocabulary learning. Journal of Educational Psychology, 111(8), 1172–1181.
Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481-498.
When students unexpectedly bring up sensitive or controversial topics in class—such as questions about Bonnie Blue (a British adult content creator who recently became wildly infamous due to provocative activities and public notoriety), or other ignominious public figures, such as Andrew Tate—teachers may feel unprepared. How should we respond when children ask about such material?
Though we, as educators, would not actively introduce such subjects, it’s important to handle spontaneous student inquiries with care, professionalism, and purpose. What follows next are some strategies that everyday teachers can use to navigate these delicate moments.
1. Stay Calm and Neutral
Maintain a neutral stance and avoid expressing personal opinions. Calmly acknowledge the student’s question and remind the class of the need for respectful, considerate dialogue. Remaining calm sets a professional tone and models appropriate behavior for students (CRLT, n.d.)
2. Redirect the Conversation Appropriately
Gently steer the conversation back toward educational content. If a student asks about Bonnie Blue or a similar figure, briefly acknowledge their query without elaborating unnecessarily. You might say, “That’s a topic many people are discussing right now. Let’s focus on how we critically assess information we see online” (Harvard Graduate School of Education, 2022).
3. Emphasize Media Literacy and Critical Thinking
Use the opportunity to reinforce skills in media literacy and critical thinking. Rather than discussing Bonnie Blue or other notorious personalities specifically, guide students to analyze why certain figures gain media attention and how sensationalism affects public perception. This approach transforms the conversation into a meaningful lesson (Teen Vogue, 2021).
4. Provide General, Balanced Context
If students persist in questions, offer balanced and minimal factual context without explicit details. Briefly mention that certain individuals become well-known due to controversial behaviors or statements, and then emphasize the importance of understanding sources, biases, and responsible online behavior (The Choices Program, n.d.).
5. Protect Classroom Boundaries
Reaffirm classroom boundaries by reminding students about appropriate topics for school discussion. Clarify that while curiosity is natural, certain topics—especially those involving mature content—should be addressed with parents or caregivers outside of the school environment (Yale Poorvu Center for Teaching and Learning, n.d.).
6. Reflect Privately if Necessary
Consider following up privately with students who show persistent interest. A private conversation can clarify misunderstandings, address potential concerns, and allow teachers to provide guidance within an appropriate and supportive framework (Harvard Graduate School of Education, 2022).
Closing thoughts
By thoughtfully and tactfully handling unexpected student questions about controversial topics like Bonnie Blue, teachers can maintain a respectful classroom atmosphere and foster important life skills in media literacy and critical thinking.
References
CRLT (n.d.) Guidelines for Discussing Difficult or Controversial Topics. University of Michigan. Available at: https://crlt.umich.edu/tstrategies/tsd (Accessed: 23 February 2025).
Stepping into a senior leadership team (SLT) role for the first time can be both exhilarating and daunting. Recently, I was appointed as the Acting Head of Secondary at an international school in Thailand, and to gain deeper insights into the role, I reached out to SLT members in other schools for their best advice. Their responses provided me with invaluable lessons that I am now applying in my leadership journey.
1. SLT Isn’t as Powerful as It Seems
Many teachers assume that SLT has the final say in all matters, but in reality, leadership is often constrained by a Board of Governors, school owners, or a Board of Directors. These higher authorities set overarching policies, approve budgets, and have the last word on major decisions. SLT members must navigate these constraints while trying to implement the best possible strategies for students and staff.
2. Deadlines Matter More Than You Think
As teachers, we often view deadlines as an administrative requirement, but from an SLT perspective, meeting them is crucial for the school’s smooth operation. For instance, exam data must be submitted on time so that SLT can analyze results, track progress, and prepare official entries for exam boards. When one deadline is missed, it creates a domino effect, leading to further disruptions down the line.
3. Gossiping Teachers Are Known
While it may feel harmless to engage in workplace gossip, SLT is aware of staff who indulge in it. This kind of behavior can damage professional reputations and undermine trust within the school community. Maintaining professionalism in discussions about colleagues and policies is always the best approach.In fact, this is such an important issue that I wrote about it explicitly in my award-winning book (The Quick Guide to Classroom Management). I have also written a special blog post on the subject matter of gossiping, and its particularly harmful effects in a school setting, here.
4. Complainers Are Noticed
Constructive feedback is always welcomed, but chronic complainers do get noticed. A teacher who frequently complains without offering solutions can be perceived as negative, which doesn’t reflect well when SLT considers leadership potential or responsibilities.Handle day-to-day frustrations professionally, and you’ll soon be recognised as someone who is resilient, trustworthy and likeable.
5. SLT Work Extensively—Even During Holidays
Many assume SLT members simply delegate work, but in reality, they work tirelessly, often sacrificing their holidays to ensure the school runs smoothly. From recruitment to budget planning, from curriculum development to policy implementation, the workload is substantial and ongoing.
6. Awkward Conversations Are Necessary
No one enjoys difficult conversations, but SLT members have a responsibility to address issues such as poor performance, safeguarding concerns, and disciplinary actions. These conversations are rarely personal; they are about ensuring the highest standards for students and maintaining a professional working environment. If you find yourself sitting in a conversation like this, with an SLT member who feels the need to call you out about something, then read my advice on how best to deal with that, here(look for tip #3)
7. SLT Is Built on Trust
Senior leadership is a high-trust position. You don’t get there without demonstrating integrity, reliability, and a strong work ethic. Trust is the foundation of effective leadership, and once lost, it is difficult to regain.
8. SLT Members Communicate With Each Other
If you fall out with one SLT member, assume that others will be aware. Leadership teams function best when there is unity and transparency, meaning that significant issues, concerns, or conflicts are often discussed collectively.
9. Hard Work and Dedication Stand Out
One of the most reassuring pieces of advice I received was that SLT recognizes hard work. Dedicated, competent teachers who go above and beyond are always noticed, even if appreciation isn’t always vocalized. If you want to stand out for the right reasons, being consistent, reliable, and proactive is key.
10. SLT Looks at Patterns to Make Decisions
Leadership isn’t about making decisions based on isolated incidents. SLT analyzes trends in staff absences, exam performance, student behavior, and other key indicators to make informed decisions. Understanding this broader perspective helps in appreciating why certain policies and actions are taken.
Final Thoughts
Becoming a member of SLT is a journey filled with learning curves, challenges, and opportunities for growth. The advice I received highlights the importance of professionalism, trust, and diligence in leadership. As I navigate my new role, these insights serve as guiding principles, helping me to become a more effective and understanding leader.
To those stepping into leadership for the first time: embrace the learning process, build strong relationships, and remember that every decision you make has an impact beyond what is immediately visible. Leadership is not about power—it’s about responsibility, vision, and making a difference in the lives of students and staff.
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In addition to writing this blog post for you today, I’ve also recorded a podcast episode on the same topic. You can listen to it here:
Creating a strong school community is one of the most vital yet often overlooked aspects of school leadership. Whether you are a senior leadership team (SLT) member, a school principal, a middle manager, or a frontline teacher balancing a full schedule, fostering a sense of belonging among students and staff is crucial for a thriving educational environment.
I have recently stepped into the role of Acting Head of Secondary at my international school in Thailand. After spending 20 years in the classroom teaching science, mathematics, and other subjects, this transition has been a profound learning experience. It has given me fresh insight into what makes a school function effectively and how community building is at the heart of it all.
A Tale of Two Schools: The Power of Community
Reflecting on my own school experience, I remember the stark contrast between my Record of Achievement celebrations and those of my friend from another school. My Roman Catholic school’s event was filled with singing, speeches, and a clear sense of togetherness. My friend’s event, in contrast, felt sterile and devoid of any real community spirit.
This comparison serves as a reminder: schools are not just places of academic instruction but communities where students, staff, and parents should feel connected. So, how can we, as educators, foster a strong sense of school community? Here are some key strategies.
#1: Meaningful and Well-Designed Assemblies
Assemblies, when planned thoughtfully, can be a powerful tool for community building. The key is to ensure they are engaging, purposeful, and inclusive. Here are some ways to make assemblies effective:
Showcase student achievements: In my first assembly as Acting Head of Secondary, I invited teachers to contribute to a Google Slides presentation featuring student work. Mathematics notes, science experiment photographs, coding projects, and sports achievements were all highlighted. This not only celebrated student success but also encouraged peer recognition.
Welcome new students: A simple introduction and round of applause for newcomers can make a world of difference in making them feel at home.
Incorporate student-led contributions: Allow students to share announcements, projects, or school events to give them a voice and foster engagement.
Share important updates: Assemblies are a great time to reinforce school values, rules, and upcoming events in a unified setting.
Keep a theme: Whether it’s perseverance, kindness, or academic excellence, having a clear message ensures assemblies are more than just announcements.
#2: The Power of Collective Praise
One of my core beliefs, which I wrote about in The Quick Guide to Classroom Management, is: Praise must be collective in order to be effective. When a student excels, their achievement should not only be acknowledged by their subject teacher but also by their homeroom teacher, the head of secondary, and even their peers. This creates a culture where excellence is recognized and reinforced throughout the school.
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For example, when our school principal mentioned two students with exceptional artistic talent, I made sure to acknowledge them personally. This small act had a significant impact—it showed the students that their work mattered and was valued beyond the art department.
#3: School Events and Theme Days
Special events and theme days are excellent ways to foster school spirit. Here are some ideas:
Charity fundraising events: Simple initiatives like ‘own clothes days’ (or ‘mufti days’) where students donate to a cause can create a sense of collective purpose.
Student-led events: Science fairs, talent shows, or Model United Nations conferences encourage student participation and leadership.
Cultural or theme weeks: Mental health awareness, sustainability, or literature weeks can bring the community together around a shared focus.
Car boot sales or parent engagement days: Involving parents in school activities strengthens the home-school connection.
#4: Leveraging Your School’s Unique Identity
Every school has something that sets it apart. Whether your school specializes in science, the arts, environmental education, or mindfulness, use that unique aspect to create a shared sense of purpose.
For example, if your school is an eco-school, organizing sustainability projects, eco-friendly challenges, or themed assemblies around environmental responsibility can reinforce that identity while strengthening community ties.
#5: Effective Communication Through Newsletters and Social Media
Transparent and engaging communication is key to keeping the school community connected. Consider these approaches:
Weekly newsletters: Highlight student achievements, upcoming events, and important school updates. These can be distributed via email or through homeroom teachers.
Student announcements: Having homeroom teachers read daily or weekly notices fosters a more connected student body.
Social media engagement: Sharing photos of assemblies, student projects, and school events (with appropriate permissions) helps parents and the wider community stay involved.
#6: External Engagement: Speakers and Field Trips
Bringing in guest speakers or organizing field trips enhances learning while strengthening school-community links. Consider:
Guest speakers: Experts in various fields can provide students with valuable insights and inspiration.
Local partnerships: Universities, museums, and businesses often have programs that align with school curricula.
Community visits: Taking students to local cultural centers, science labs, or art galleries broadens their horizons and connects learning to the real world.
#7: Student Voice and Leadership Opportunities
Giving students a voice in school governance enhances their sense of belonging. A well-structured student council, for example, allows students to take ownership of initiatives, fostering leadership and community spirit.
Conclusion
Building a strong school community requires intentional effort from all members of the school—from leadership to classroom teachers, students, and parents. Assemblies, collective praise, school events, effective communication, and external engagement all contribute to a vibrant, inclusive environment where students feel valued and motivated.
If you found these insights useful or have your own strategies to share, feel free to reach out. And if you have a topic request for future blog posts, email me at info@richardjamesrogers.com. Let’s continue the conversation on building stronger, more connected school communities!
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Australia’s recent decision to implement a social media ban for under-16s has sparked heated debates. Whilst I, and many educators I am in contact with, are mainly pleased with this decision (as we can see the many benefits that the ban will have for children’s physical and mental health), the opposition remains large and vehement. People who are against the ban are mainly asserting that rights are being stripped away from children who have already had access to these devices; that children will be able to beat the system anyway using software like VPNs; and that regulation should have happened way back in the 90s, when the internet was first ‘let loose’ on the general public. John Roskam, Columnist at The Australian Financial Review, even went so far as to call the ban a “joke”.
From an educational perspective, however, I see this ban as a bold step toward safeguarding our students’ well-being. As educators, we are deeply invested in the holistic growth of our learners, and this move addresses several critical issues that have plagued young people in the digital age. Back in 2018, for example, I wrote a lengthy blog post that described the devasting effect that screen time was having on children’s health. Writing that blog post all of those years ago was an eye-opener for me, as I discovered that extensive and well-respected research had already shown that smartphone usage was causing, or correlating, with:
Sleep-deprivation, as many children were playing on their phones in bed, close to, or after, bedtime
With respect to social media specifically, a research summary by the Telegraph stated that teenagers were spending “hours and hours” of free time scrolling through social media.
All of these negative effects of screen time were highlighted back in 2018, and even earlier in some cases. Things have gotten much worse since then, in my opinion. Perhaps the Australian Government have intervened too late, as some have already suggested, but isn’t being late better that than never doing anything?
What follows next are my thoughts on why this ban is, generally speaking, a good thing for the children of Australia.
Benefit of the Ban #1: Tackling Cyberbullying at Its Roots
Cyberbullying is an ever-present issue in schools. The anonymity and instant connectivity of social media have created an environment where hurtful comments and harmful behaviors can thrive. In my various roles over the years as a homeroom teacher, form tutor and in middle and senior management, I have seen firsthand the ways in which very young children sometimes use groups on social media to spread gossip and hateful posts about their peers. By restricting access for under-16s, this ban could significantly reduce the avenues for online harassment.
Imagine classrooms where students are less distracted by the emotional toll of negative online interactions. As educators, this gives us the opportunity to foster environments of respect and kindness without the shadow of digital cruelty hanging over our learners.
What Can Teachers Do?
We can use our curriculum time to reinforce positive communication skills in our classrooms. Role-playing exercises, restorative practices, collaboration tasks, and open discussions about empathy can help students build the tools they need for respectful interactions: both online and offline. A good PSHE curriculum can certainly facilitate this and hopefully prepare students for the world of social media when they are old enough to legally use it.
Benefit of the Ban #2: Protecting Reputations for the Long Haul
We’ve all seen it: students impulsively sharing photos, videos, or comments that seem funny or harmless in the moment but have lasting consequences. Social media has no “undo” button when it comes to reputations. Posts made in teenage years can resurface in adulthood, often causing embarrassment or even career challenges. Even teachers, the people that society respects and values so highly, can get caught up in the ‘free-spirited’ looseness of social media, posting content that can, and has, destroyed many careers.
By limiting access to social media, this ban gives students the chance to mature and develop better judgment before stepping into a world where every post becomes a permanent record. It’s an opportunity to teach our students about digital footprints and responsible digital citizenship. I, for example, use my Instagram and Facebook profiles to showcase this blog, my workshops and the professional content I produce. When social media is viewed as a ‘reputation builder’, it really can become quite powerful. In my case, it has even made me ‘Google Famous’ (see below):
What Can Teachers Do?
Integrate lessons on media literacy and online reputation management into your curriculum. Help students understand the weight of their online actions through scenarios, case studies, and class discussions. By equipping them with this knowledge now, they’ll be better prepared to navigate social media responsibly when the time comes.
Benefit of the Ban #3: Promoting Positive Body Image
Social media platforms are notorious for promoting unrealistic beauty standards. Algorithms often amplify content that emphasizes perfection, leading young people to compare themselves to heavily edited and curated images. This can contribute to anxiety, low self-esteem, and even eating disorders.
With this ban, we have a unique opportunity to reframe how our students see themselves. They can spend more time building self-confidence based on real-life achievements, relationships, and personal growth, rather than striving to meet unattainable online ideals.
What Can Teachers Do?
Encourage classroom activities that build self-esteem. Art projects that celebrate individuality, storytelling sessions where students share what they value about themselves, or even health lessons on media manipulation can help counteract the negative effects of social media. I’ve written a separate blog post on how teachers can build student self-confidence, here.
Supporting Students Through the Transition
Of course, this ban doesn’t come without challenges. Students who’ve grown up with social media may struggle to adjust. As educators, we are perfectly placed to guide them through this change with empathy and proactive strategies.
Encourage Offline Connections: Create opportunities for students to engage in collaborative projects, clubs, and team-building activities.
Focus on Digital Alternatives: Introduce educational platforms like Google Classroom, Seneca, or Desmos Classroom to show students the constructive ways technology can be used.
Model Responsible Technology Use: Be transparent about how you use technology as a professional tool, demonstrating balance and intentionality.
A Golden Opportunity for Education
While the social media ban for under-16s is a bold move, I see it as a gift for educators. It’s a chance to reclaim our students’ attention, nurture their self-esteem, and equip them with the tools they need for a healthier, more mindful relationship with technology.
Whilst the opposition to the ban remains strong, I see the ban as passing a cost/benefit analysis: the benefits outweigh the costs.
What are your thoughts on the ban? Let’s continue the conversation in the comments!
Przybylski, A.K. and Weinstein, N. (2017) Digital screen time limits and young children’s psychological well-being: Evidence from a population-based study, Frontiers in Psychology, 8, p. 575. Available at: https://pmc.ncbi.nlm.nih.gov/articles/PMC5102460/ (Accessed: 1 December 2024).
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As high school teachers, we know that our students need more than just academic knowledge to thrive. They need tools to manage their emotions, build relationships (isn’t this so crucial in business?), and make thoughtful decisions. Social Emotional Learning (SEL) gives them these tools and helps us, as teachers, create classrooms where students feel supported, engaged, and ready to succeed.
In my classroom, SEL forms an integral part of each lesson’s structure and delivery, and today I’m sharing ten practical ways you can integrate it into your teaching too!
What is SEL?
At its core, SEL equips students with five essential skills:
Self-awareness – Understanding their emotions, strengths, and areas for growth (target-setting, which is something teachers have been doing for decades to assist with academic goal setting, can certainly help with this too).
Social awareness – Showing empathy and valuing others’ perspectives (collaboration through group projects is a good way to facilitate this, provided there is a reflection on the interpersonal skills developed).
Relationship skills – Building meaningful connections and resolving conflicts.
Responsible decision-making– Making thoughtful, ethical choices.
A handy phrase that helps me to remember this list is “Three S’s and Two R’s”
When these skills are taught alongside academic content, students not only perform better in school but also develop confidence and resilience: character traits that will help them navigate various challenges throughout life.
10 Ways to Bring SEL Into Your Classroom
Here are some strategies I use that you can easily apply to your teaching:
1. Start with Emotional Check-Ins
Take a few moments at the start of class to check in with your students. A simple prompt like, “How are you feeling today?” using mood meters or sticky notes fosters self-awareness and helps you connect with your students on a deeper level. In my debut book, The Quick Guide to Classroom Management, I emphasize the importance of having ‘check-in’ conversations with your students on a regular basis (even as you are on duty, or walking around the corridor, for example). These are perfect for a homeroom/tutor group team-building activity. Any non-confidential information that you gather from such conversations (e.g. students’ hobbies and interests, life events, music preferences, etc.) is called ‘Professional Intelligence’, and it can be used to inform your teaching/interventions.
2. Facilitate Collaborative Projects
Group work is a great opportunity to practice relationship skills. Assign roles to each team member—such as leader, timekeeper, or presenter—to teach accountability and effective communication.
3. Introduce Mindfulness Practices
Short mindfulness exercises, like guided breathing, a mindful body scan, or a moment of silence, can help students manage stress and refocus their energy. These work wonders before a test or during a busy day. In my experience, these work best if they are deployed on a regular basis, rather than ad hoc, as there will be some initial awkwardness on the part of the students when they first try these exercises. Regular practice, and a class culture of acceptance and a recognition of the importance of mindfulness practices, are needed in order for the techniques to be truly effective.
If you’re new to mindfulness (as many teachers are), or if you’re struggling to come up with ideas for mindfulness activities, then this blog by American University contains lots of good information.
4. Encourage Journaling
Journaling allows students to reflect on their emotions and experiences in a personal, non-judgmental way. It’s a simple activity that promotes self-awareness and emotional regulation. This can be done in the traditional way, using personal notebooks, or online (e.g. via systems like Google Sites or Docs).
Make sure you make the journaling interactive in some way. You may wish to allow students to form ‘buddy groups’ with others they are comfortable sharing their emotions with or initiate some kind of ‘anonymous disclosure’ activity (e.g. students fill in an anonymous Google Form with reflections, or write something on a piece of paper, and the teacher reads responses to the class).
I’ve written a very popular blog post about Learning Journals here (feel free to adapt these ideas to SEL journaling too).
5. Practice Conflict Resolution
Present scenarios or real-life conflicts and guide students in resolving them through role-playing. This builds empathy, social awareness, and decision-making skills.
Edutopia have written this brilliant article on using role-play as a SEL teaching tool. I highly recommend that all teachers read this, as it contains ideas that are highly practical and actionable.
6. Celebrate Cultural Diversity
Create space for students to share their backgrounds, traditions, or interests. Whether it’s through classroom discussions, projects, or celebrations, this fosters social awareness and inclusion.Whilst diverse classrooms do sometimes come with unique challenges for the subject teacher, they also offer tremendous opportunities for team-building and cultural awareness.
7. Focus on Goal-Setting
Help students set and track SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound). This activity encourages self-management and shows them how to turn aspirations into action. This can be done within individual subject areas, or as a more holistic PSHE, homeroom or mentoring activity.
8. Create a Peer Mentorship Program
Pair older students with younger ones in a mentorship program. Mentors build leadership and empathy, while mentees gain guidance and support—everyone wins! Such a programme will probably require some training for the mentors initially, and ground rules should definitely be established, but when organized and monitored properly this can be a very rewarding programme for individual students who need support.
I’ve written a separate blog post about executive coaching strategies here. Whilst that blog post is primarily aimed at adults who mentor adults, much of the material is applicable to secondary school mentoring scenarios too.
9. Build Gratitude Practices
Incorporate simple activities like gratitude walls or weekly affirmations. These encourage optimism, build confidence, and create a positive classroom environment.
Colorin Colorado have written this great article that outlines fifteen ideas for incorporating gratitude practices into your classroom.
10. Make SEL Part of Your Subject Lessons
Infuse SEL into your curriculum by highlighting its connections to your subject. For example:
In English, analyze a character’s emotional growth.
In History, discuss ethical dilemmas faced by historical figures.
In Science, explore the societal impact of discoveries or technologies.
This approach shows students that SEL is not just an add-on—it’s essential to real-world problem-solving.
Can you think of some ways to incorporate SEL into your subject area? Please feel free to comment below.
Why I Love Using SEL
Incorporating SEL into my classroom has transformed the way I teach and the way my students learn. They’re more engaged, more resilient, and more empathetic toward each other. I’ve seen firsthand how these small, intentional practices can create a big impact. The only frustration that I sometimes have with SEL practices, however, is that it can take quite a considerable length of time before the classroom teacher sees the fruits of their labour. This time-investment, however, is worth it in my opinion.
I encourage you to try some of these strategies in your classroom and see the difference SEL can make. Have you already used SEL in your teaching? I’d love to hear your experiences in the comments below—let’s grow together! 😊
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