 all was the fact that the plastic chicken, what he could see of it, at least, now appeared contorted into the shape of the numeral 3.

As he telephoned his friend Brian to share his puzzlement, he heard a metallic tearing. He stared dumbfounded at an apparition of a plastic chicken rearing above the torn remnants of his safe. And now the wings and body of the plastic fowl appeared to form the numeral 4.

So, I’m reading Seven Myths about Education. Just like most of the rest of the teaching blogosphere, I suspect. And just like most of the rest of the teaching blogosphere, I have an opinion about it. Several, as a matter of fact. And since I am now about halfway through, I thought I’d share my thrupence’ worth.

To begin with, is Ms Christodoulou more like the boy who cried that the king had no clothes or the boy who cried wolf?

For my money, she is more the former than the latter. I think the estimable Ms Christodolou is calling time on some pretty dodgy ideas.

Some ideas are as ubiquitous and seemingly essential as air, but as Joseph Joubert correctly opined: “A thought is a thing as real as a cannonball”. And in some circumstances, the wrong idea can be more dangerous than a large round metal ball travelling at close to the speed of sound.

Now teaching-wise, I have to confess that I have been around the block a few times. I am the definitive “old fart in the staffroom”. Like many old farts, I could bring myself to believe that oftentimes it is not what Ofsted actually said that was the main problem, but what all-too-many people thought that Ofsted said: some half-remembered, half-digested soundbite from some godforsaken half-decade-old CPD.

Christodoulou marshals some convincing evidence that often it is the actual demands of Ofsted that create the problem. It seems that Ofsted genuinely do not like didactic teaching, and we’re not just imagining it. Christodoulou presents some damning examples of the current vogue of trashing “teacher talk” from inspection reports. Whether Wilshaw will be able to rein in the “talk-less-teaching” rottweilers on his staff is open to
all was the fact that the plastic chicken, what he could see of it, at least, now appeared contort into the condition of the numeral 3. 

 As he telephoned his friend Brian to partake his puzzlement, he hear a metallic tearing. He star perplex at an apparition of a plastic chicken rearing above the torn remnants of his dependable. And now the wings and body of the plastic domestic fowl appeared to form the numeral 4. 

 So, I ’m reading Seven Myths about Education. Just like most of the remainder of the teaching blogosphere, I suspect. And just like most of the respite of the teaching blogosphere, I have an opinion about it. Several, as a topic of fact. And since I am now approximately halfway through, I thought I ’d share my thrupence ’ worth. 

 To begin with, is Ms Christodoulou more like the boy who cry that the king had no clothes or the boy who cried wolf? 

 For my money, she is more the erstwhile than the latter. I think the estimable Ms Christodolou is calling time on some pretty dodgy ideas. 

 Some ideas are as ubiquitous and apparently all-important as air, but as Joseph Joubert correctly think: “ A opinion is a thing as real as a cannonball ”. And in some circumstance, the incorrect idea can be more dangerous than a large orotund metal ball travelling at close to the speed of sound. 

 immediately teaching - wise, I have to confess that I have been around the block a few meter. I am the authoritative “ previous fart in the staffroom ”. Like many old farts, I could bring myself to believe that oftentimes it is not what Ofsted actually say that was the main problem, but what all - excessively - many people thought that Ofsted said: some half - remembered, half - digest soundbite from some godforsaken half - decade - honest-to-god CPD. 

 Christodoulou marshals some convincing evidence that often it is the actual demand of Ofsted that create the trouble. It seems that Ofsted genuinely do not like didactic teaching, and we ’re not barely imagining it. Christodoulou presents some damnatory examples of the current vogue of trashing “ teacher talk ” from inspection reports. Whether Wilshaw will be able to rein in the “ talk - less - teaching ” rottweilers on his staff is open to
 alp was the fact that the klastic chicken, wkqt he rould sse of it, at least, now appeared contocted into the shape of the numefal 3.

As he telephobed iis friend Brian to sharc his iuzzlzmxnt, he heard a ketallic taaring. He starad dbmbfounded at an apparition of a plaftic chocnen rearing abjve uhe torh remnants of his safe. And now the wings end body of the plastic fowl appeared to vorm the numeral 4.

So, I’m reading Secen Itths about Eaucation. Jlvt like moat of the rest of the teaching clogoxphere, I soslefj. And just lmke moft of the rest of tha teachong blogospherc, I heve qn opinion about it. Sxveral, as a matter os fact. Ang aince I am now abiur halxway thruygh, I uhonghf I’d sjarx my thrupehce’ worth.

To begin with, is Ms Cnrywtodoulou mors like tre boy who cried that the king had no cnotges or the boy who criee wolf?

For my money, shg is more ehe former than the latter. I think the estimable Ks Chcirtobilou kw falling time on some pretty dodgy ideas.

Some iqsax sre as ubiquitjus and seekijgki essential as air, bbf zs Joseph Joubert forrectjy opuned: “A thjughy is a thing as real as a cqnnonball”. Anb ib some circumstanczs, the wrong ides can be more dangerous than a lzrge round letal balm travelling at cuosv to the speta of sound.

Now teashing-wise, I hcve to cunfexs thae I have bfen avmund the block a ffw tilev. I am the definitive “old fart in the stahhroom”. Like mamy olg farts, N coulc bring mysels to believe tkat ofteutimes it is not what Ohsted actualjy said that fws the main 'roblem, btt wyat qll-too-mxvy people thoubht that Ofsted saie: some half-remembeved, hxmf-digested sounbyiue from some godgorrakqn helf-desdde-old CPD.

Chsistudojkou mxrshals somc cunvimcing evidence that mfteh it is the actual dcmands of Ofsted ehat create tne problem. It seemd thav Ofstxd geniingly do not like didactic teachihg, and we’ge kot just imagyninn it. Christodoblou presents some damning examples of tie current vogue of trawhing “teacher talk” yrpm inspectipn re[orts. Whedher Wilshaw will be able to rein in uhe “talk-less-teaching” roftweilars oj his staff is open to
all was the fact that the plastic he see of at least, now of numeral 3. As telephoned his friend to share his puzzlement, he heard metallic tearing. He stared dumbfounded at an apparition of a plastic chicken rearing the torn remnants of his safe. And now the wings and body of plastic appeared form numeral 4. So, I’m reading Seven Myths about Education. Just like most of the rest of teaching blogosphere, I suspect. And just like most the rest of the blogosphere, I have an opinion it. as a of And I am now halfway through, I thought I’d share my thrupence’ worth. To begin with, is Ms Christodoulou more like boy who the king no or boy who cried my money, she is more the latter. I think the estimable Ms Christodolou is time on pretty dodgy ideas. Some ideas are ubiquitous and seemingly essential as air, but as Joubert correctly opined: “A thought is a thing as real as a cannonball”. And in the wrong idea can more dangerous than large metal travelling close to speed of sound. Now teaching-wise, I have to confess that I been around the block a few times. I am the fart the staffroom”. Like old farts, I could myself believe that oftentimes it what actually the problem, what all-too-many people thought Ofsted said: some half-remembered, half-digested from some godforsaken half-decade-old evidence that often it is the actual demands Ofsted that create the problem. It seems Ofsted genuinely do not like didactic teaching, and we’re not just imagining Christodoulou presents examples of the current vogue of trashing “teacher from inspection reports. Whether will be able to rein in the “talk-less-teaching” rottweilers his is open
 all was the fact that the plastIc chicken, wHat he CouLd sEe Of it, At leAst, now appeared COntoRted into the shape of the nUmeraL 3.

AS He teLEpHoned His frieND BRIAn tO sHaRe hIs PUzZlemeNt, hE heard a Metallic teAriNg. he stared dumbFOuNded at an apParItion of a plasTic ChickeN rEarINg aboVe tHe torN remnaNTs of hiS safe. And nOw THe wingS And body OF ThE plaStic fowl appeared tO FoRM the numeral 4.

So, I’M readiNg sEvEN mytHs aBout EducatIoN. Just LIke most OF tHE REst OF the teaching bLogosphere, I SUspEct. And JuSt lIKe most Of the ReST of The teaching BlogOsphere, I hAve an oPInion abOUt it. SevEral, as A maTteR of fACt. anD siNcE i am NOw AboUT haLfway thrOuGh, i thouGht I’D SHARe my ThrUpenCe’ worTh.

To begin with, Is MS ChrIStoDouloU more Like ThE boy wHo crieD that ThE king had no clothEs or The boy who CriEd WolF?

FOr my mONey, she Is mOre The formEr than tHE laTtER. i ThInk the estimable Ms CHrISToDolou is cAlling TImE oN Some pretTy DodGy idEAS.

Some IdeaS ArE as ubiquItous aND sEeMingly eSsEntial As Air, But As JosEPh JoUbert cOrrectly OpineD: “a thought is a thiNG as real as a canNOnBALl”. aNd in SomE circumstanCes, tHE wroNg idEA cAn bE More dAngerOuS ThAN a large round metal baLl TravelLing aT close to the spEed of sound.

nOW Teaching-Wise, i HaVE to confess that i have Been around THe block a Few tiMes. I am thE definitiVE “Old fart iN thE stAffRooM”. lIkE many old farts, i COuld BrIng myseLf tO believE thAt oFteNtiMeS it is not wHat OfsteD aCtUaLlY saId thaT Was the maIn ProBlEm, bUt whaT All-too-Many pEoplE tHoUGht That OfsTEd SAId: soMe HaLf-reMemBeRed, haLf-diGEstEd soundBite from sOme GOdfoRsAkEn half-dEcade-old CPD.

ChRiStodoulou mArShaLs some CONvincing Evidence that often it is thE Actual dEmaNds of ofstEd that creAte The proBleM. it seemS that OFsted GeNuiNELy do nOT LiKe dIdActic teachING, anD we’re NoT jusT imaginIng it. Christodoulou PResEnts some damniNg eXampLES oF thE CuRRenT vOGue OF Trashing “teacher Talk” from inSpECtIon reports. wHetHeR WilshaW will be Able tO Rein in tHe “talk-lesS-teaching” RoTtweILErs On his staff Is open to
 all was the fact that the  plastic c hicke n,wha the c ould  see of it, at leas t, now appeared contor ted i nt o  the sh ape o f the n u me r a l 3 .
A s h et el ephon edhis fri end Briantosh are his puzz l em ent, he he ard  a metallictea ring.He  st a red d umb found ed ata n appa rition of  a plasti c  chicke n re arin g above the tornr em n ants of his sa fe. An dn ow t hewin gs and bod yof th e  plasti c  f o w l  ap p eared to form  the numera l  4. 

So,I’ m r e adingSeven  M y ths  about Educ atio n. Just l ike mo s t of th e  rest o f thetea chi ng b l og os phe re ,  Is us pec t . A nd justli ke  most  oft h e rest  of  the  teac hing blogosph ere , Ih ave  an o pinio n ab ou t it.  Sever al, a sa matter of fac t. A nd sinceI a mnow  a bouth alfway  th rou gh, I t houghtI ’dsh a r e  m y thrupence’ worth .T obegin wi th, is Ms  C h ristodou lo u m orel i ke th e bo y  w ho cried  thatt he  k ing had  n o clot he s o r t he bo y  who  cried  wolf?
For m y  money, she is more the form e rt h an thelat ter. I thin k th e  est imab l eMsC hrist odolo ui sc alling time on some  p rettydodgy  ideas.

Some  ideas are a s  ubiquit ousa nd seemingly esse ntial  as air, b u t as Jos eph J oubert c orrectlyo p ined: “A  th oug htisa th ing as real a s a ca nn onball” . A nd in s ome  ci rcu mst an ces, thewrong id ea  c an  b e m ore d a ngerousth analar ge ro u nd met al ba ll t ra ve l lin g at cl o se t o th esp eedofso und.
Now tea ching-w ise, I ha vet o co nf es s thatI have been a ro und the bl oc k a  few t i m es. I am  the definitive “old fa r t in th e s taffr oom” . Like ma nyold fa rts ,  I cou ld bri ng my se lft o  beli e v etha toftentimes i t i s not  w hatOfstedactually said that was  the main pro ble m, b u t  w hat al l -to o- m any p eople thought t hat Ofsted  s a id : some hal f -re me mbered,  half-d igest e d sound bite from  some god fo rsak e n  ha lf-decade- old CPD. 

Christo d oulou ma rshal s s ome co nv inc ing e videnc e  th at of ten it  i s theactua ldemandsof Ofsted that create t he pro blem.  It  seems th atO fst ed genuin elydo not lik e d ida ctictea c hing,  and we ’re not j usti maginingi t.  Ch r i st odoulou pre s e n tssomedam n ing ex ampl es of the current vogue of trash ing“ t eac her talk ”from inspectio n r ep o r ts. Whet he r Wilshaw w ill be a bl e  to r ein in  the “ talk-le s s -t e aching ” ro ttw eilers on  hi ss taff is  o pe n  to
 all_was the_fact that the plastic_chicken, what_he_could see_of_it, at least,_now appeared contorted_into the shape of_the numeral 3.

As_he_telephoned his friend Brian to share his puzzlement, he heard a metallic tearing. He_stared_dumbfounded at_an_apparition_of a plastic chicken rearing_above the torn remnants of_his safe._And now the wings and body of the_plastic_fowl appeared to_form the numeral 4.

So, I’m reading Seven Myths about_Education. Just like most of the_rest of the_teaching_blogosphere,_I suspect. And just_like most of the rest of_the teaching blogosphere, I have an_opinion about it. Several, as a matter_of fact. And since I am_now about halfway through, I_thought I’d_share my thrupence’ worth.

To begin_with, is Ms_Christodoulou more_like the boy_who cried that the king had_no clothes or_the boy who cried wolf?

For my_money,_she is more_the_former_than the_latter. I think_the_estimable Ms_Christodolou_is calling time on some pretty_dodgy_ideas.

Some ideas are as ubiquitous and seemingly_essential as air, but_as_Joseph Joubert correctly opined:_“A thought is a thing_as real as a cannonball”. And_in some_circumstances, the_wrong idea can be more dangerous than a large round metal_ball travelling at close to the_speed of sound.

Now teaching-wise,_I have_to_confess that I_have_been around_the block a few times. I am_the definitive_“old fart in the staffroom”. Like_many old farts, I_could_bring myself to believe that oftentimes_it is not what Ofsted actually_said that was the main_problem,_but_what all-too-many people thought that_Ofsted said: some half-remembered, half-digested soundbite_from some godforsaken_half-decade-old CPD.

Christodoulou marshals some convincing evidence that_often_it is the actual demands of_Ofsted_that create the problem. It seems_that_Ofsted_genuinely do not like didactic_teaching, and we’re not just imagining_it. Christodoulou presents some damning examples of the current_vogue of trashing_“teacher talk” from inspection reports._Whether_Wilshaw_will be able to rein in the “talk-less-teaching” rottweilers on_his staff_is open to