Teachers' Corner

These activities and ideas can help turn your classroom into a dynamic space where learning feels like play, play feels like learning and where engagement, attainment, creativity and collaboration are boosted and celebrated! 

Assessing and evaluating play can sometimes be challenging because it often involves unconventional learning experiences that are less structured than traditional methods. However, much like using a less traditional method of teaching, assessment methods can take many forms and include a variety of techniques.

Successfully integrating playful learning into teaching involves creating an environment where both teachers and children can engage with content in an interactive, enjoyable and hands-on way. Here are some of the approaches I have been exploring with my senior classes.

"Play should be in every classroom, for every child, every day." That’s the ideal and the theory in the new Primary Curriculum Framework but how do we make it a reality in every classroom – especially in upper primary?

The research into play and learning consistently highlights the profound role of play in fostering cognitive, social, emotional and physical development in young children. Assistant Principal and Play and Learning Specialist, Gillian Corbally, outlines what we know, and what she learned in her own older classes, about this powerful connection.

There is certainly an abundance of wonderful and compelling research that shows the potential of the powerful connection between play and learning but for me, the most actionable and useful findings came from getting hands on and exploring ideas with the children in my own class who were in the midst of it.

Teacher author Aoife, shares her reflections on how various forms of play are approached in her classroom, from teacher led, to self-directed play.

There has been plenty of chatter and change around play and its re-examined place in our classrooms recently. As teachers, we’re constantly evolving and adapting our classrooms and our delivery of teaching to improve practice but it can be difficult to keep up to date with changes while keeping an eye on everything else. Here is how Roisin has been coping.

The recently released Primary Curriculum Framework promises an emphasis on play and playfulness. The humble Tuff Tray is a fantastic resource to help you provide multiple opportunities for play.

Starting a role in SET may seem overwhelming, but with the right information and a collaborative approach, you can create a positive and impactful learning environment for those in your care.

Timetabling in special education requires thoughtful planning and continuous collaboration with class teachers. The goal is to integrate support seamlessly into the overall educational experience, ensuring children receive a well-rounded and inclusive education.

To effectively support children with special educational needs, SET teachers must understand the various levels of support available and how to implement them.

As a busy teacher, the prospect of diving into lengthy professional reports can feel overwhelming, however, these documents are packed with actionable insights.

After gathering all necessary information from previous teachers, arranging support time, reading relevant reports, and assessing last year's targets, it's time to prepare the new support plan for the coming year. This crucial step involves a structured approach to ensure each student's needs are met effectively.

Creating a Classroom Support Plan (CSP) is a collaborative effort between the Special Education Teacher (SET) and the classroom teachers to ensure that each pupil's unique needs are met. Here we outline the steps involved in developing an effective CSP, emphasizing the importance of teamwork and detailed planning.

Building on the foundation of a Classroom Support Plan, the next steps in providing comprehensive support to pupils with special educational needs involve creating a School Support Plan (SSP) or a School Support Plus (SSP+) Plan.

Aoife has been a classroom teacher for over 20 years but has recently taken the leap into leadership. She now considers herself an NQDP (Newly Qualified Deputy Principal). Here is her story.

WILL (Women In Learning & Leadership) is a fast growing network for aspiring and inspiring female teacher leaders in education to support, share and learn from each other. Over 2,000 members have joined this new and dynamic community in Irish education.

Even the strongest and most capable people can face crippling self-doubt. By thinking differently and challenging negative patterns of thinking, this can be overcome and valuable professional insights gained.

Taking a step toward leadership may feel like beginning a journey alone but there are others on the same path or those who will help. Rachel O’ Connor & Dr. Kathyrn Corbett – co-founders of WILL Network, share their perspectives on the power of networking.

Does the opportunity to play a pivotal role in shaping the future of learning in Ireland intrigue you? WILL Network founders, Dr. Kathryn Corbett and Rachel O' Connor, offer a roadmap for those aspiring to take the next step in their education journey.

Thinking about taking a leap into education leadership? WILL network founders, Dr Kathryn Corbett & Rachel O' Connor, highlight those leadership skills we use as teachers every day.