Tag Archives: review

So You’ve Been Publicly Shamed by Jon Ronson (Review)

We will be reviewing reading from our CPD library over the course of this year. Our 1st review is from the recent book So You’ve Been Publicly Shamed by Jon Ronson. Don’t forget you can view the current list of books available on Google Drive.

book review 1

You are what you tweet

Journalist Jon Ronson sets out to make his audience think twice about their use of social media by sharing the stories of those who have been publicly shamed for their inappropriate or fraudulent posts on Twitter or other channels.

Posts may include words or images which would have remained private or in very limited circulation in pre-internet days.

He travels the world interviewing men and women who have been publicly shamed for a variety of reasons (an experience made all too easy by the way a story can be spread beyond all reasonable measure on social media).

I thought his early example (Justine Sacco, a New York publicist who in 2013 tweeted a joke intended to be read as a satire of Western ignorance) was too extreme to be considered relevant to most of his readers.

However, a later chapter tells of a man who was sacked from his post after making inappropriate comments at a conference and this example could be ‘closer to home’ for many of us.

In his book Ronson also intends to challenge those who are passing judgement on others and says, ‘we don’t feel accountable during a shaming because a snowflake never feels responsible for the avalanche’.

He concludes, ‘when we jump on a shaming bandwagon we should feel terrible too’.

His message must be firstly to always think seriously about content and accuracy before posting or blogging and secondly to stand back from judging others.

By Sarah Nicholson @DHSBoys

The Times review puts this very succinctly.

‘Certainly, no reader could finish [the book] without feeling a need to be gentler online, to defer judgment, not to press the retweet button, to resist that primal impulse to stoke the fires of shame.’ (The Times)

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TOOLKIT #2 – Reviewing learning

The following ideas for starting a lesson arrived in the DHSB Teaching pink post box this week. If you want to add any more please leave a comment:

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’Bounce, Pounce’ – Using higher order questioning (Bloom’s) to bounce questions from one student or group of students to others to review what they have learnt.

Student led review’ – Empowering students to take the lead in this see our recent Lazy teacher post.

‘Random name picker’ – Randomly selecting a student or small groups of students to answer specific questions related to the learning objectives of the lesson. There are many examples out there such as the hat or the famous Fruit Machine.

‘Headlines’ – Get students to create 3 headlines that could be featured in a newspaper to review what they have learnt this lesson.

‘Who wants to be a millionaire?’ – Students have to write 3 multiple choice questions related to the learning objectives, these can then be shared or used as a starter for the next lesson.

‘Self Assess’ – After completing a piece of writing or an answer to a question, students are given a mark scheme or success criteria and they use highlighters to self assess and check their own progress. This could then be combined with peer assessment.

‘Word games’ – You can use games like word association to link to the learning objectives of the lesson and to review the learning.

‘Mini Whiteboard’s’ – The teacher or other students ask questions related to the learning objectives that can be completed and shown on the whiteboard, a good way to assess the whole class quickly.

‘1 min challenge’ – Students have to sum up what they have learnt during the lesson in just 60 seconds.

‘Aide memoirs’ – Students devise their own ideas/mnemonics e.g. picture/visual clues to the meaning of key words.

‘Answer hunt’ – Questions with alternative answers posted around the walls and students go to the answer they think is correct and explain why.

‘Bingo’ – Using keywords or key phrases from the lesson to play a game of Bingo.

‘Charades/Pictionary’ – Get students to act out themes, keywords or draw them for other students to guess as a way of reviewing the learning.

‘Call my bluff’ – Give out unfamiliar or new terms linked to the prior learning of the current lesson and give students option of the correct answers or terms and they then need to work out the right answer.

‘Hot seating/Speed dating’ – Students work through a series of questions/answers or activities but regularly swap partners.

lazy teaching helps learning

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I think you can work too hard as a teacher, I don’t necessarily mean the hours spent marking and writing reports but actually within the classroom itself. Students need time to think, they need time to reflect, they need time to be challenged and to take a lead in their learning. Some times as a teacher under pressure from the usual sources such as the latest Ofsted, update and others things we can plan too much in a lesson, we can load each plan with activity after activity to ensure that there is a fast pace and lots of challenge. However I took a different step this week, I put my feet up (not literally as the picture shows, that reminds me I must clean my shoes) I took a step back and allowed my students to lead the review at the end of our lesson.

This didn’t give me any extra work to do, I just simply took the plunge, took a risk, I mentioned that it would happen to the class at the beginning and asked for volunteers of which there were several. Then during the lesson I spoke to a couple of the students for a few minutes on what my expectations were and also it was the opportunity to offer them some advice on how to lead it.

The review was excellent, the students asked the rest of the class to reflect on their own learning, then share it, they also went back to the lesson objectives and looked at how much progress they had made. The students really enjoyed this and reflecting on it myself it was just as effective if not more effective if I had done it. So as a teacher are there small tweaks like this that we can make within our lessons? Does this help students to take more responsibility for their own learning and of others? What do you think?