Education and Gendered Cheese – Nipples + Misogyny

We need more women to join the education debate and not just in the audience. – I made this video called Education and Gendered Cheese.

After I posted it @AnnMroz sent me a message saying ‘you have combined my greatest irritations in one clip’.

I think this clip resonates with many; male and female, because despite having a large female workforce, the decision making process and the debate is still largely male dominated.  There is no excuse to have all male panels debating education anymore.



It was ill-conceived to allow Katie Hopkins a voice debating education when there are so many women in the field with far more experience.  She courted controversy like a pantomime dame to be laughed at – I saw no men paraded in this way. The serious stuff was debated by the men.


The TES recently printed this

It discussed how money is being wasted by encouraging girls to become scientists, that if they are interested they will study the subject anyway.  The psychologist thought it was not a natural selection for many female students.  That is all very well until you see gendered cheese.


This is another conference coming up with SSAT (The Schools Network):



This was Belmas at the weekend (July 12/13) great – women in the panel – why should this be unusual?


I leave you with this article written by US blogger, @PLThomasEdD discussing nipples, females and education reform.



We should be allowing Students to Read with their Ears

ireadwrite for iPad

ireadwrite for iPad

I have written a lengthy blog for @InnovateMySchl here:

I discuss what schools are doing for those students who cannot access the curriculum due to a reading difficulty.

My question is ‘do you leave them to struggle until they can read fluently?’

For whatever reason, there are many students who cannot access the curriculum due to poor reading skills and Text-to-Speech can alleviate this problem to some extent.

I link this to:

Stanovich’s Matthews Effect

Rich get richer and poor get poorer in terms of reading achievement.

Text-to-speech for the right learner with poor decoding skills can help them access the curriculum independently and this ability, particularly as a student gets older, promotes self-sufficiency rather than the learned helplessness which is often the case.

Early intervention is key to improving reading but there are some (either due to severity or lack of support) for whom reading will not be fluent or automatic at the time they require it to be. We cannot wait – as their peers become richer they are getting poorer.

Allow them text to speech to access curriculum – give them electronic copies of your text books – email your worksheets – remove the barrier of decoding difficulty and level the playing field for them.

Text-to-Speech is like spectacles for a poor reader.

See link for free and paid Text-to-Speech software.