#teacher5aday #stressawarenessmonth 

In the most stress free way possible I will post the resources and ideas shared as part of stress awareness month here. Feel free to get in touch if you would like to contribute.

The original blog for this year is here if you would like a copy of the calendar below and a few ideas to try out http://wp.me/p4VbxY-pT

Day 1 – Join 13 million others and watch @kellymcgonigal in her TED talk “how to make stress your friend”.

Post your views using #teacher5aday #stressawarenessmonth after you’ve watched it.

Day 2 – listen to Mark Healey’s view of how teachers could deal with stress.

Day 3 – thanks to Hannah Gregory for today’s poster. Print it out, stick it up and start talking about it.

Day 4 – 10 great tips to try from James Hilton

J Hilton Top 10 Poster_A3

Day 5 – Try a cup of tea shred – from @paulgarvey4

Cup of tea shred

Day 6– take a drive with @JamesLiney

Day 7 – Changing perspective – after your drive with James ….. https://www.headspace.com/

Day 8 – remember the rhythms of the year

Day 9 – 50 is plenty – time to start keeping count https://chriseyreteaching.wordpress.com/2016/10/29/50-is-plenty/

Day 10 – get involved with a week of well-being chat with the Chartered College.


Day 11 – another ten top tps to try this time from @keli3_j

Day 12 – circle the words which best explain your mood and add a reason to explain why. (from Lorette Ashwell)

Day 13 Share Diane Kenny’s 5 tips far and wide

Day 14 – go WALKIES with Sue Roffey


Day 15 – half way point – Try these activities for any month you like – from Mrs Roberts

Day 16 – Clare Maas asks you to consider burnout.


Day 17 – ideas from Marlborough Primary

Day 18 sign up or make your own version of #teacher5adaybuddybox from @mrshumanities

Day 19 – Try out Rachel Atherton’s ideas about how to develop your 5aday.

Day 20 – A little guide to mindfulness


Day 21 – some student5aday from Hannah Gregory.

Day 22 – ideas to improve your marking from Zoe Paramour’s contribution to #teacher5aday #slowchat4

#Teacher5aday Day 2 – Managing Workload & Marking

Day 23 – advice for this term from Flora Barton wb!

Are you a well-being superhero? Your country needs you in April.

After an amazing week inspired by #NCW2017 I wonder if we could do something similar for well-being both for students and teachers in April.

The April 2016 #teacher5day theme for the month was #stressawarenessmonth http://wp.me/p4VbxY-eN based on the American version you can find here http://stressawarenessmonth.com/welcome-to-stress-awareness-month-april-1-30-2017/ with resources to try out here https://www.helpguide.org/. As we approach the exam season is there anything we can do that will improve our well-being as teachers which will have a knock on effect on improving the well-being of our students?

Could #teacher5day and #student5aday be the answer? It’s time to raise some awareness.

In its simplest form you could just remember to put a few minutes of time aside each day in April and share your adventures on the #teacher5aday hashtag. You might however be inspired to make April a month of well-being in your school for both students and staff. What about a top 10 ten list of things staff and students can do to reduce their stress in April? How about a campaign to get students to turn off their phone at 7.00pm which could include their parents doing the same (and dare I even say their teachers)? #turnitoffat7

Either way I think it is about time we made a lot of noise about well-being and with retention of teachers more important than ever what are we waiting for.

If you would like to get involved, please get in touch. I am looking for as many #wellbeingsuperheroes to make as much noise as possible in April to share their ideas big and small.

All ideas are welcomed and what I would really like to achieve is the same buzz around the #teacher5aday themed months on twitter like #fitfeb, #memorymarch and #21daysJuly making a similar impact in more staffrooms around the country for the majority of teachers who are not on twitter.

Resources to stick on your staffroom wall can be found here http://teachingtricks.weebly.com/blog-teaching/april-is-stress-awareness-month

Are you up for the challenge??

Hope so.

Healthy regards,


CPD/ Support network or just sharing good news stories #slowchat #teacher5aday @CeriStokes

I love sharing good news stories on Twitter, celebrating how great we are, learning from enthusiastic and inspiring teachers, whilst still being realistic and looking out for our wellbeing. It’s probably my best source of CPD.  Short sharp bursts of ideas but I can access, when I want and regularly (not just at the start of term). This is what attracted me to joining the Chartered College. And looking on Twitter it seems I am not the only one. I am in awe at the number of great Twitter Teachers using their own time to make things better, to hear about the nitty gritty from colleagues and the Charter College seemed to promise more of this.


So I like many others, spent some time researching their web site, watching the inspiring Youtube clips to find out what exactly what was being offered for the £39 joining fee. Well to start with the Web site states:

  • Access to over 2,000 full text journals, ebooks, research and materials covering a broad range of education issues and subject-specific topics
  • Entry to one of our inaugural conferences in February 2017 to hear from teachers and leaders in the education sector (subject to availability)
  • An opportunity to become involved in our emerging regional communities, locally-led groups

This all sounds positive, but what really does it mean? The journals look interesting, but I was slightly overwhelmed with the amount of information. The conference was really well received, promoting lots of debate. The local led groups sound encouraging and I am looking forward to joining in with this. But the Youtube Clips gave me the most food for thought. From a CPD point of view, Clare’s clip really got me thinking https://www.youtube.com/watch?v=T2CpUDmkgyM. Wouldn’t it be great if we could choose CPD that we decided we wanted and were ready for, not just the line manager?  Would this mean that our CPD would be more valuable and relatable. How can an organisation like Charter College help with this?

Perhaps I am looking at this all wrong. Could we take control of our own support network and CPD through writing our own journals or attending the conferences. It is starting to sound like one of the regular community challenges for #teacher5aday, a chance to contribute and make a change. (PS I am loving the March challenge #memorymarch). Suddenly the phrase “Ask not what Charted College can do for you but what you can do for Chartered College” is running through my head.

Some Questions to consider:

“To gather together is to be more powerful, to be more effective, to have a voice.” Wise words but what does it actually mean?

Useful? Does research have to be useful? Isn’t there a place for research into education ethos and how will Charter College facilitate this?

Will those teachers feeling ‘overworked’ feel more valued and have a voice in future, if they have the support network like #teacher5aday

The Role of Chartered College will be to support “change in discourse from blame to opportunity.” How can we make the most of this opportunity?

The Chartered College will support teachers’ development to gain the skills, knowledge and expertise they need, how can they do this?




How would you like the Chartered College to develop the workload debate?@pickleholic

You don’t have to talk to a teacher for very long before the subject of workload arises. Publicly, as a profession we are in danger of pedaling the image that complaining about our lot is what we do best. However there are whole networks of us making great strides in spreading the love of what we do; none less than the teacher5aday movement that so many of us engage with on Twitter. The teacher5aday movement challenges teachers’ predisposition to place the wellbeing of others over their own. It asks us as professionals, to model best practice in taking care of ourselves, and to actively inspire others to do the same.


In stark contrast, the Department for Education’s newly published Teachers’ Working Time Survey shows that 93 per cent of teachers identify workload as a serious problem, with teachers working on average 54.4 hours a week. The survey also states that Primary teachers new to the profession are working nearly 19 hours per week outside school hours, causing many to leave the profession within just a few years of qualifying.

One response is over 21,000 signatures on a government petition to reflect the hours worked by teachers in their pay. An alternative approach is to adopt the #fiftyisplenty rule advocated by @chris_eyre. The 50 is plenty rule is the principle that we limit our working hours, wherever possible, to less than 50 per week; maintaining a sustainable work load that neither compromises our productivity or our health and wellbeing but promotes longevity as a professional whilst also improving the wellbeing of those around us.

When Secretary of State for Education, Justine Greening, addressed the Chartered College of Teaching with her vision for the profession, she said, “Teachers are the experts who inspire the professionals of the future.” The question is how will we inspire other professionals to develop the workload debate?

What are the most valuable aspects of  #teacher5aday?

How can we empower teachers and school leaders to challenge unproductive tasks that perpetuate an unsustainable workload?

How can we overcome the impact of underfunding upon workload/feed unsustainable hours?

What role do we want the Chartered College have in helping us to develop the workload debate?



So far sixty-eight great educators have offered their time to present at #PedagooHampshire17 on the 16th of September this year at Eggar’s School (@eggars). This year I am also very pleased to announce that Dame Alison Peacock will provide the keynote building on the success of this annual event and providing a clear link to the work of the Chartered College.

Free Tickets are available here https://www.eventbrite.co.uk/e/pedagoohampshire17-tickets-31783816250 and if you would like to join the list of volunteer presenters the link is here https://www.eventbrite.co.uk/e/pedagoohampshire17presenters-tickets-27799145994 .

The presenter sessions and biographies will be posted here over the next few months but to whet your appetite see the details below and read about #PedagooHampshire and how you can get involved.








Leah Crawford @think_talk_org


Leah has 15 years experience as a Local Authority English Inspector/Adviser, working across the primary and secondary phases, supporting schools at all stages in their journey. In her school career, she held pastoral and subject leader roles. She is now Director of Thinktalk consultancy, is an Associate Tutor for the King’s College Let’s Think in English Cognitive Acceleration programme and is teaching and studying at Winchester University.

Blended reading for mastery at primary

As an LA adviser, I found the amount of time primary colleagues spent planning for and assessing  reading unsustainable.  Teachers would plan 6 guided reading sessions around 6 different texts, and the associated independent ‘carousel’ tasks, on top of daily English/Literacy sessions – not to mention the time then spent marking both English and Guided Reading books/outcomes.  During 2016-17, I have worked with 3 clusters of schools in Hampshire and neighbouring counties rethinking the teaching reading comprehension, so that teachers are in a position to make knowledgeable and principled decisions about provision that are effective and sustainable.  Teacher evaluations, I think,  make the link to workforce reform clear:

‘I have fallen in love with Guided Reading all over again!  Carousels are a thing of the past.’

‘Structured, practical, helpful and inspiring.’

‘I now understand mastery and depth for all. It means less planning, fewer questions, more authentic listening.’

‘Staff now feel they are really teaching reading, not just listening in and assessing.’

Come to gain an insight in to streamlining your planning and assessment of reading.

Niomi Roberts 

Currently I am a Year 5 teacher, SLE and Head of Science, across our academy cluster.

I’m continually determined to develop and share efficient and best practise with colleagues. My passions include emotional intelligence, impact pedagogy, travel, fitness and wellbeing.

I’ve learnt ever so much, in my 6 years of teaching, as I like to challenge myself and find new initiatives to improve teaching and learning. I set myself new challenges, goals and projects, each academic year. My goal and intrinsic motivation is to aid my colleagues and other schools I work alongside, to develop their teaching pedagogy. This in turn aids children and their progress, but most importantly creates confident, worldy and well rounded individuals.

My talk will be focused on ‘Make it Stick’, which links to precision pedagogy. Being efficient, effective and having a remarkable impact!

Victoria Hewett @MrsHumanities


Victoria is currently Head of Geography and Environmental Systems and Societies at an International Grammar School in Kent. She has 5 years of teaching experience, almost 4 years of which have been in Middle Leadership roles.  Formerly Head of Humanities at a free school with high numbers of SEN and low ability students, Victoria made the move to the grammar system in September 2016 going back to her roots in geography and environmental education.

Since becoming a middle leader, Victoria has spent vast amounts of time carrying out action research into marking and feedback. Victoria is on a mission to find the best approaches that ensure and maintain high quality feedback whilst supporting the work/life balance of the teacher. At last year’s PedagooHampshire, Victoria presented a wide range of feedback ideas during her presentation on Less is More Marking.

Since becoming a middle leader, Victoria has spent vast amounts of time carrying out action research into marking and feedback. Victoria is on a mission to find the best approaches that ensure and maintain high quality feedback whilst supporting the work/life balance of the teacher. At last year’s PedagooHampshire, Victoria presented a wide range of feedback ideas during her presentation on Less is More Marking.

Kiran Satti

Kiran (00000002)

Kiran started teaching in September 2010 and has developed a range of teaching experiences from Early Years to Y6. She has led in several areas; PSHE, Pupil Voice, Art, Business Enterprise and Science. She has studied to Masters Level (Teaching Studies), looking at how dialogic spaces facilitate quality and optimum learning environments. Her dream is to be English Lead…one day she will be!

Presentation Kindness in the classroom…sprinkled with celebs and confetti

Presentation will explore how as adults we can be authentically kind to ourselves and others, as well as how we can nurture an environment of kindness through values, activities, classroom management and English/ literature.


Julie Hunter Assistant Headteacher, Bradon Forest School


Julie is an MFL teacher with 17 years’ experience in the state sector and now works as an Assistant Headteacher in Wiltshire with responsibilities for more able and gifted students. During her mentoring work with this cohort of students she has increasingly become concerned with student mental wellbeing and mental strength. In 2014 Julie completed a course on the Science of Happiness with UC Berkeley and has recently completed a Mindfulness Diploma. She is on a mission to improve the happiness of all students at her school and has written her own Positive Psychologies programme. The programme has been implemented across the entire school for both staff and students in 2015/16. The logical development was to rebuild PSHE to ensure all students were equipped for being 21st Century Global Citizenship.

Rachel Hawke


I have been teaching geography for 5 years and in September 2016 was appointed as Curriculum Leader at Court Moor School in Fleet. My teaching style encourages students to become independent thinkers and enquire about the world around them. I love that my subject is so dynamic and that students are able to relate things we teach to news events and places they visit.

Helen Shapter Wheeler  @teach_resilient


Having taught mostly Drama in mainstream secondary schools for 12 years, I made the leap to SEN teaching in 2013. Alongside my pastoral work in mainstream, I trained to become an Adlerian counsellor; this proved invaluable in my SEN role. I now teach English and Sociology at a small pupil referral unit which is specifically for students with medical and mental health needs.

Anita Devi – Session Title (work in progress):  4Cs, 4Es & Changemakers!


Learning is about growth; it is about change.  So, in effect, as a teacher, first and foremost, I am a #ChangeMaker.  Professionally, I have had the honour of working across the sector from early years to postgraduate level – enabling other agents of change (in the UK and overseas) to galvanise their resources (inner and outer) to contribute to systemic change in education. These agents of change include teachers/lecturers, leaders as well as learners, parents and other individuals/ organisations in the community. My specialism is SEND & Inclusion; breaking down the barriers that prevent learners experiencing the joy of learning.  With a background in school leadership, local authority change management, research and national policy development, I have been a consultant for 8 years!  I am also part-time PhD student exploring sustainable intragenerational social mobility …well that’s the plan! I believe together we can create a system that is truly is fit for purpose, so it excels all children & young people beyond their dreams (#NextGenLeaders), so it fosters hope & transformative dialogues amongst inter-generations and people of all nations. So, it sparks creativity & innovation. My why? I believe in the JOY of learning. www.AnitaDevi.com @Butterflycolour

Jaz Ampaw-Farr


Jaz is passionate about the difference teachers make. Through celebration and provocation she uses the transformative power of her own story to motivate and inspire today’s ordinary heroes – YOU!

Jaz has delivered keynotes internationally for the education, health and business sectors. Her enthusiasm is infectious and hugely motivating. Her background as a stand up comedian and literacy advisor, in-depth knowledge of her subject and commitment to empowering teachers all guarantee Jaz’s sessions to be engaging, motivating and resourceful.

Reading, writing and spelling were Jaz’s tickets out of poverty. This experience led her into teaching, setting up her own literacy consultancy then becoming an international speaker, teaching and learning coach and a catalyst for change. She believes our main role in teaching is to be advocates for learners. Her book, Because of You, looks at reverse engineering her own mindset shift and pinpointing the part that teachers played. It provides a toolkit for teachers to embed a resilience mindset in their learners that is adaptable to their own personal lives.

You may recognise Jaz from the BBC spelling show, Hard Spell Abbey, which she worked on as educational advisor, writer and co-presenter.  More recently she appeared as a candidate on The Apprentice. Fortunately she is more of an expert at delivering inspiring talks than selling lucky Chinese cats!

Joe Burkmar @joeburkmar 


Course Leader of Wessex Schools Teaching Partnership and Teacher of PE. I love to coach and mentor within my school and have this year taken the lead on running our second teachmeet, Staff well being Teacher 5 a day January and Earth Day. I love to try new styles of teaching out and this year have built Flipped learning into my teaching.

Hannah Wilson @TheHopefulHT


Hannah is the Co-Founder of #WomenEd and Headteacher of Aureus School.

She will be curating a #leadmeet to explore & develop the #iwd17 theme #beboldforchange

Be #10%braver & contact her to contribute a 5 min micro presentation on leadership, diversity or equality.

Joe O’Reilly – Deputy SENCo, Skills Centre Lead Teacher

Townhill Junior School, Southampton @edu_wellbeing

With over 15 years’ experience working with the most vulnerable groups in society I have supported the change and adoption of behaviours, I am now using my knowledge and expertise, improving outcomes for school children.


Throughout my professional career, I have supported offenders in prison to overcome addictions and challenge maladaptive behaviours, as well as managing a county-wide drug treatment service for young people. I have also worked for Children Services, implementing the “Integrated Working” strategy across the children and young people’s workforce: including developing induction standards, support for emotional distress and safeguarding.

In 2012, I completed my PGCE and am now plying my trade in a primary school, where I began as a year 6. teacher. After working with Year 6 using, my skills for supporting pupils through the anxiety of events such as SATs and transiton, I developed a Skills Centre. Based as a central part of the school, it supports the holistic needs of a child while progressing through education – an approach I have termed the “BASE approach”. My skills for supporting behaviour has seen me work with colleagues to develop strategies in the more lively classes! Both the LA and OFSTED have been extremely positive about the Skills Centre – but more importantly, so to have the children I have the pleasure of working with.

My skills for developing the workforce in regards to supporting vulnerable groups has seen me commissioned by:

  • Faith based groups
  • Secondary schools
  • Pupil Referral Units
  • Alternative Provisions
  • LA Children Services
  • National Fostering Association

As well as my role within the primary setting, I have also been working with a local university to develop the knowledge of trainee teachers in regards to supporting emotional distress.


A Week of Well-being Chat – Build it with us – in partnership with the @CharteredCollege

After the success of the previous four slow chats we return at Easter with #teacher5aday #SlowChat5 running from Monday the 10th of April until Friday the 15th.

The week will involve a variety of teachers sharing their views and ideas about the importance of the Chartered College and how we can build it together with well-being as a main component. After listening to Dame Alison Peacock speak earlier this year we decided it would a great opportunity to see how the ideas behind #teacher5day could support the early debate about how the Chartered College might develop and listen to teachers sharing ideas about their needs and wants.

If you need any inspiration look at how things have developed so far

Who is involved?

The five fantastic educators below will lead a day and share their ideas about the development of the Chartered College from their perspective. Questions will be shared each morning from 8.00 am based on the blogs and as with the previous slow chats we hope you can dip in for an hour, a day or take part for the full week.

The intention is the blogs and subsequent discussions will link and reference #PedagooHampshire17 where Dame Alison will be delivering the Keynote this year to over 200 teachers who have signed up so far for a day of CPD at Eggar’s School (@eggars) in Hampshire (Saturday 16.9.17) with very very like mined professionals.

Free Tickets are available here https://www.eventbrite.co.uk/e/pedagoohampshire17-tickets-31783816250 and if you would like to join the list of 67 volunteer presenters the link is here https://www.eventbrite.co.uk/e/pedagoohampshire17presenters-tickets-27799145994 .

Teacher5aday #SlowChat5 Questions and Hosts

Monday 10.4.17 – What do colleagues want from the Chartered College? @musicmissdavies


Storify from day 1 https://storify.com/public/templates/card/index.html?src=//storify.com/f33lthesun/slowchat5-teacher5aday-day-1-with-musicmissdavies

Tuesday 11.4.17 – How will research and evidence underpin the work of the Chartered College? @Lisa7Pettifer


Wednesday 12.4.17 – How would you like the Chartered College to develop the workload debate? @pickleholic


Thursday 13.4.17 – How can the Chartered College change the narrative of education and help us share strength and positivity @RosFarrell1

Friday 14.4.17 –  What will the support and cpd offer look like from the Chartered College? @CeriStokes


What do you need to do during the week?

  • Read the blogs
  • Tweet your views about the questions posted each day
  • Ask your questions about each subject
  • Enjoy connecting with people interested in the well-being debate
  • Remember to use the #Teacher5aday #SlowChat5 hashtag

How can you continue after the week is finished?

Join the Chartered College and write a #teacher5aday pledge for 2017 like these https://martynreah.wordpress.com/2015/12/23/teacher5aday-pledges-2016/ .

If you would like to start your own #teacher5aday some helpful tips can and reviews can be found here –

Thanks to all for getting involved and see you at Easter,


#teacher5aday on YouTube 

As well as pledging to improve their well-being a collection of brave teachers have also started sharing their #teacher5aday ideas in the form of VLOGs this month.

The brief was simple. To share ideas about the #teacher5aday pledge and tips to improve teacher well-being.

@MissVicki_ V provides an excellent introduction here

If you would like to share a vlog please get in touch our alternatively if you would like to do a written pledge for 2017 details are here http://wp.me/p4VbxY-mI. 

#teacher5aday vloggers share their tips on improving well-being…..