Greg Ashman grew up in the UK. In 1997, after studying Natural Sciences at Cambridge, he began training as a teacher at the Institute of Education in London. He went on to teach in three London comprehensive schools and took on roles including Head of Science, Assistant Headteacher and Deputy Headteacher. In 2010, he moved to Ballarat, Australia, with his young family. Since then, he has worked as Head of Mathematics at Ballarat Clarendon College. During this time, he has developed an interest in education research and is currently undertaking a PhD in Instructional Design, as well as taking on the role of Deputy Principal at Clarendon.

Greg Ashman has written something about behaviour management that is rare in education: useful and evidence-informed. So many commentators write about children as we would like them to be rather than the ones we find on classrooms. His focus on prevention and cure as simultaneous strategies of core importance, is one of the most overlooked manifestos in the craft of running a room. There’s more sense in this one chapter than in half the teacher training courses I have seen on the matter, and I wish that every new teacher had a chance to read, absorb and reflect on its clear and simple wisdom.

• Chapter 1: A short history of educationChapter 2: Classroom managementChapter 3: The science of learningChapter 4: Motivating studentsChapter 5: Explicit teachingChapter 6: Alternatives to explicit teachingChapter 7: Planning lessonsChapter 8: Assessment and feedbackChapter 9: Using technologyChapter 10: The phonics debateChapter 11: To be a teacher

Greg Ashman grew up in the UK. In 1997, after studying Natural Sciences at Cambridge, he began training as a teacher at the Institute of Education in London. He went on to teach in three London comprehensive schools and took on roles including Head of Science, Assistant Headteacher and Deputy Headteacher. In 2010, he moved to Ballarat, Australia, with his young family. Since then, he has worked as Head of Mathematics at Ballarat Clarendon College. During this time, he has developed an interest in education research and is currently undertaking a PhD in Instructional Design, as well as taking on the role of Deputy Principal at Clarendon.

Greg Ashman has written something about behaviour management that is rare in education: useful and evidence-informed. So many commentators write about children as we would like them to be rather than the ones we find on classrooms. His focus on prevention and cure as simultaneous strategies of core importance, is one of the most overlooked manifestos in the craft of running a room. There’s more sense in this one chapter than in half the teacher training courses I have seen on the matter, and I wish that every new teacher had a chance to read, absorb and reflect on its clear and simple wisdom.

• Chapter 1: A short history of educationChapter 2: Classroom managementChapter 3: The science of learningChapter 4: Motivating studentsChapter 5: Explicit teachingChapter 6: Alternatives to explicit teachingChapter 7: Planning lessonsChapter 8: Assessment and feedbackChapter 9: Using technologyChapter 10: The phonics debateChapter 11: To be a teacher

Greg Ashman grew up in the UK. In 1997, after studying Natural Sciences at Cambridge, he began training as a teacher at the Institute of Education in London. He went on to teach in three London comprehensive schools and took on roles including Head of Science, Assistant Headteacher and Deputy Headteacher. In 2010, he moved to Ballarat, Australia, with his young family. Since then, he has worked as Head of Mathematics at Ballarat Clarendon College. During this time, he has developed an interest in education research and is currently undertaking a PhD in Instructional Design, as well as taking on the role of Deputy Principal at Clarendon.

Greg Ashman has written something about behaviour management that is rare in education: useful and evidence-informed. So many commentators write about children as we would like them to be rather than the ones we find on classrooms. His focus on prevention and cure as simultaneous strategies of core importance, is one of the most overlooked manifestos in the craft of running a room. There’s more sense in this one chapter than in half the teacher training courses I have seen on the matter, and I wish that every new teacher had a chance to read, absorb and reflect on its clear and simple wisdom.

• Chapter 1: A short history of educationChapter 2: Classroom managementChapter 3: The science of learningChapter 4: Motivating studentsChapter 5: Explicit teachingChapter 6: Alternatives to explicit teachingChapter 7: Planning lessonsChapter 8: Assessment and feedbackChapter 9: Using technologyChapter 10: The phonics debateChapter 11: To be a teacher