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Teacherly Authority - how do we strengthen and build it?
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Here is What We Will Cover
‘Teacherly authority’, student engagement and twenty-first century skills
Recapping the key points from the two previous webinars in this series linking the ability to acquire twenty-first century skills to students who are highly engaged by teachers with high levels of ‘teacherly authority’.
Building or strengthening the individual components
Exploring some of the ways in which we can develop reason, care and insight, thus raising our levels of ‘teacherly authority’.
How to develop or further strengthen ‘teacherly authority’?
There are two key steps: removing the obstacles which limit current levels of ‘teacherly authority’, and then building up the individual components: reason, care and insight.
The problem of teacher disengagement
Teacher engagement is a critical element in developing ‘teacherly authority’
and teacher engagement, like student engagement, is a problem.
Removing the obstacles to building 'teacherly authority'
Exploring the ‘red brain’ and how it is the root cause of most of the limiting factors to developing high levels of ‘teacherly authority’.
The importance of ‘teacherly authority’
To really get to grips with raising levels of teacherly authority we must measure current levels of student engagement, build the case for raising levels of ‘teacherly authority’ and put in place strategies to do so.
About John Corrigan
John Corrigan is the founder of Group 8 Education and works with schools to establish the conditions for twenty-first-century learning. He coaches and trains individuals and teams in how to bring their whole of mind to their day-to-day work, to increase their own effectiveness and that of others. This is his passion.
His 40-year interest in education and learning began as a mathematics undergraduate at Cambridge University, and continued over the years as he gained fluency in several languages.
Leadership experience through multiple careers led to an MBA and work in strategy consulting and corporate planning. While running a professional services firm, John focused on the provision of higher value activities and behaviours to increase the firm’s value. He now applies a similar strategy to the education sector to increase value for all stakeholders.
John was born in Manchester and moved to Australia in 1995.
