#HeForShe Education Pledge: No Haters

A year ago I published my post #HeForShe, or I am a feminist to affirm my commitment to gender equality publicly. Since that time I have kept to the movement’s four core commitments, to:

  1. Express zero tolerance for discrimination and violence against women and girls
  2. Believe in equal access to social, political and economic opportunities
  3. Understand that taking a stand for women and girls is taking a stand for humanity
  4. Speak up when you see physical, emotional or sexual harassment

I’ve also been inspired over the past year by the growth of WomenEd and other movements such as the Leading Women’s Alliance, Token Man, This Girl Can, and others. It was a catch up on the WomenEd Yammer and StaffRm threads that led me back to the #HeForShe Education page and their suggestions for action that I can take to help further gender equality in my field. 

#HeForShe makes three suggestions under their Be The Change banner: 

  1. That’s not okay: What does it mean to act “like a girl” or “like a man”? Call out gender-biased language from students and teachers alike. Ask the speaker to think about how these comments reinforce gender stereotypes.
  2. No Haters: Online bullies want your silence. Enlist your friends and followers to send messages of support to victims of social media trolling. You’ll help turn the internet into a safe space for everyone.
  3. Teach a teacher: Empower educators to create equality in the classroom. Get the UNESCO Guide for Gender Equality in Teacher Education Policy and Practices, a step-by-step guide for including gender equality issues in teacher training.

These are all great commitments, and I am happy to enact them all. However, I was particularly struck by the No Haters commitment as a really positive step that I can do more to affirm. I see a lot of negative behaviour on Twitter and in other online spaces. There seems to be an increasing proportion of educators who spend their time scanning their timelines for ideas they can attack, criticise, take down, or belittle. They are always ready to say “that won’t work” or “you shouldn’t do that” or “you are wrong.” And these people fall on both sides of the traditional/progressive divide. If you teach at Michaela and share your practice online, it’s time to batten down the hatches for the “you’re damaging children” onslaught – when they quite clearly care very, very deeply about the children they teach. Similarly, if you dare to suggest that an open ended creative project might be a good idea, or that children should enjoy their learning, there are those who are only too ready to tell you that you’re wasting your time. I don’t get involved in these threads too often, as I swear by “don’t feed the trolls” in the online sphere, but I always feel that I’m not really honoring my “no bystanders” commitment to speak up when I see harassment occurring. 

What I do know, however, that it stops people from sharing their practice online. I know it, because it’s stopped me. I am a straight white cisgendered male Headteacher, educated at an all-boys independent school and Oxford, which pretty much fills my privilege and entitlement bingo card. Yet I know that there are tweets I’ve written and deleted, articles I’ve read and saved, but not shared, and blog posts I’ve thought about and shelved, because I was nervous about the reaction. Because I didn’t want the hassle. Because it affects me personally when people are horrible to me – online or IRL. If that is my experience, with my full house of privilege and entitlement, how stifling could the gladiatorial atmosphere of edu-Twitter be to others?

For me, Twitter and blogging should be about sharing practice and discussing ideas, without fear. In that way, it should be like my classroom. Everyone in my classroom should have the confidence to venture their tentative, half-formed idea, to think it through with the help of their supportive classmates who will add to, build on and develop that tiny seed, to see if it could grow into something stronger and more robust. The critique and advice my students receive from me and their peers helps them improve. I would not tolerate someone belittling and ridiculing their idea – and to belittle and ridicule the student themselves would be a really serious matter. On Twitter we are dealing with grown adults, professionals even, and I can’t send them out or put them in detention – I’m not the Twitter police. So instead I send messages of support to those I see being attacked. Not necessarily in the public sphere – I’m still not in the business of feeding the trolls, and I don’t want to add fuel to the flame war – but to make the Internet a safer space. To thank them for sharing their ideas. To let them know that there is positivity and humanity online, and to try and build a constructive web. 

Above all, it’s important to remember that nobody got into teaching to try to and damage the children, to make them less smart, to stop them learning. We’re all in this to do our best. So let’s help one another, not tear each other down. 

The power of practice

Our fabulous second in English is planning a scheme of work to reinforce and develop technical accuracy. She asked me if I knew of any videos which could help demonstrate the importance of repetitive practice on performance. I asked Twitter:

And here’s what came back!

First, the hardy perennial Austin’s Butterfly, in which Ron Berger demonstrates the impact of redrafting:

Next, via @chrisedwardsuk, Jonny Wilkinson practises stress kicks in rugby for Gillette #spon #ad:

I’m not sure many (any!) current students would remember the transcendental power of David Beckham’s 2001 free kick against Greece, but this video (suggested by @LearningFocus) brought it all back to me – a vital goal forged on the practice pitch:

Although, watching it back, it’s worrying how many he missed…

This one was completely new to me, so thanks to @MrPigottMaths for flagging it! Sam Priestley attempted to go from beginner to expert in a year in table tennis through constant, daily deliberate practice:

His (#spoiler) success has spawned the Expert in a Year website with additional challenges. A great resource!

Daniel Coyle’s The Talent Code website is a similarly rich resource for the power of practice. @ImSporticus flagged this musical example of a clarinettist after 200, 1000 and 3000 hours of practice, and I’m still stunned by this single-handed gridiron catch from Odell Beckham Jr for the New York Giants:

But of course it was the result of hours of practice of exactly that type of catch:

The connection is highlighted by Daniel Coyle here – I’m sure there’s a lesson in connecting the two Beckhams across the Atlantic!

Next up is the lovely GiveIt100 site suggested by @HooperClara and @coatgal inviting people to share a short video every day as they practice something for 100 days. There are many powerful examples; here’s one on the guitar:

Finally, @Ms_Jenkinz shared this unbelievably cute timelapse of a toddler learning to walk:

I melted at this point.

Any other video examples of practice makes perfect? Share them in the comments please! And try to use the correct practice/practise…it’s taken me ages to check mine!

#TLT14 – a tale of two conferences

Simon Sinek, in one of his excellent presentations about communities and culture, says the following:

What’s a community? What’s a culture? It’s a group of people with a common set of values and beliefs…when we’re surrounded by people who believe what we believe, something remarkable happens. Trust emerges…as a group, we’re pretty damn amazing. And the reason is that we all have our certain strengths, and we all have our certain weaknesses, and the goal is not to fix your weaknesses but to amplify your strengths.

What a week it’s been. On Thursday I presented a keynote at the Assessment Without Levels conference in London, under the shadow of Wembley Stadium’s arch. It was a good event, well attended, with some helpful input from representatives from the DfE and some thoughtful and interesting sessions, but it was suffused with a kind of mild panic – is what we’re doing right? How can we demonstrate progress? And – again and again and again – what will Ofsted think? On the train home I reflected that the 200+ delegates had paid their £300+ each in the hope that someone would be able to help them find “the answer” – or at least, an answer – to that death-knell question, and to fix their weaknesses.

What a contrast to Saturday, when I made my journey past Stonehenge to Southampton for #TLT14. David Fawcett and Jen Ludgate have organised this free event for the second year running and must surely now be in line for recognition in the civil list for services to education, if not national treasure status. On arrival, it felt so different. It was like walking through a living 3D gallery of my Twitter timeline avatars; teachers who exceeded my stratospheric expectations when I met them in person. Teachers who were there on a Saturday, who had come to the conference because they wanted to learn from one another. The choice of Tom Sherrington (@headguruteacher) for the opening keynote was inspired, as he began with his most successful tweet:

This was a true keynote. The theme for the day, for me at least, was about great teaching and learning on our own terms, led by the profession, because we are professionals and we know what we are doing. If we do that anyway, then we are effectively bulletproofing ourselves from external attack. My other big takeaway from Tom’s speech was the approach to behaviour he is taking in his new Headship:

Tom’s blog has been the go-to reading for my fellow deputy and myself as we re-examine our approaches to behaviour and this felt like the perfect rationale for aiming for “impeccable”.

My first session was with Debbie and Mel (@TeacherTweaks) whose blog has been a constant source of great ideas. Their session was bursting at the seams with even more of them! It was the perfect way to start the day as Debbie and Mel typify the kind of self-improving professionalism that Tom Sherrington was alluding to in his opening speech. The session was based around four books the dynamic duo had read and how those books had influenced their classroom practice. The books were:

  • Mindset by Carol Dweck
  • Ethic of Excellence by Ron Berger
  • The Hidden Lives of Learners by Graham Nuthall
  • Make It Stick by Brown, Roediger and McDaniel

What was superb was the way in which Debbie and Mel exemplified evidence-based practice. They had read the research, thought about it, and implemented approaches in their classrooms as a result. I thought about the student who had successfully remembered embedded clauses “because Miss Light taught us it last year” using techniques from the books and imagined that he was far from a one-off!

In search of the X-Factor...a slide from my #TLT14 presentation

In search of the X-Factor…a slide from my #TLT14 presentation (click the picture for the rest)

I was already buzzing with ideas, ready to go straight back to school and get stuck in, but I had a session to do next! I was presenting in the same room I’d sat in a year ago listening to John Tomsett describing his school’s Dweck-inspired Growth Mindset culture. Given the impact that this session had on me, it felt like quite a responsibility to step up to the lectern! I was presenting a version of our approach to assessment without levels from the Thursday conference but with added X-Men, pirate maps and ill-thought-through carrying-over-the-threshold metaphors. People seemed to like it (at least, Rachel and Jo did!). I had a ball!

I had a lovely lunch showing off my school’s newly viral video of Sir Ian McKellen going full-on Gandalf during his visit on Friday as part of our work as Stonewall Champions, before the delight of attending Jo Facer‘s session on literacy. Jo’s blog is one of my absolute favourites and it was lovely to be in a room full of English teachers (including my twitter-hero @TillyTeacher) talking about literature and how to encourage readers whilst maintaining rigour. Jo was even more than I’d hoped for – a bundle of energy and wide-eyed enthusiasm, driven by a genuine moral purpose. I left the room with a book recommendation and a renewed resolve to embed and strengthen the reading culture in my school.

My final session was with Jill Berry. Jill and I have corresponded at length via twitter, blogs and on Guardian panels, but I had never met her in person until #TLT14. Her session focused on the doctoral research she is conducting into moving from Deputy Headship to Headship and was the perfect end to the day for me. I sat with Amjad Ali and really enjoyed the discussion about moving into senior leadership positions. Jill was fantastic – an excellent facilitator who provided the forum for really useful discussion and provoked thinking in all the delegates.

And so we gathered back in the main room for the day’s close, delivered by Kev Bartle. As a Sunderland fan travelling to Southampton on Saturday, I think he got a better deal at #TLT14 than he would have got at St Mary’s! He got the whole room doing a Bartle version of Brain Gym (of course!) before capping off the day perfectly by explaining why we don’t need to try to be superheroes because, in our classrooms, we already are. Looking around that room, I was convinced that he was right. We were a room full of professionals who, through sharing and collaboration, were having our strengths amplified.

The Simon Sinek presentation I began this blog with finishes with the following questions:

What are you doing to help the person next to you? Don’t you want to wake up and go to work for the only reason that you can do something good for someone else? Wouldn’t you want them to do that for you? 

At #TLT14 I was surrounded by people who get up every day – even on a Saturday – and make other people’s lives better. I know that I will go to work on Monday and do a better job than I would have done otherwise. It was a privilege to be there.

Growth Mindset Launch

Back in March I blogged about becoming a growth mindset school following our staff launch event.  Since that time we have been very busy preparing to roll out the ethos to the whole school. Here’s what we’ve been up to, and what we’re planning for September…

Re-branding the school

Our old school motto was “Developing Potential to the Full” – a noble idea full of good intentions. However, as John Tomsett pointed out on Twitter, how do you know what anyone’s potential is, even your own? For this reason we have rewritten our school aims and changed our motto to “Learn, Grow, Achieve” to encapsulate our growth mindset ethos.

Graphic of our new school sign

Graphic of our new school sign

The external signs and website have all been “refreshed” with the new motto. Unfortunately our paper prospectus was printed in bulk so re-branding that will have to wait until next year!

Inside the school, we have put up over ninety “inspiration signs.” These all feature quotations which encapsulate aspects of the Growth Mindset crowdsourced from the school staff (and a good trawl of Twitter and Google!), made up into A3 sized plastic signs. You can see the whole collection here. One of the activities we will be running with young people is an “Inspiration Treasure Hunt” where the students have to find all the different signs and research the sources of the quotations. There will be prizes for the most detailed research as well as the first to find them all!

Finally, there are two displays in school explaining the idea of Growth Mindset – one outside my office, and another due to go up in main reception. The latter will also include an excellence wall to celebrate student work after the model of Pete Jones and Shaun Allison.

We felt that it was important that the students arrived in September to see something visibly different about the school, and we also felt it important to wear our hearts on our sleeves. The ethos should be visible from the front gate through every corridor and into every classroom in the school.

First days back with staff – INSET

Staff have already had the launch presentation, so the presentation below will serve as a reminder of the principles and set out our strategy for launching the new ethos.

The presentation boils down the growth mindset approach to three key mindset traits, and lays out the importance of praising effort not intelligence. I have also prepared a handout on the use of growth mindset language in the classroom and in written feedback (GM Language) adapted from various sources including the Grow Mindsets blog from Huntington School. From this session, teachers will move into their inaugural Teaching and Learning Team sessions to work on improving their own teaching practice. This is a cornerstone of the growth mindset approach, as teachers as well as students will be working hard to develop a growth mindset for themselves. You can read about our Teaching and Learning Leaders approach here.

Launching Growth Mindset With Students

1. Growth Mindset Questionnaires

With tutors on the first morning, students will complete a Student GM Questionnaire. This has also been borrowed from Huntington School via John Tomsett and their excellent Grow Mindsets blog.  The idea behind this is to get the students thinking about the ideas of intelligence and mindset, and reflecting as they start the school year on their own mindsets. We will also be collecting the data to evaluate whether our interventions have had an impact on student mindsets over the first year.

2. Launch Assembly

Secondly, I will be delivering a Growth Mindset launch assembly, using the Prezi below. If you can’t see the embed, please click this link.

This assembly is a refined and condensed version of the presentation delivered to staff and governors in March. I didn’t want to over-complicate it, so I began by thinking about the most important information that students needed to know. I came up with:

  1. The difference between growth and fixed mindset
  2. The basic neuroscience of how the brain learns
  3. How this neuroscience can be used to understand the benefits of a growth mindset
  4. How to use a growth mindset voice in learning situations


Growth Mindset Infographic

I based sections 1 and 3 on a simplified version of the well-known mindset infographic by Nigel Holmes, and used this Robert Winston video from The Human Body for the neuroscience:

The key part of the assembly is emphasising why the growth mindset attributes – embracing challenges, seeing effort as the path to mastery, learning from critique and the success of others – help develop intelligence by growing and developing neural pathways. Struggle is essential for learning. I will also make sure that the students know that all teachers will also be working hard to develop a growth mindset in their Teaching and Learning Teams to ensure that the quality of teaching young people receive continues to be excellent and improving. It’s important that students understand that learning, growth and achievement are critical for every member of the school community.

3. Tutorial session

The week after the assembly, all students have a session with their tutors to reinforce growth mindset ideas and apply them. Click here for the lesson plan: GM Enrichment Lesson 230914 . This session uses “The Learning Brain” video to revisit the link between neuroscience and mindset from the assembly:

Tutors then have a choice of three activities to help embed the ideas of a growth mindset, including Elizabeth’s Story.

Learning Reflection Journals

The final part of the tutorial session involves the launch of our Learning Journal for reflection (click here for a copy). Each student has a journal and they will use it to define their goals at the start of the year. It serves as a “getting to know you” exercise for new tutors, as well as being something to refer back to during the year to remind students of the big picture. There are also sections in the journal for more detailed reflection at monitoring points when reports are shared with parents (three times a year). The bulk of it, however, is taken up with weekly sheets to review learning in the previous week and set goals for the week ahead:

Weekly reflection from an original by @abbie_tucker adapted by @Ashley_Loynton and @chrishildrew

Weekly reflection from an original #5minplan by @abbie_tucker adapted by @Ashley_Loynton and @chrishildrew

The aim of this is to promote consistent reflection on learning and enable regular dialogue between tutors and students about mindsets and approaches to the learning process.

Next steps

We have already put family information sessions into the school calendar. I have pushed hard for these and they represent a substantial investment in terms of staff time out of normal school hours. However, it is essential that families understand what we are trying to achieve in school so that they can reinforce the message and provide consistent feedback at home. I will publish a separate post about these in due course!

Finally, it’s about getting on with it and ensuring that all of this planning actually makes a difference. That means enacting and developing a growth mindset in every interaction, every lesson, and every communication in every classroom, corridor and playground, not just for now but for the long haul – until it becomes the norm. Through the aggregation of these marginal gains, I hope we can achieve a true ethic of excellence.

Napoleon Hill with pic

First Anniversary – a year of edublogging

Happy 1st Birthday to Teaching: Leading Learning http://www.freeimageslive.co.uk/free_stock_image/party-candle-cake-jpg

Happy 1st Birthday to Teaching: Leading Learning

I published my first post on this blog exactly one year ago today! It was a tirade of fury against the apparently imminent English Baccalaureate Certificates – yes, that was a year ago! I was inspired by reading the great blogs of John Tomsett, Kev Bartle, Tom Sherrington and others to give it a go myself, and I’m so glad I did. It’s provided a think-space for me to test-drive my ideas and beliefs in front of an audience of critical friends. Doing so has made me more certain of my values but also pushed me to re-evaluate my thinking and look afresh at things I thought I knew. Blogging has led me to discover other blogs, and these have inspired, challenged, and excited me consistently throughout the year. There is no question in my mind that I am a better school leader and teacher now than I was a year ago, and the online teacher community has been massively influential in this process.

To celebrate my blog’s first birthday, here is a completely self-indulgent guide to some of my personal highlights from my first year in the blogosphere:

Most popular post: Assessment without levels. The vacuum left by the removal of levels from the National Curriculum continues to trouble teachers and school leaders, and to drive traffic to my blog! The follow-up, Assessment in the new National Curriculum – what we’re doing, is not far behind.

Best response: Letter to my NQT self – I was overwhelmed by the tweets I got back after publishing this whimsical bit of self-referential advice!

Posts that best capture what I’m about: The Past Feeds The Present laid out who I am and what I’m in teaching for; these ideas found full flow thanks to the excellent #blogsync when I attempted to come up with a universal panacea.

When I got cross: Why I Teach. A manifesto of self-expression. I should know better than to read comments below the line on Guardian articles.

What I’m proudest of: Outstanding Teaching and Great Teachers – a whole school CPD approach and A whole-curriculum approach to literacy. Practical, real things I’ve done in my school which I think have made a positive difference.

Doors which have opened: as a result  of writing this blog I’ve found myself with opportunities I never knew existed, including attending #SLTeachmeet, hosting #SLTchat, and presenting at #TLT13. And that’s just the start!

Englishy bits: I’m quite proud of the book that made me, and I’ve waxed lyrical about literature in Canon Fodder and Why I Read Children’s Books – amongst others.

Assemblies: my Grit and Flow assembly has struck a chord with many on Twitter, but I’m also really proud of Different. 

Game of Thrones fanboy moment: I still find it hard to believe that I met Arya Stark herself the day Maisie Williams came to school.

Me with Maisie Williams in April 2013

Me with Maisie Williams in April 2013

The future: I currently have six unfinished drafts and an Evernote page with a whole stack of blog ideas I haven’t had time to start writing. Plus there are so many new ideas buzzing round my head at the moment in relation to developing a teaching and learning culture that there will be plenty more to come! Thanks so much to everyone who has visited Teaching: Leading Learning so far – please comment or contact me if you have any feedback!

#EngchatUK: the importance of oracy

I will be hosting an #EngchatUK on Monday 30th September. The focus of the chat will be oracy and speaking and listening skills. There are a few issues to discuss!


The removal of speaking and listening assessment from GCSE English

This is clearly a big current issue at the moment. How can we preserve the place of speaking and listening in the curriculum when its “value” (in assessment terms) has been removed? You can read Ofqual’s justification for the removal of speaking and listening here: Changes to GCSE English and English Language. That page also contains some useful links to the consultation responses. It’s also worth reading Tom Sherrington (@headguruteacher)’s account of his meeting with Glenys Stacey, CEO of Ofqual, on his blog: Ofqual Insights. Closely allied to that topic is this:

The place of speaking and listening in the new programmes of study for English 

Back in April, Tracy Parvin wrote this article about this very issue by exploring the (then draft) programmes of study: Speaking, Listening and the Curriculum Proposals – a tale of two gameshows. You can find the (now finalised) programmes of study here: National curriculum in England.


Of course, we’re all also very keen to share:

Strategies for teaching speaking and listening really well

I’d certainly start by pointing towards David Didau (@learningspy)’s Developing Oracy: It’s talkin’ time! I know that group work has come in for a bit of a bashing on twitter recently, but for those of us who are happy to teach the way we want to teach no matter who is scoffing in the blogosphere there’s this: Success with student group work by Dr Stephanie Thornton, and Group Work is Great by Sue Cowley.

Suggestions from Twitter

There have been some great suggestions from twitter for things to discuss also:

If you have a suggestion for discussion on Monday, please feel free to leave a comment below or tweet me @chrishildrew. Most importantly, get online and on Twitter at 8pm on Monday 30th September, search for the hashtag #EngchatUK and get involved! Remember to unprotect your tweets and include the hashtag in your tweets so that others can see them.

See you then!

Can Twitter change education?

twitter-bird-blue-on-white (1)

As observed by Thomas Starkey in Stack of Marking, it’s obligatory for any blogger to include a “Twitter” post on their blog. Here is mine! I am writing in response to The Tweacher Revolution by Carol Davenport at Scientists have said…which is itself a response to Joe Kirby’s How Are Teachers Using Social Media and How Might Social Media Help Teachers Improve Education? Davenport sensibly resists the tide of “Twitter will change the world” posts with the conclusion:

Twitter and blogging is unlikely to cause system wide change.  The vast majority of teachers will be untouched by the ebb and flow of ideas on twitter.  They will continue to go to, and grump about, in-school CPD, they’ll teach, and they’ll be good at their job.  They’ll complain about the new changes, and implement them well (or badly).

The system is so large and ponderous that having a small proportion of teachers (and others involved in education) on twitter will not change the system.

I appreciate where this is coming from. Plenty of bloggers refer to the “fact” that only 5-10% of teachers are on twitter, although the statistical validity of this mainly seems to come from straw-polls at CPD events and guesswork. It’s slightly higher than 10% at my school (we have a page on our website showing our online presence), though we all feel in awe of  places like Huntingdon and Clevedon where it seems like every other teacher is a fully signed-up member of the edublogging twitterati.


Being on twitter helps my practice. Reading the ideas and discussions there helps me to sharpen my thinking and informs my own position on key issues and debates (apart from the perennial Paso Doble of @oldandrewuk and @heymisssmith which verges on public flirtation). It’s a mine of good ideas and a source of information and inspiration. However, there is a dangerous arrogance that assumes that “being on twitter” or “having a blog” somehow confers excellence or superiority. Reading the Ofsted reports of schools with Kev Bartle or Sapuran Gill on the SLT proves that some of the twitterati really do walk the walk. However, many of the finest teachers and school leaders are far too busy being fine teachers and school leaders to spend their time blogging about it or building a virtual PLN. I find it enriching, enlightening and helpful – but that doesn’t mean it’s right for everyone.

My second point is that, just because only 10% of teachers are on twitter, doesn’t make it impotent. Twitter and blogging can reach beyond its users. I found out about @TeacherToolkit‘s Five Minute Plan on twitter, but I shared it with my colleagues and it’s now in frequent use across the school. We have a weekly “Blog of the Week” on our staff bulletin which many teachers read (an idea I poached from Shaun Allison on his Class Teaching blog). Our English Department is running a Poundland Pedagogy project though none of them are tweachers. Provided the ideas get into schools, they can spread – tweachers can be the vehicles for this but not all teachers need to tweet.

I wonder if the same is true for policy change? We know that Michael Gove read some education blogs, though he seems to be selective in his choices. The Headteachers’ Roundtable is a unit formed via twitter and blogging which has met with Stephen Twigg and recently with Tristram Hunt to outline what are, in my view, credible alternative qualifications/curriculum and accountability proposals. Twitter and edublogging pedagogy will spread beyond the reach of the platforms; will policy proposal and debate? I am definitely better informed as a result of my twitter and blogging habit, and this (I’d like to think) makes for better policy in my school. The fact that I have read some blogs therefore has a positive impact across the institution, not just on the individual reading the blog. In the same way as the attendees at #SLTeachMeet could influence over 40,000 students and over 2,800 teachers between them, a blog like Tom Sherrington’s Gifted and Talented Provision: A Total Philosophy has the potential to influence students and teachers well beyond those who have actually read it. If only six secondary senior leaders read and act on that blog, it reaches nine thousand students; I suspect its reach is far greater than that.

If anyone were to ask me (and they sometimes do!), I would advise them to use twitter and blogging to inform their practice. You don’t have to be a tweacher to teach, and you don’t have to be a blogger to lead; but I think it helps.

Other twitter meta-blogs that I’ve enjoyed: