TeachTreat Subscription Box

Last week, I got a very excited email from our school business manager that there was a box in my pigeon hole that looked quite exciting. When I got to my pigeon hole, I found this quite exciting looking package. 


It’s roughly the size of a graze box. As I read through the letter, I realised that it is a teacher subscription box. WHOEVER it is that sent this to me KNOWS ME WELL. I am a sucker for a subscription box and I’m a sucker for anything teacher-y. I love my job, proper loads. A monthly dose of something to make me smile? YES PLEASE. 

I managed to withold the temptation and waited til I got home to open… and MY WORD WHAT A JOY IT IS.

This was the inside… AND LOOK AT ALL OF THOSE GOODIES.

First up was a very handy little notebook with some tips on having a productive PPA time… I can always do with some tips on having a more productive PPA. They’re also pretty bloody brilliant tips too!

I BLOODY LOVE THIS PENCIL. “I’m only Greater Depth with coffee”. I love a teacher joke me man. I got 2 of these pencils and they’ve kept me proper chuckling.

These “Straight Outta Assembly” badges might be my favourite thing in the box though… just such a lol. I put one on my lanyard the other day and so many of my collagues commented on how brilliant it was!

The other thing that was inside was some postcards. ALWAYS handy to have in the classroom. I use more postcards than I care to mention, so seeing them was a BRILLIANT addition!

There was a bottle opener, some hot chocolate and coffee and a brilliant lanyard also included in this box!

So how do you get one?

Having done some tip tapping on the interwebs, I have found where you can get this box AND the items separately! What a proper joy!

Click me if you’d like the box…

You can buy a one off (£10), a box as a gift for someone else (£10), a box for a term (£40) or a monthly box for the year (£120)!

How exciting… I am PROPER tempted to go and treat myself! 

Click me if you’d like the items…

I really like that you can buy the items separately too. I imagine items will be added as there are more and more boxes released!

A massive massive thank you to WHOEVER sent this to me! It’s so incredible to get a surprise in the post. 

I’m off to go and get myself a subscription… sorry, not sorry!

S x

Reading Rocks North

Two weekends ago, I spent an amazing Saturday at a school in Blyth with some people I admire most in my teaching bubble, learning all about reading and everything that entails. 

For those of you who don’t know, Reading Rocks is a wonderful community which grew from a community of educators and librarians sharing and talking on Twitter about getting every pupil reading. It’s a place to share ideas for teaching reading and writing; reviewing and recommending books and sharing ways to grow a love of reading. It started as just a community of teachers, educaters and librarians loving books and now it’s grown into this incredible day of CPD. So far RR has been in the North, South and has even gone to uni!

You can follow all of the wonderful fun via their twitter (@_Reading_Rocks_) and their website (Where Reading Rocks).

When I heard that RR was coming to the North East, I knew I needed to get myself a ticket and I was lucky enough to get one! 

The day came, I was up at the crack of dawn (in fact it was before dawn when I got up!) and set off to Blyth to Horton Grange Primary School for my day of learning, reading and bookish fun. Now, you know me by now, you know this is my idea of a WONDERFUL Saturday. It was so incredible to be there and see all of the amazing teachers who had given up their Saturdays to be there to celebrate reading! You have to sign up for workshops and, as I was so early (I know right, quelle surprise?!) I managed to get a space in the 2 workshops I wanted most!

My first trip was a trip to the bookshop (again, what a surprise!) but I was quite reserved and only bought 2 books!

One of the most amazing things about RR is that, not only does it unite teachers, but it brings authors along too! We were lucky enough to be accompanied by Piers Torday (author of The Last Wild trilogy and The Lost Magician), Dan Smith (author of so many amazing books, including Boy X and Below Zero) and Ross Welford (author of The 1000 Year Old Boy, Time Travelling With A Hamster and What Not To Do If You Turn Invisible).

Piers Torday was first up talking to us about the importance of reading for pleasure. His talk was just incrediblereading should make you think about who you are, what you believe and what you think you could be. Having never met Piers before, but beinga massive fan of his books (I told him the embarrassing story about reading The Last Wild on the train and a man consoling me because I was so upset), I was slightly starstruck and awed. 

In the afternoon, Ross Welford took to the RR stage, talking to us about the importance of the magic of books. Not just magic (like wands), but finding the magic of reading. Once you find that, once you find that passion and spark, it won’t go away – you just have to know how to feed it. His talk was hilarious. I genuinely cackled at one point. He even did some magic tricks for us!

Last up was Dan Smith, who rounded up an amazing day with an incredible talk about how it’s stories that matter. It’s stories that bring out awe and wonder. It’s the stories that kids are interested in. He had so many wonderful tales to regale about his life (he’s a well travelled man, I did not know!) and even read us some of his letters home to his parents as a child (mainly about going to see Star Wars!).

(Are you still with me? Not much more to read!)

As well as the amazing authors, going to workshops was so inspiring. I’d managed to get on the list for Rob Smith‘s workshop about using films in the class. Rob is the founder of The Literacy Shed (you should check it out, I LOVE IT) and he talked to us about using videos for a variety of purposes (reading skills, writing lessons). I’m a massive fan of using videos to inspire writing, so I left the workshop feeling invigorated and ready to take on a new video. Also, he’s BLOODY HILARIOUS. 

The second workshop I managed to get in was the main one that I’d hoped I’d get to go to. My brilliant friend Jack was doing a workshop all about vocabulary. Jack is amazing. He’s been a brilliant twitter friend to me, so I was a bit starstruck when I met him for the first time! He talked us through some amazing games to use in the classroom to get kids thinking about words and read us an incredible book – The Word Collector by Peter H. Reynolds. If you’re unfamiliar with Jack, he’s the creator of the brilliant Verbivore website, which you definitely need to check out (he does lose points however for his odd socks wearing!)

All of this amazing CPD, meeting teachers that have been long time twitter friends and my ticket was only like £20. I would recommend getting yourself to a Reading Rocks day if you can! It is worth every penny (and waking up at dawn hours for).

Massive thanks to Heather for bringing RR to the North! I can’t wait for the next one!

S x

Spread positivity like wildfire

A LONG while back, I started following the amazing people of Doodle on twitter (@doodle_ed) and have long admired their products from afar. 

My lovely friend Kathryn bought me a copy of these 2 Doodle pads for my training year. I found them so useful that I’ve had to buy another of each pad ready for September! The thing I love about these is that you get to reflect on the day in a really fun way. As a student teacher, doing these once a week (sometimes twice) made me really think “yep, I’ve achieved something today/yep I’m making a difference”. It’s the little things in life that we need to celebrate, so much of the time we beat ourselves up as teachers – we didn’t get that done, that went wrong, this wasn’t quite right… we encourage our kids to celebrate their successes so we should celebrate our own. And I would 100% say teaching is in fact the BEST JOB IN THE WORLD. 

If you’re interested in finding out more about these pads, follow the links to the Doodle website:

To Do pad

Best Job In The World pad

Safeguarding pad

Doodle also do amazing postcards, that I will MOST CERTAINLY be using in my NQT year. I think there’s something so beautifully simple about postcards. They can be used for so many different purposes. Celebrating the good in schools is so important to me. Building up the kids I teach, making them proud of who they are, their work, their effort… it all matters. If I get to help them build up that impression of themselves by sending out a postcard every now and again, I’m going to do it. 

I absolutely adore the rocket one! It makes me so happy.

Follow the link to see the full range of Doodle postcards – clicky click.

Let me know if you can recommend any other websites for buying postcards, or if you’ve used any of Doodle’s products! They do “create your own exercise books” and brilliant posters too. 

How do you spread positivity in school? Shout your ideas at me. I really want to inject a healthy dose of positivity into my NQT year and would love to hear your ideas! Let me know in the comments, or share them on twitter (@eenalol)

S x

Books Worth Reading With Students

Welcome to the 5th installment in the guest blog posts! This time it comes from a teacher friend of mine from over the big pond, Gen!


I’ve taught sixth-graders in America for 14 of my 16 years of teaching. Although I teach six subjects daily in my current position, Reading is my true passion. Over the years, a late grade partner and I built up our grade level’s collection of chapter books to read with our students. Three books from the collection stand out to me, and it is these three texts that I consider to be Books Worth Reading With Students.

Let’s first take a look at a book called Esperanza Rising by Pam Munoz-Ryan. In this text, a young girl (Esperanza) faces life-changing tragedies and is forced to let go of her old life in order to grow up and thrive in a new one. What my students enjoy about this book is how relatable Esperanza is. She’s smart, she’s stubbornly determined, and yet, she’s fallible. Since Esperanza is roughly the same age as my students, they rally behind her and cheer her on all the way to the last page of the book.

What I enjoy about the book are the historical tie-ins and the themes. The plot begins in post-revolution Mexico and ends in post-Depression America, in California specifically. Reading Esperanza Rising gives us a chance to study the facts behind the fiction. We also get to explore rich themes like family, loss, growth, and rebirth. My students and I have deep discussions and make strong text-to-self connections.

A second worthwhile read from our shelf is a book called The Cay, written by Theodore Taylor. In this text, a young boy and an old man battle blindness, prejudice, and nature as they establish a friendship and try to survive being shipwrecked and stranded. My students honestly find this book to be shocking during the first several chapters. The plot’s WWII backdrop and the author’s character development creates tension from the get-go. As the main characters, Phillip and Timothy, become more 3-dimensional and their circumstances more desperate, my students join in their plight, celebrate their victories, and mourn their losses.

What I find most of value in the text is Phillip’s transformation. It allows my students to examine their own prejudices and to reflect on the power of true friendship. The a-ha moments that sprout from our conversations as we explore The Cay make this book a truly worthy read.

The third text that I recommend reading with students is The One and Only Ivan by Katherine Applegate. In this text, a captive gorilla named Ivan makes a promise to a friend and finds himself (and freedom) in the process of keeping his promise. What hooks my students is how “human” Ivan comes across as a character. My students empathize with Ivan’s captivity and patiently wait to see how he will keep his promise, given his circumstances. Ivan’s loyalty and courage are inspirational to witness as readers.

What I appreciate about the text is the undercurrent of topics that can be explored with students if scaffolded carefully. For instance, the topics of animals in captivity and the training of animals in captive settings has really peaked my current class’s curiosity. Using appropriate online resources, my students would be able to take a stance regarding the treatment of animals and argue their claims intelligently. When a text offers these kinds of experiences for a teacher to present to her students, that text is indeed a worthwhile read.

Books like these not only introduce award-winning literature and literary devices to students, but also they challenge readers to think beyond the text. They encourage deep discussions about universal themes. They inspire readers to connect with characters and events on a personal level. And to a teacher like me, such experiences with good literature are priceless.


It’s amazing to find out the texts that have an impact in different schools, to different teachers and in different countries. It’s funny how stories are universal but stories they use in America aren’t stories they use over here in the UK. It’s always good to share the good practice we all use every day. I found this guest post fascinating and I looked up these books and bought them to check them out for myself.

Thank you Gen for sharing your views on reading and sharing the books you use in your classroom! Certainly opened by eyes to some new books and I can’t wait to read them. 

If you want to follow Gen, you’ll find her here on Twitter and her wonderful blog here.

S x

Routes into teaching…

A while back I started a guest blogger Wednesday session and this week it’s the turn of my wonderful friend Kathryn who’s sharing her route into teaching! I am so proud of her and can’t  wait for you guys to read her route into teaching – it is so different to my own! 


Quite some time ago, Steph shared her teaching story. It had never been in doubt that she was made to be a teacher – having seen her in the classroom, I cannot imagine any place she would fit in more. Though her route has been less conventional, her passion for teaching hasn’t ever wavered. That is where Steph and I differ. No one ever thought I was made to be a teacher and all my life’s pursuits hadn’t really been with that goal in mind – which is hard to believe now I’m doing it!

I’m going to take you back first to my own school days, in Primary specifically. I adored school; reading books, mental maths tests, writing diary entries as a WWII evacuee… My parents often tell me how much of a terror I was before school. Reportedly, I never slept and required constant attention to keep my mind occupied. They agreed that school sorted that – I had an outlet for my energies: learning.
My first real memory of maths lessons was mental maths tests with Mrs Kennedy every morning after break in Year 3. I remember wanting to rush back from break to do them, but mostly I remember that the kid next to me had the same initials as me. That meant both of us had to write our FULL NAMES on the top of the paper – horrifying (if you’re reading Kristian then you’ll remember that pain!) Not the best first impression, I’ll admit, but I have to assume my love started here. I continued to love it throughout school and I ended up taking a Level 6 paper in Year 6.
I had a brief foray into humanities in Secondary school. I love history – at 7 I bought a book detailing the history of British Kings and Queens and at 11 I did a mini project (not even as homework *geek*) on the Romans in the summer holidays. After a Summer School learning about Law, I realised that wordy subjects weren’t for me, so at 6th Form I took Maths, Further Maths, Chemistry, and History. Despite my love of it, the day I dropped History to get a timetable primarily made up of Maths was one of the best days EVER. I was even helping out in Maths lessons lower down in the school because I was enjoying it so much. My A Level teachers were phenomenal, in all my courses. My maths teachers specifically had an unashamed passion for their subjects that they were even more willing to share as the topics got more complex and interlinked. They spent time sitting with me one to one, discussing methods and patterns and even recommending mathematical books. A few of my A Level class also went with our Core Maths teacher (Mr B) to a lecture at Liverpool University by Marcus du Sautoy (Mathematical celebrity alert!) – while we were chatting at his book signing after, Dr B introduced me as one of his most promising students!

My path was set to be mathematical, including studying it at University, but I hadn’t yet decided what I wanted to do after that. Cue the inspiration for my future – Dad was self-employed at the time and asked his accountant if I should consider an accounting future. He told my dad I should look into ‘the most mathematical of mathematical jobs’: Actuarial Science. We put in a lot of research, and the subject matter seemed an interesting application of my degree, with a whopping wage to boot. I applied for summer internships in 2011 which saw me in York for a few months, even extending my stay by 2 weeks because I loved it so much. This was followed up by a place on the interview day for the Graduate Scheme in October – I landed an Actuarial job by Christmas 2011.

Entering the working world is daunting for anyone I think, but it seemed even more so with a move even further from home and into a high-pressure profession with yet more exams to pass to become qualified. I wasn’t alone though – I made some fantastic friends at this job and we got through the first few months by banding very closely together. However, while everyone else started to get on their feet and into a groove, I started to feel a little at sea. It wasn’t that I couldn’t do the job, but once the initial thrill of working and being paid had faded, I realised I wasn’t doing maths like I thought I would be. I was working with economics and finance more than the subject I loved – that was in the background, in a spreadsheet someone else had already made. I struggled through my first placement on the scheme, hoping that a new department would mean less economics and more maths. Sadly, it didn’t and I felt worse and worse where I was. I was dealing with figures on spreadsheets that didn’t feel real to me, and struggling to put them together with economic theory and real life.
I began volunteering for the council on their ‘Right to Read’ scheme, which saw professionals from the local area using volunteering hours provided by their employers to read with Primary School children. This became the highlight of my week – not only was I outside of the office, I was helping to ignite a passion of my own in a younger generation (I also like books, A LOT). They were wonderful kids – so smiley and happy to see me once a week, and we had some marvellous conversations about books! I toyed with the idea of teaching, even signing up to the Get Into Teaching site. I got put off by many people when I mentioned it, as I’d be giving up a ridiculously well paid and highly regarded profession… and “who knows if it will even be any better?” So I struggled on.

This is the not so nice part of my story. This is the part I don’t often talk about because talking about mental illness is a huge taboo… I have some terrible anxiety issues, and have struggled with them on and off since Secondary School. But this job took that to the next level and I became incredibly ill. I went to work on auto-pilot for a while, to an extent that the work I did at Half Year didn’t register with me at all – when I got asked to do it again at Year End I had no idea what I was doing because I literally did not remember doing it. In 2015 I began having panic attacks and my anxiety was at the highest level it had ever been – I was signed off work for 6 weeks. I was still getting the Get Into Teaching promotional material and I used this time off to get some school experience and decide if I really wanted to do it. I went to observe secondary maths teaching in the next town – as much as I loved the time with the little ones I knew I couldn’t deal with it every day – I commend those of you that do! I loved it – teachers invited me to help them out in the classroom and I felt at home. Talking about the subject I love and helping others to understand it just clicked – it was everything I was missing in the job I was in. I decided to apply for a PGCE.

My PGCE was a fantastic experience. I did a School Direct scheme, as being locked away at University again seemed too much after being in the working world for 3 years. My main placement was at a gorgeous school, with a wonderful maths department and the best mentor I could have asked for. I hope I am friends with those people forever – they helped me in so many ways, and taught me so much about being an excellent teacher in such a short space of time…. AND they introduced me to Teacher Twitter, where I have made even more wonderful friends. I can’t fault either the Red Kite Alliance or University of York for their support through the year.
I was lucky enough to get a job before Christmas on my PGCE and I am now an NQT teaching Maths at Secondary School! I can wholeheartedly say that my career change was the best decision I have ever made – it was scary in so many ways, but I am infinitely happier as a teacher than I ever was as an actuary. It’s hard to believe now that I ever did anything else, or thought that I should. I love dealing with people and I love maths. I get to be a total maths geek all day and get paid for it. It’s a match made in heaven really… But even more than that I’ve discovered a love for teaching and pedagogy. I love finding new ways to think about topics that I used to think were mundane and my colleagues are the exact same. I feel like I’m perfectly placed.
I also love the kids I work with – OK, some don’t do their homework on time and talk over me a lot, but they are such wonderful kids with sparkling personalities. They can be sassy and funny, but also generous and caring. We can be arguing about the best Avenger one minute or singing ‘The Circle Song’, then discussing world politics the next. Even though my Year 12s just make fun of my ‘glistening eyes’ as I tell them another history of maths story, I hope that I am helping them to realise the beauty of mathematics through my passion for it. The fact I get to share any of that with them is a gift. Plus, sometimes students remember that you love birthday cake and bring you a slice for a snack…

To all those amazing teachers…

To all those amazing teachers, this is a letter for you.

I’m writing this in hopes that it can brighten someone’s day, or help someone through a tough patch, or just be something my teacher friends read and ponder over. It’s certainly not going to change the world! Just my musings, dedicated to teachers and others who work in schools. Because schools are so much more than teachers – there are some absolutely incredible support staff (be it TAs/SEN TAs/lunchtime staff, whoever it is that supports you in your days) this letter is for all of us. (Including me, I do work in a school after all). 

Teaching, working with kids, isn’t easy but it’s certainly rewarding. You work day in and day out to get these incredible balls of energy to learn this, harness this skill, become these balls of energy that can do some incredible things, say some hilarious things and ultimately become little people we are so proud of. It’s hard, it’s tiring, it’s exhausting and you all work SO hard… just keep it up. Those nights of sleeplessness because your lesson plan is running over your head, or that lesson didn’t go well, or because you’ve not marked all those books you need to… don’t let them get on top of you. Keep plodding on. You’re doing an absolutely incredible job. Those kids are learning and growing and maturing because of all of your hard work. You’re helping them become the little people they’re destined to be… give yourself a break. That kid who’s had a horrible morning? That kid who has fallen out with his friend? That kid who doesn’t have a great home life? You make them feel better. You put that smile on their face. You make them feel included, involved and important – and that’s important. 

Sharing ideas and resources is an incredible part of this community. I love that teachers are sharers – they will share what they can. It may be a resource they made, an idea they had, a lesson that went well… there’s always someone sharing something that worked for them! Just take yourself to Twitter/Facebook (ignore the people who are hating on this profession… it’s not all doom and gloom) and you’ll find people who are happy to give advice and guidance to anyone who asks. I love this sharing. It makes us better teachers. I don’t know another profession where people openly share so much. Keep sharing, keep asking. There’s always something new around the corner for us to try and to learn. 

On that note… don’t feel like just because it seems EVERYONE is doing something that you have to do it. Or feel like if you’re doing something everyone is hating on that you’re doing it wrong. Yes, people sharing their ideas is amazing and we can learn so much from each other but what works in their classroom isn’t what will work in your classroom. I have tried things that people have ranted and raved about on Twitter and Facebook and it’s not worked in my classroom. It’s not your fault, you’re not a bad teacher, you’re not failing anyone… kids are just as individual as you are and it’s important to remember that. Just because it works in your friend’s school 100s of miles away doesn’t mean it will work in your classroom. Try out the ideas but don’t feel like you’re failing if it doesn’t work. You know your kids. You know what’s going to work with them… so don’t try something you know won’t help them. Don’t put that pressure on yourself. If you’re doing something that everyone else doesn’t like but it’s working in your classroom then KEEP GOING. Do what’s best for your kids. Not what everyone else thinks is best. YOU are the one who knows your class best. YOU know what’s best for them. Essentially your classroom runs on what’s best for them… not what’s best for kids miles away. If you magpie someone’s idea and it does work then share it with that person! There is nothing better than knowing something you’ve shared works for someone else. 

In regards to your classrooms… make them a space you’re proud of. There’s nothing better than going into a classroom and it being a space that feels very ‘you’. Your classroom should be a space where your kids feel safe, happy and productive. I’m not foolish, I realise that there are kids who don’t want to be there, there are times YOU don’t want to be there. If your classroom is that space you’re proud of then these days will be less frequent or at least feel a lot less shitty. I’m not lucky enough right now to have my OWN classroom per se, but I know when I do get one I want it to be very me. I want kids to want to come into the classroom and want them to want to learn. Your classroom should feel like theirs too. Make them feel included in it somehow. I love seeing everyone’s classrooms – your displays, your reading spaces, your outside areas… keep sharing them with me. There’s nothing more telling about a teacher than their classroom… and they’re always incredible. Thank you for sharing and making your classrooms places that you’re happy to share. I love seeing them.

Teachers are an incredible bunch of people. Keep up the hard work. You’re all wonderful. I can’t wait to be a “proper” teacher (see: qualified). 

S x

It All Started In September…

Welcome to the first of many fortnightly guest blogs! The first comes from one of my most recent twitter pals Jack. Without further ado…

It started in September. Sitting at a forty-five-degree angle in a hospital bed, having recently undergone the most uncomfortable seven minutes of my life to date. I won’t go into too much detail, but it ends in ‘-oscopy’. After being informed that the pain I’d been suffering on and off for the previous three years was fistulating Crohn’s Disease, I wasn’t in the best of places (mentally or physically). Enter Darren Shan.

I read sporadically in primary school, enough to get my parents off my back and pull me through the year six tests with a level four. Less in secondary, apart from a spike when Horowitz’s ‘Power of 5’ series dropped. I read when I had to, rarely for pleasure. Throughout my time at university, I obviously read for assignments/dissertation etc. but it was never for ‘pleasure’. Even through my first three years of teaching, despite incessantly banging on at the students I taught to read, preaching about how crucial it was – what a hypocrite! 

That all changed at Leicester Royal Infirmary. The fellows I shared a ward with largely slept, the Wi-Fi wasn’t free (I know, I was appalled too), and I ended up filling my time with random, inane activities. 84 tiles on the ceiling, in case you were wondering. A year five child I had taught the previous year recommended a series of books to me, The Saga of Darren Shan. This child’s writing was some of the best I’ve seen at primary, and I’d noticed how darkly descriptive it always was. I wasn’t far through the first book before I realised why.

Anyway, I rinsed through the entire twelve-book series, the following four-book series explaining the life of Larten Crepsley (a huge character in the Shan series), and RJ Palacio’s ‘Wonder’ in the space of two weeks. A reader was born.

I took this new, overflowing love for reading into my classroom. And boy have the children responded to it. I was so proud to hear that lots of them had received books for as Christmas presents, and many of them brought them to school to show me. Reading has become an integral part of our learning. We’re constantly talking about books. There isn’t a groan when I say that we’re reading more of our class book (currently ‘Sweet Pizza’, thank you to Mr. Booth).

However, hospital made me a reader. Reading Rocks ’16 is where the reading teacher exploded. I spent the day listening intently to the likes of Mat Tobin, James Clements, Neill Cameron and Michael Tidd talk about reading. The venue itself breathed reading (nods towards The District CE Primary School). I met people such as Simon Smith and the enigmatic That Boy Can Teach, both inspirational teachers with a passion for reading and its effect on a child’s education.

So, from September to December, I read like a lunatic. It was December when I first heard about the ‘52 book challenge’, where people were attempting to read fifty-two books during a calendar year. This sort of thing resonates with me for a two main reasons: 

  • I love reading.
  • I love counting and recording things.

Yes, I love counting things. I love keeping records of what I’ve done. I count and record the different football grounds I’ve visited. I count and record the countries I’ve travelled to. I even count and record, with the help of last.fm, the songs I listen to. So, this challenge appealed to me greatly in that respect.

In practice, I’m aware that it’s going to be difficult. I make time to read before bed. How much I read varies wildly from two words to one hundred pages. But I want to do this. My class have loved hearing about the challenge, and have all taken sheets home to record progress for their own challenges.

I’m writing this blog two weeks into the challenge, and roughly 80% through my second book. It’s been difficult. It’s been hard to read on school nights, and I haven’t read as much as I would like to on those nights. However, it’s important that this challenge doesn’t become a ‘Oh, I must read x number of pages tonight otherwise I’m not going to reach y target’ type of thing. Sleep is important, and being as fit as possible to teach my children is important.

My Twitter feed will be updated every time I finish a book, as will my Goodreads page (if you aren’t on Goodreads, get on it! There’s a group for teachers doing the challenge). Thanks for reading my first ever blog. Thanks to Steph (@eenalol) for allowing me the space on her fantastic blog, check out her other posts if you’re stumbling across this page for the very first time.

Keep reading.



Thank you so much to Jack for agreeing to be my first guest blogger! 

This blog is important to me in so many ways. It promotes reading, it promotes teacher reading and it shows that reading really is one of the most amazing things. Jack is so right that there are some wonderful book loving educaters out there on twitter. The conversation is always there to be had, just tweet one of us!

Go and follow Jack on Twitter, his handle is in the post.

S x