Delivering Inspirational Creative Arts Education Since 2012

Smarter Teaching

Smarter Teaching

I know I use TES quite a lot to coincide with articles or hints and tips that I write, so this week it’s time for a venture out. The American’s seem to be leading the way in vast parts when it comes to schooling at the moment, with many ideas and techniques being incorporated into our British teaching. So I have found 16 tips on how to make us ‘smarter’ as teachers. It is quite long, so I have kept my general writing short and sweet this week… Enjoy!!!



Some teachers see themselves as the designated expert whose role is to impart their knowledge to students who are empty vessels. That’s the wrong metaphor, says William Rando, who has been training college-level teachers for 15 years. The best instructors see themselves as guides. They share what they know, but they understand that they are not the focus. Their students are.

“It’s hard for some teachers to understand that teaching is really not about them,” says Rando, who runs the Office of Teaching Fellow Preparation and Development at Yale University. “There’s something counterintuitive about that. But it doesn’t mean that you don’t matter. It means that instead of asking, ‘What am I going to do today?’ you ask, ‘What are my students going to do today?’ ”


It’s not enough to know your material. You need to know the people you’re teaching ‚Äî their talents, prior experience, and needs. Otherwise, how can you know for certain what they already know and what they need to learn? “I tell my teachers to imagine that someone called and said, ‘I’m trying to get to Yale,’ ” says Rando. “The first question you have to ask is, ‘Where are you?’ You have to know where the person is starting from before you can help him reach the destination. It may sound obvious, but as teachers, we sometimes begin the journey and forget to ask our students, ‘Where are you? Where are you starting from?’ ”

Yoheved Kaplinsky, chair of the piano department at the Juilliard School, pays attention to her students’ self-awareness. “I want to see my students evaluate their own playing,” she says. “That gives me an idea of how astute or delusional they are. You can listen between the lines and get a sense of their personality.”


Learning requires vulnerability, says Michele Forman, who teaches social studies at Middlebury Union High School in Middlebury, Vermont. Students have to acknowledge what they don’t know, take risks, and rethink what they thought they knew. That can be an uncomfortable ‚Äî even scary ‚Äî situation for anyone. A little warmth goes a long way, says Forman, the 2001 National Teacher of the Year. Like having a couch and floor pillows in one corner of the classroom. Or decorating the walls with her students’ work, because “it’s their space.” The result is a learning environment that is emotionally, intellectually, and psychologically safe.

“If they aren’t feeling well, I make them a cup of peppermint tea. If they’re hungry, I feed them,” says Forman. “It can be the simplest thing, but it sends an important message.” Students need to know that they can trust the instructor. Hence, another Forman rule: No sarcasm in the classroom. “It creates the fear that you’re going to make them look bad,” she says.


The difference between a good teacher and a great one isn’t expertise. It comes down to passion. Passion for the material. Passion for teaching. The desire is infectious, says H. Muir, global marketing training manager at SC Johnson, in Racine, Wisconsin. If the teacher has it, the students will most likely catch it.

“Both of my parents were high-school teachers,” Muir says. “My mother taught behaviorally disabled students, and my father taught history and government. The most important thing I learned from them is that you need to have passion, and it has to be genuine. It isn’t something you can fake. Students can tell whether you care or not.”


Teaching adults has given Tom McCarty, director of consulting services at Motorola University, an appreciation for the old adage, “When the student is ready, the teacher will appear.” Some of the people who show up for the Six Sigma continuous-improvement workshop aren’t ready, because they don’t think they need to improve. They don’t see the gap between where they are and where they need to be. Making them aware of that gap is one of McCarty’s first objectives.

“Is your team aligned around customer expectations?” he’ll ask. “Of course we are,” one of the team leaders will reply. McCarty will then ask each team member to write down the top-four customer priorities and post them on the wall so that everyone can read them. “If there are 15 team members, you’ll get 60 different priorities,” he says. “Once they see that for themselves, they’ll turn to me and ask, ‘Can you help us here?’ ”


One of the chief attributes of a great teacher is the ability to break down complex ideas and make them understandable. These days, the same can be said for business leaders, says Gary Grates, executive director of internal communications for General Motors. In fact, he says that the essence of teaching ‚Äî and learning ‚Äî is communication. “The biggest issue that leaders face is whether people understand them,” says Grates. “Whether you’re talking about Wall Street, partners, customers, or employees, people must understand the organization’s story ‚Äî where it’s headed, why you are making these changes, how you work, and how you think. Otherwise, you’re going to lose valuation, sales, new opportunities, or employees. That’s why teaching is important.”


To some people, being a teacher ‚Äî or a leader ‚Äî means appearing as though you have all the answers. Any sign of vulnerability or ignorance is seen as a sign of weakness. Those people can make the worst teachers, says Parker Palmer, a longtime instructor and author of¬†The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life¬†(Jossey-Bass, 1997).

Sometimes the best answer a teacher can give is, “I don’t know.” Instead of losing credibility, she gains students’ trust, and that trust is the basis of a productive relationship. “We all know that perfection is a mask,” says Palmer. “So we don’t trust the people behind know-it-all masks. They’re not being honest with us. The people with whom we have the deepest connection are those who acknowledge their struggles to us.”

Acknowledging what you don’t know shows that you’re still learning, that the teacher is, in fact, still a student. For the leader of an organization, this is a delicate balancing act, says Mike Leven, former president of Holiday Inn Worldwide and now chairman and CEO of U.S. Franchise Systems Inc. “While it’s okay not to know a lot of things, people do depend on you to know the answers to certain questions. You don’t want people asking, ‘Why is he running the company?’ “


The best teaching isn’t formulaic; it’s personal. Different people teach Shakespeare in different ways because of who they are and how they see the world. Or, as Palmer says, “We teach who we are.” The act of teaching requires the courage to explore one’s sense of identity. If you don’t fully know yourself, Palmer says, you can’t fully know your students, and therefore, you can’t connect with them. People compensate by using clever technique until they figure this out. Maybe, he says, the jazz musician Charlie Parker put it best: “If you don’t live it, it won’t come out of your horn.”


If you want your employees to remember that new mission statement or market strategy, you need to give it to them more than once. “The first time you say something, it’s heard,” says William H. Rastetter, who taught at MIT and Harvard before becoming CEO of Idec Pharmaceuticals Corp. “The second time, it’s recognized, and the third time, it’s learned.”

The challenge, then, is to be consistent without becoming predictable or boring. The best teachers keep it fresh by finding new ways to express the same points. For Craig E. Weatherup, chairman and CEO of the Pepsi Bottling Group, the message that he is constantly pushing is that bottled water ‚Äî not cola ‚Äî represents the biggest future growth potential for the company. The 25-member operating council has heard him expound on this strategy repeatedly ‚Äî but he hasn’t repeated himself too much. “You have to cheat a little bit and disguise the themes so that people think, ‘I haven’t heard this before,’ ” he says. “I always try to find a new slant on the water category, but the underlying message doesn’t change: It’s important to the success of this company.”


Effective teachers understand that learning is about exploring the unknown and that such exploration begins with questions. Not questions that are simply lectures in disguise. Not yes-or-no questions that don’t spark lively discussion. But questions that open a door to deeper understanding, such as, “How does that work?” and “What does that mean?” And GM’s Grates’s personal favorite, “Why?” “If you want to get to the heart of something, ask why five times,” he says.

David Garvin, who teaches at Harvard Business School, interviewed a number of teaching executives for his book¬†Learning in Action: A Guide to Putting the Learning Organization to Work¬†(Harvard Business School Press, 2000). He found that one way they teach sound decision making is by playing devil’s advocate. Teaching executives ask colleagues, “What if we did the opposite of what you’re suggesting?” The idea is not to undermine a decision but to bolster it through a thorough examination of the options ‚Äî even the outlandish ones. “Although you get promoted by having the right answer,” he says, “it’s more important to ask the right questions as you climb higher.”


You’re teaching people how to think. The last thing you want to do is stand up and tell people what to do. Or give them the answers that you want to hear. The best instructors are less interested in the answers than in the thinking behind them. What leaders have to offer is a “teachable point of view,” says Noel Tichy, a professor at the University of Michigan Business School and author of¬†The Leadership Engine: How Winning Companies Build Leaders at Every Level(HarperBusiness, 1997). It’s how they look at the world, interpret information, and think through problems. The best teaching leaders help people learn how to think on their own rather than telling them what to think.

“You want a forceful group of people who know what you want but at the same time feel free enough to make the day-to-day judgments themselves,” says Gene Roberts, a longtime editor at the¬†Philadelphia Inquirer¬†and the¬†New York Times¬†who now teaches journalism at the University of Maryland at College Park. (During his 18 years at the Inquirer, the paper won 17 Pulitzer Prizes.) “You have to know when to let go so that people don’t become dependent on you. In the newspaper business, speed is everything, and if you have people waiting to hear what you have to say before they will react, you’ll get beat.”


When it comes to teaching, what you do is nearly as important as what you say. After all, your students are watching you. One way to show that you care about them and that you’re interested in them is by listening. Effective learning is a two-way street: It’s a dialogue, not a monologue. After asking a question, bad teachers fill in the silence rather than wait for a response. Instead, says Muir, the training manager at SC Johnson, try this: Wait 10 seconds. “If you want to be a good teacher, you need to get comfortable with silence,” he says. It’s in those quiet, perhaps awkward, moments that some of the most productive thinking occurs. Don’t interrupt it.


Levi Watkins teaches heart surgery at Johns Hopkins Hospital in Baltimore, where the residents learn by working side by side with attending and faculty surgeons. Before surgery, Watkins asks a resident to walk him through the diagnosis and procedure, as if the tables were turned and he were assisting the trainee. “I’m listening for how the resident assembles all of this information, how well she organizes her thoughts,” says Watkins. “Choosing to operate on someone’s heart is a very complex decision. You may have a difference of opinion among doctors, but the buck stops there. We’re the ones who decide which vessels are worthy or not worthy of a bypass procedure.”

When Pepsi’s Weatherup visits general managers at one of the company’s 300 sites, he pays particular attention to the language he hears. In a manager’s analysis of the local market, for example, Weatherup listens for references to the company’s overall mission statement or to a new strategy that he has laid out. He’s not interested in mimicry. He wants a sense that the manager is thinking about her piece of the business in the right framework. “If I hear the language of the company coming back to me, I know that I’m reaching people,” Weatherup says.

He was forced to become a good listener while working in Japan, his first assignment with Pepsi. Because English was a second language to his colleagues, he became sensitive to the emotion behind people’s words. He still listens for it today. “I’m interested in people’s feelings, not just the latest volume and pricing numbers. I want to know what frustrates them and what they feel good about.”


You’re not the only one your students learn from. They also learn on their own and from their peers. “That’s how the triangle of learning works,” says Marilyn Whirry, who teaches 12th-grade AP English at Mira Costa High School in Manhattan Beach, California. She’s a big believer in small groups. She’ll give the groups a question that is based on the book the students are reading, and they have to respond to the previous comment before making a new point. “They listen to each other,” says Whirry, the 2000 National Teacher of the Year. “Maybe their friend has an insight that they hadn’t thought of. Maybe it’s something that they can build on. It’s exciting to watch.”

Yale’s Rando has taken the idea one step further. He has designated small groups to become experts on different topics and then intermingled students in new groups so that they have to teach another person what they’ve learned. “This method replicates how problems occur in life,” he says. “Everybody has a piece of relevant information, making everyone a teacher and a learner.”


Good teachers believe that every student can learn, but they understand that students learn differently. Some are visual. Some grasp the abstract. Some learn best by reading. So the instructor might adopt a multidimensional approach, something along these lines: Lecture for 20 minutes, then pose a multiple-choice question to the class, which is displayed on the board or on a slide. Next, ask everyone to write down an answer to the question, and then have people take turns explaining it to someone else in class. After several minutes, poll the class to find out who chose which answer. Then ask someone from each of those groups to explain their answer. Rando calls this “active lecturing.”


Effective teaching is about the quality of the relationship between the teacher and the student. It doesn’t end when the class or the workday is over. “I try to stay away from a 9-to-5 attitude, which means that for the hour you’re here, I care about you, but don’t bother me afterwards,” says Kaplinsky, the Juilliard professor. “One of the most important ingredients of teaching is loving it. I come from Israel, where we have a saying: ‘More than the calf wants to suck its mother’s milk, the mother wants to impart the milk to the calf.’ ”

That concludes our lesson on teaching. Any questions? Anyone? All right then. Class dismissed.

Chuck Salter ([email protected]), a Fast Company senior writer, tries to teach the fundamentals of baseball, softball, and soccer to kids in Baltimore.

Andy T

Share This Vacancy

Other Posts


Primary School Music Teacher – Brent

Start Date: September 2024 Role: 4 days per week Location: London Borough of Brent Salary: £135-£150 per day About our School Our client is an outstanding

Sign up to our Newsletter

Receive regular updates from 1st Note Education on the lastest news.

1st Note Education Website Terms and Conditions

1. Acceptance of terms

Your access to and use of (“the Website”) is subject exclusively to these Terms and Conditions.

You will not use the Website for any purpose that is unlawful or prohibited by these Terms and Conditions. By using the Website you are fully accepting the terms, conditions and disclaimers contained in this notice. If you do not accept these Terms and Conditions you must immediately stop using the Website.

2. Advice

The contents of the Website does not constitute advice and should not be relied upon in making or refraining from making, any decision.

3. Changes to the Website

the Website reserves the right to:

3.1. change or remove (temporarily or permanently) the Website or any part of it without notice and you confirm that the Website shall not be liable to you for any such change or removal; and

3.2. change these Terms and Conditions at any time, and your continued use of the Website following any changes shall be deemed to be your acceptance of such change.

4. Copyright

4.1. All copyright, trade marks and all other intellectual property rights in the Website and its content (including without limitation the Website design, text, graphics and all software and source codes connected with the Website) are owned by or licensed to the Website or otherwise used by the Website as permitted by law.

4.2. In accessing the Website you agree that you will access the content solely for your personal, non-commercial use. None of the content may be downloaded, copied, reproduced, transmitted, stored, sold or distributed without the prior written consent of the copyright holder. This excludes the downloading, copying and/or printing of pages of the Website for personal, non-commercial home use only.

5. Disclaimers and limitation of liability

5.1. The Website is provided on an “AS IS” and “AS AVAILABLE” basis without any representation or endorsement made and without warranty of any kind whether express or implied, including but not limited to the implied warranties of satisfactory quality, fitness for a particular purpose, non-infringement, compatibility, security and accuracy.

5.2. To the extent permitted by law, the Website will not be liable for any indirect or consequential loss or damage whatever (including without limitation loss of business, opportunity, data, profits) arising out of or in connection with the use of the Website.

5.3. the Website makes no warranty that the functionality of the Website will be uninterrupted or error free, that defects will be corrected or that the Website or the server that makes it available are free of viruses or anything else which may be harmful or destructive.

5.4. Nothing in these Terms and Conditions shall be construed so as to exclude or limit the liability of the Website for death or personal injury as a result of the negligence of the Website or that of its employees or agents.

6. Links to third party websites

The Website may include links to third party websites that are controlled and maintained by others. Any link to other websites is not an endorsement of such websites and you acknowledge and agree that we are not responsible for the content or availability of any such sites.

7. Indemnity

You agree to indemnify and hold the Website and its employees and agents harmless from and against all liabilities, legal fees, damages, losses, costs and other expenses in relation to any claims or actions brought against the Website arising out of any breach by you of these Terms and Conditions or other liabilities arising out of your use of this Website.

8. Severance

If any of these Terms and Conditions should be determined to be invalid, illegal or unenforceable for any reason by any court of competent jurisdiction then such Term or Condition shall be severed and the remaining Terms and Conditions shall survive and remain in full force and effect and continue to be binding and enforceable.

9. Governing Law

These Terms and Conditions shall be governed by and construed in accordance with the law of England and you hereby submit to the exclusive jurisdiction of the English courts.

10. 1st Note Education Privacy Policy


1st Note Education respect individuals’ rights over their personal data. We are committed to ensuring that people are treated fairly in everything we do. This Privacy and Cookie Notice (“Notice”) outlines:

Type of personal information held

Personal information collected by us usually falls into the following categories:

  • Temporary contractor information submitted and obtained from the temporary contractor and other sources in connection with applications for work
  • Work performance information
  • Information about incidents in the workplace
  • Staff information
  • Information submitted and obtained in relation to absences from work due to leave, illness or other causes

Information obtained to assist in managing client and business relationships 

How we may collect personal data about you

Where this Notice refers to ‘personal data’ it is referring to data about you (or other living people) from which you (or they) could be identified – such as name, date of birth or contact details.

This Notice applies to all personal data processed by 1st Note Education about its registered teachers and teachers contact dater base This includes data gathered via third parties, such as social media and job sites, and which is therefore also covered by their own Privacy Polices.

This policy was last updated on 18th May 2018. Any updates will be posted to this version of the policy. If you wish to see a previous version of the policy, or have any other questions, please get in touch.

1st Note Education may collect personal data from you via means such as:

  • In person, when you speak to one of our representatives
  • Through a telephone call, either where you call us or we call you
  • On paper, such as if you complete a registration form or send us information via post
  • Digitally, such as if you fill in a form on a website or interact with the us online
  • When you offer or ask about, or take part in company activities
  • When you enter into a transaction with 1st Note Education, such as registering, purchasing a product or paying for an event
  • Indirectly from other public records or sources, including Job Site register which 1st Note Education is legally entitled to.
  • On social media platforms, where you have made the information public, or you have made   the information available in a social media forum run by 1st Note Education.

We may collect personal data about you such as:

  • Name
  • Contact details (e.g. email address, address, telephone / mobile number)
  • Date of birth
  • Future communication preferences
  • DBS
  • ID
  • Other demographic information
  • Issues you raise

We may also collect information when you interact with 1st Note Education digitally, such as by visiting one of our websites or communicating with one of our social media channels. This may include additional data to that above, such as:

  • Your device, browser or operating system
  • Details of the links that you click and the content that you view
  • Your username or social media handle
  • Any other information you share when using third party sites (e.g. sending a tweet or using the Like function on Facebook). We may also place one or more cookies on your device. For further details on this, see below.
  • We may also collect information about you from other public sources, such as, Companies House or other commercially available sources. We only do so where those sources are lawfully permitted to share the data with us and where we have a legal basis to process data from such sources. This may include, for example, checking the eligibility to work in the UK and may include additional data to that above.

How we may use your personal data

We may use your personal data to further our objectives, we use and analyse your information to keep in touch with you and to supply and improve our services. We will also use your information to tell you about services that we think may interest you and/or contact you in future. Examples of the way we may use your data include to:

  • Tell you about policies, career opportunity’s that may be of interest to you
  • Respond to queries that you raise with us
  • Conduct training activities, including checking your eligibility to apply for vacancy’s
  • Manage our sites and services

For more specific information about how we use your data for these activities, and the legal basis on which we rely to process your data in this way, please see the ‘Why 1st Note Education is allowed to use your information in this way’ part of this Notice.

Why 1st Note Education is allowed to use your information in this way

If you have provided us with your email, mobile phone number or landline phone number and we have a legal right to use them for such purposes, we may use that information to contact you to promote causes and campaigns that we support, such as by sending you an email, online advert, or a text message.

We will respect any registration you hold with the Telephone Preference Service (TPS) except where you have opted in to receive phone calls on that number from us.

You may opt out of communications from us at any time.

The circumstances under which we may share your personal data or disclose it to others.

Depending on how and why you provide us with your personal data it may be shared within 1st Note Education our representatives or with companies that provide services to 1st Note Education (“service providers”).

In addition, we may share your personal data with third parties when we are required to do so by law (for example, with the Police where they ask us to assist them with their investigations).

However, save for the limited circumstances noted above, we will never pass your personal data to any unrelated third parties unless you have given us your permission to do so.

For example, if you choose to register with us we will need to process your personal data to record that you have given us your support in this way. A contract will be put in place between you and us and we will process your personal data to the extent that we need to in order to fulfil our obligations under that contract.

Similarly, you may from time to time give us your consent to send you communications by e-mail (or similar mediums) which promote our work. Where you do that we will use your details to send you those kinds of communications until you tell us otherwise. Should you ever ask us to stop sending those kinds of communications we will hold your details on file to ensure that we respect that request – we justify that retention on the basis that we have a legitimate interest in holding your data in that way.

Finally, where we have received your personal data in the various ways described above, we may continue to hold it as part of our records after the relevant processing has stopped. We hold data in this way because we have a legitimate interest in doing so. Specifically, where you have registered (or have otherwise engaged with us such as by attending an event, or by responding to a survey or questionnaire) we have a legitimate interest in holding your personal data to help us to monitor the numbers and the diversity of people who engage with us, as well as a legitimate interest in making sure that we can follow up any complaints or grievances which you may raise (or which people may raise about you).

Additional details about cookies and technical information

A cookie is a small text file placed on your device when you visit a website. You can accept or decline cookies through your browser settings or other software. By using our sites, you are consenting to our use of cookies in accordance with this Notice. If you do not agree to our use of cookies, then you should set your browser or other software settings accordingly.

1st Note Education takes the protection of your information very seriously. We protect your personal data when appropriate, and all the information provided to 1st Note Education is stored securely once we receive it. People working or volunteering on behalf of 1st Note Education only have access to the information they need, and the web servers are stored in a high-security environment. 1st Note Education may store your personal data on secure servers either on our premises or in third party data centres.

Data retention policies

We only keep your personal data for as long as required to meet the purposes set out in this Notice, unless a longer retention period is required by law. For example, this may include holding your data after you have ceased to engage with 1st Note Education (such as by resigning with us) where we have a legitimate interest in doing so, such as to enable us to respond effectively to grievances that may arise after you cease to engage with us. Where we collect and hold your details as part of our public interest work, this may also include retaining those details for as long as you remain a registered.

Where permitted by law, we may also save personal data for archiving purposes in the public interest, including historical research.

Your rights over personal data

You have legal rights over any of your personal data that we hold.

Right of Access

You may, at any time, request access to the personal data that we hold which relates to you (sometimes called a subject access request).

This right entitles you to receive a copy of the personal data that we hold about you. It is not a right that allows you to request personal data about other people, or a right to request specific documents from us that do not relate to your personal data.

Right to rectification and erasure

You may, at any time, request that we correct personal data that we hold about you which you believe is incorrect or inaccurate. You may also ask us to erase personal data if you do not believe that we need to continue retaining it (sometimes called ‘the right to be forgotten’).

Please note that we may ask you to verify any new data that you provide to us and may take our own steps to check that the new data you have supplied us with is accurate. Further, we are not always obliged to erase personal data when asked to do so; if for any reason we believe that we have a good legal reason to continue processing personal data that you ask us to erase we will tell you what that reason is at the time we respond to your request.

Right to restrict processing

Where we process your personal data on the legal basis of us having a legitimate interest to do so, you are entitled to ask us to stop processing it in that way if you feel that our continuing to do so impacts on your fundamental rights and freedoms or if you feel that those legitimate interests are not valid.

You may also ask us to stop processing your personal data (a) if you dispute the accuracy of that personal data and want us verify its accuracy; (b) where it has been established that our use of the data is unlawful but you do not want us to erase it; (c) where we no longer need to process your personal data (and would otherwise dispose of it) but you wish for us to continue storing it in order to enable you to establish, exercise or defend legal claims.

If for any reason we believe that we have a good legal reason to continue processing personal data that you ask us to stop processing, we will tell you what that reason is, either at the time we first respond to your request or after we have had the opportunity to consider and investigate it.

Right to stop receiving communications

Wherever possible, we will provide you with a choice about how we can contact you to share information about 1st Note Education. You can opt out of communications at any time by emailing [email protected]  It may take several days for requests submitted this way to become effective on our systems, or by the methods described below.


If you provide us with your email address and indicate that we may do so (e.g. by subscribing to an email distribution list or by ‘opting in’ through the web site) we may send you further information about 1st Note Education in the future. These communications will take the form of e-mails promoting us and our work.

You can request that you cease to receive these kinds of communications from us at any time. The easiest way to do so is to use the unsubscribe link provided at the bottom of any e-mail messages that we send to you.

SMS Messages

If you provide your mobile phone number, we may call or send you text messages if you have given us permission to do so. You may request to stop receiving SMS messages at any point.

You can stop receiving SMS text messages by emailing unsubscribe to [email protected] . It may take several days for requests submitted this way to become effective on our systems.

Online Advertising

If you provide us with your email address or telephone number we may use it to ensure online adverts you receive from us are relevant to you. These communications will take the form of online adverts promoting us and our work.

You can opt out of online advertising at any time by  emailing unsubscribe to [email protected] . It may take several days for requests submitted this way to become effective on our systems.


While all of our direct marketing communications contain details of how you can stop receiving them in the future you can either follow those instructions (such as using the unsubscribe link in an email or telling a telephone caller), visit  or ask us directly using the contact details below. If you do the latter, please provide us with full details of the telephone numbers, postal addresses, email addresses and so on to which you wish us to stop sending communications to in order to help us deal with your request quickly and accurately.

We will process any requests to stop receiving communications as quickly and comprehensively as is practical although there may in some cases be further communications already on their way to you which cannot be stopped.

If you ask us to stop sending you information (e.g. by email, post, phone or SMS text), we may keep a record of your information to make sure we do not contact you again, up until the normal retention period for that type of data.

Please note that this right to stop communications does not apply to emails that we send to you that are a necessary part of us providing a service to you (such as messaging you about your status as a registered teacher or volunteer for example) or us notifying you about how your personal data is being used.