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UK Primary Education!

Why teachers teach but kids don’t learn | Ben Richards | TEDxYouth@Haileybury

Ben Richards is both an award winning playwright and an experienced teacher of Drama, Philosophy and Mathematics. He has spent the last ten years bringing together his different areas of expertise at a number of top UK schools, honing his unique approach to education. Haileybury Habits: Inquisitive, Reflective

Teacher at Haileybury

This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at


  1. Dead crowd

  2. Schools are like prisons nowadays .

  3. Dropping a like for the puppets. I love me a good story.

  4. فضلا اضيفوا ترجمة لغة عربية

  5. We need to go back to previous basic curriculum. Before 1970. One can make a silk purse out of a sow's ear.

  6. Children need to be grouped by ability! A child who is low functioning should not be with children who have the potential to go to college. It slows them down! Teachers should be allowed to be truthful with students. I have children tell me they are going to be doctors when they will be lucky to work for Walmart. Don't make the low functioning kids take academics. Put them in vocational training.

  7. Lack of parents and parenting! Most parents use public schools as babysitters. Watered down curriculum. Coarsening of America:(

  8. Looking back, I find the teachers that produced the best results were often complete opposites – either very strict, or more down to earth on the students level, but with the personality traits to make learning interesting and memorable. Their passion for a subject could definitely be passed on. No puppets necessary, but then again, that was high school (age 12-18). I suspect some of those teachers with the more comedic or 'unique personalities' will still never be accepted widely by schools that would rather stick to more traditional standards, regardless of how good their teaching skills are

  9. This is first ON POINT AND VERY TRUE AND VALID – i did that in caps to add emotion to a text- i must add this though – i have added more emotion than i did anything to EVERY LESSON I HAVE EVER WROTE – and still there was much and sadly as of late DISRESPECT AND EVEN INSULT AT MY EFFORTS – please just once will someone out there admit part of the problem a bigger and bigger part every year is that homes – TEACH NO RESPECT ANYMORE – some of the love of learning is done in the home – there are NO MORE HOMES!!!!! just my take 26 years an educator -not burnt out but for sure battle worn!!!!!!!!!!!!

  10. I'm from 3 years into the future and I want to tell you that School has not changed and the school system has become even more broken

  11. Why the most brilliant people are in the universities and research centers only while there should be a lot of them working in a kindergarten?

  12. Sleep vs school school: 0.00000002% sleep: 99.9999998

  13. This is all true. I love teachers with passion. However, the problem is that schools keep pushing kids to solve problems they do not care about, and it would be extremely costly to have a story for each problem to solve, esp. that some kids will never care about a crying dog. The ultimate solution is to let kids find their own problems and solve them with interest. Many will never get to the volume of solids, but those who leaves school have no clue anyway. The net result is the same. By letting kids free, we would solve dozens of school problems. The presented strategy is great as long as kids are forced to stay at school with no option to freely explore on their own.

  14. The aesthetics of maths are key for teaching (architecture, and graphics made by the sine and cosino)

  15. And when you are a history teacher, you have so many good scandals, fun facts, and more to weave into your lessons…there should never be a boring lesson.

  16. For older kids, a girl trying to rearrange her bedroom or see if a kids new car will fit in the garage next to mom and dad's….I like the idea but puppets in middle school = teacher who quits before the year is up

  17. In my experience as a pupil many years ago and as a "teacher" (not my profession) who taught my two sons and my friend's daughter enough to get them all into a very good grammar school … (my son also winning a scholarship to the local private school at the same time … we chose the grammar school) … teachers may know their subject well but the majority of them seem to not understand the psychology aspect of kids and that the key to success with teaching kids is to give them confidence and to recognise when a kid hasn't got confidence.

    As soon as a kid starts to feel that he or she isn't understanding what is being taught, they lose any bit of confidence they perhaps once had … and that lack of confidence very quickly grows into a huge negative for them … a negative which can sit with them for years.

    I distinctly remember, with all three of those I've mentioned, particularly with my friend's daughter as I knew my own kids better of course, the moment when they became instantly confident. … it was like seeing a light bulb come on.

    It came about after them being asked one question and the subsequent explanation of how to address it. The question was, "12 is 5 more than half this number." What is the number? As 10 year olds at the time this question perhaps seems a bit difficult to be able to answer quickly.

    I taught them to break this, and other questions down … to simplify them … I asked them if it was a good idea to box yourself into answering a question without first simplifying it as much as possible? With this question, all they had to do is say to themselves, "Well, if part of the question is, 12 is 5 more than what I'm looking for … then 7 should be used instead of the long, "12 is 5 more than half this number." …. so … re word the question … "7 is half this number" … the answer is then immediately clear. This one thing … about simplifying a question taught them so much and so very quickly.

    Many adults and not just kids, seem to find percentages difficult. I taught them to, for example, work out percentages in their heads. It has to be said that their multiplication tables needed to be known for this. An example. … "What is 6% of 18?" … To work out 6×18, first, simplify it … 6×10 is 60 … that 60 goes "into the bank" (memory) …. then, 6×8 is 48 … add to the memory … = 108 …. hop back 2 places with the decimal point (having already explained that every number has one of these … e.g ten is 10.0) … and the answer is 1.08 …. It is amazing how confidence can help so much in kids … once they lose it, you have lost them! …. It isn't difficult to give it back to them!

  18. Sounds great, then enter the Principal who wonders openly and derisively what any of this has to do with the upcoming standardized test before pointing oy to the released test items and asks if that play is on that test or in the text book maybe? How about you pacing guide, do you have time for this in the pacing guide? And don't forget the kids who are saying, but I like cats and the one who argues that if it doesn't fit he can just send it back. Its a great idea, if you are allowed to do it.

  19. That's a tough crowd to get a laugh from, my god

  20. No desire, just obstacles and defeat