Fearghal has asked on his blog if we should be doing something collectively in Scotland to re-energise the Teachmeet movement.

I've attended and presented at several Teachmeets over the years, and found them uplifting, energising experiences. I don't think, hand on heart, that I have adopted long-term very many of the good practices being presented by others. This isn't because I didn't consider them worthwhile. It's just that they didn't quite match my context, or I just forgot about them in the daily maelstrom of the classroom.

I suspect that most participants would say the same, or something close to it. Now maybe the point of Teachmeet is to embed the good practices in the classroom of the presenters themselves. This seems more likely. I think that might apply to me. If so, we should return to the principle that Teachmeets are for presenting, not for listening.

If we want the audience to get something out of Teachmeet that will lead to positive impacts on their learners, we need to consider how that is going to happen. Is our theory something like this?

If so, we are likely to be disappointed. As I said before, the chances of a sustained change in practice are low. And even if the new practice is implemented, who is to say that it will actually make a positive difference for my learners in my situation?

I would propose this as a more likely path to impact:

I don't have an answer to how we support that path, but I'm interested in trying to work it out!

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