Rhythm for Reading - sustainable reading intervention for schools

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The Rhythm for Reading blog

All posts tagged 'award-winning'

Shining Lights

14 December 2014

As the year draws to a close, i’d like to say a heartfelt thank you to all the school staff and leadership teams who have invited Rhythm for Reading into school to work with their pupils in 2014. This truly has been an amazing year and it has been an incredible privilege to work alongside so many extraordinary professionals.

Perhaps, these individuals and teams are special, not only to me but to us all in the sense that they are ‘early adopters’ within the education community. According to Rogers’ famous “Diffusion of Innovations”, ‘early adopters’ comprise 13.5 % of any given population. These are the professionals who are most likely to particularly influence those around them. Having worked closely with them, I have been blown away by their exceptionally energised, informed, confident and remarkably positive approach to teaching and learning.

Working within schools, our experiences have closely echoed Rogers’ observations of early adopters. These are the qualities that we experienced when we worked in these remarkable schools with these wonderful teams. These bullet points are quoted from ‘Diffusion of Innovations’ to explain how the early adopter category, more than any other:

• ‘Has the greatest degree of opinion leadership in most social systems’

• ‘Is considered by many as “the individual to check with” before using a new idea’

• ‘Is a role model for many other members of a social system’

Happy Christmas from Rhythm for Reading
Happy Christmas from Rhythm for Reading

• ‘Is respected by his or her peers, and is the embodiment of successful and discrete use of new ideas.’ (Rogers, 1983; 248)

In fact, many of the teachers that we have worked most closely with this year have been invited to speak at one or more high profile events or have previously come to prominence as recipients of education awards. This suggests that Rogers’ theoretical approach resonates with what we are seeing in the schools that are currently using the Rhythm for Reading programme. These teachers’ attitudes to everyday work and their relationships with their pupils and wider communities are enlightening, intensely curious and insightfully engaged. It has been truly inspiring to work with each and every one of them.

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