Mike Hughes is a well-known and highly acclaimed education trainer/author.
During Covid 19 Mike is continuing to provide a range of training opportunities including face to face and remote sessions depending on the needs of clients.
He is best known for his work in developing The Magenta Principles™ and as the author of hugely influential books such as And The Main Thing is… Learning, Tweak to Transform and Closing the Learning Gap. His latest publication The Magenta Principles™ is now available.
A former secondary headteacher he is currently working freelance and over a period of many years has developed a deserved reputation as an inspirational and innovative trainer/facilitator and is widely regarded as a leader in the field of learning.
Welcome to Mike Hughes Education Training and Support.
Publications by Mike Hughes
The Magenta Principles™
“if our goal was to make learning an engaging, student-centred experience then the Magenta Principles was the vehicle that enabled us to get there.”
Adam Chedburn, Headteacher – Whitley Bay High School 1993–2014
In addition to teaching, Mike has also found time to:
- Work in an advisory capacity for Gloucestershire LEA (teaching and learning)
- Facilitate on the New Visions programme for recently appointed headteachers
- Work as an NPQH trainer
- Be a PGCE course leader
- Train as an Ofsted inspector
- Write an extensive range of educational publications and resources
- Provide training and support to a huge number of teachers and schools both in the UK and abroad
Mike’s work is hugely varied and tailored to fit the needs of the individual school / teacher. Anyone considering working with Mike is invited to contact him to discuss their requirements and explore possibilities.
To give you a flavor of his work…
Focus
He works predominantly in three inter-related areas:
- Teaching and learning
- Leadership development and leadership for learning
- Coaching
Group size
Anything from 1 to 500+ For example:
- whole staff groups, clusters and networks
- teaching and learning working groups
- coaches, senior leadership teams, middle leaders
- individual teachers, NQT conferences,
- Headteacher organisations.
Organisation
The possibilities are endless: keynote address staff training day twilight inset a programme of on-going support. Some schools invite Mike to run an inset day while others have worked with him for a number of years.
“Children should leave a classroom at the end of a lesson knowing, understanding and being able to do more than when they came in.”
Mike Hughes – Lessons are for Learning 1997
Improving teaching and learning
- Getting to good
- Good to outstanding
- Beyond outstanding
- From knowing to understanding
- Focusing on the things that make the difference
Engagement, pace and challenge
- The engagement triangle
- From occupied to engaged
- The importance of task
- The zone of challenge
Consolidating learning
- Metacognitive questioning
- Memory techniques
- Worthwhile and effective plenaries
Developing active, independent learners
- From answering to asking
- Curious children
- Teach less – learn more
Engaging reluctant learners
- Dealing with “I can’t do” attitudes
- Behavior for learning
- The keys to motivation
Quality questioning
- Planning for better questions
- Managing classroom dialogue
- From ping pong to pinball
- The importance of elephants
Developing professional capacity
- Thinking on your feet
- Self-reflective practitioners
Observation for improvement
- Observation tools and templates
- Using video to aid self-reflection
- From feedback to dialogue
- Information Driven Dialogue
Leadership for learning
- Keeping the focus upon learning
- Creating a learning culture
- Teachers as learners
- Promoting professional dialogue
Leading CPD
- From event to process
- Making CPD effective
- Making the most of internal expertise
- Using video as a self-reflective tool
Effective observation
- Observation tools, techniques and templates
- Feeding back to move forward
- From feedback to dialogue
- Information Driven Dialogue
Leadership styles
- The leadership spectrum; red, blue, purple
- Done to done by done with
- Achieving the carrot/stick balance
- Style for context
Leadership tools and templates
- Strategic thinking
- Identifying the barriers
- Productive effort
The leadership skill-set
- Coaching for leaders
- Challenge and support
- Avoiding the ABC
- Developing leadership skills – listening and language
Creating effective leadership teams
- From group to team
- Developing leadership throughout the organisation
- Developing the key middle leadership tier
Working with people
- People and change
- Managing change
- Working with reluctant colleagues
- Challenging leadership
General
- Introducing and embedding coaching
- Coaching: Why? What? How?
- The coaching spectrum – where coaching fits
- Coaching and mentoring
- When and when not to coach
Whole school models and approaches
- Developing a coaching culture
- Getting started
- Organising coaching
- Coaching as an integral part of CPD
- Coaching as an ongoing process
Coaching skills
- Structuring a coaching session
- Developing specific coaching skills
- Listening differently
- Coaching language
- Questioning
- Dealing with limiting beliefs
- Working with reluctant colleagues
- Coaching masterclass – advanced coaching skills
Coaching tools and templates
- Observation for coaching
- Observation tools
- Establishing reality
- Information Driven Dialogue
Variations
- Developing professional communities
- Teachers as learners
- Action learning sets
- Coaching and action research
- Coaching and video analysis
- Coaching students
- Developing coaching skills in students
- Coaching as a teaching tool
- Coaching as a pastoral tool
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