• Home
  • Blog
  • Learners
  • COMING SOON
  • APPS
  • Contact
TeachMrN
  • Home
  • Blog
  • Learners
  • COMING SOON
  • APPS
  • Contact

Mothership

3/3/2018

0 Comments

 
Back in September, I was fortunate enough to be invited to present at Learning First Greenwich. And such was the structure of the day, that not only did I get to experience delivering my own workshop, I also got to attend another. I chose to attend the Department for Education update on Tackling Teacher Workload.

It was at this workshop that I learnt there is an entire sub-department of the DfE dedicated to reducing teacher workload! Astonishing! Did you realise this? Because I didn't. 

I was aware of the Workload Challenge - a survey that some equally geeky friends and I had taken part in, and I knew that there had been some reports created as a response, but I wasn't aware that it was all led by a specific group of people whose job it is to make our profession more manageable.

For many, I can already hear the groans, and see the eye-rolls; a destructive cynicism that things can't get better. Fortunately, I hope to never work with you, because I have great faith that we can evolve and adapt in this ever-changing educational landscape, to make proper sense of research, to make the best decisions for our young people.

Part of the work of this department, is now to host seminars on what can be done to improve outcomes for young people, without worrying damage to the health of people working in this sector. With such a focus on retention of teachers, it really is paramount that we take opportunities like the introduction of this team with great enthusiasm. So that's what I did - I attended one of their courses, and I would encourage you to engage too!

I'll share more of my learning another time. For now, take a quick read of the recommendations, and contribute, rather than complaining how hard your job is.

​You could also download the summary poster below:
Teacher Workload Summary Poster
File Size: 1816 kb
File Type: pdf
Download File

Picture
Picture
Click Here for the Workload Challenge Reports!
0 Comments

Demographic

13/1/2018

0 Comments

 
Picture
Before I begin (although I suppose I've technically already started), I'd like to stay a massive thank you for such a positive response about the third year of teachmrn.com! You can catch up on last week's posts here and here!

There are now even more ways to stay connected and engage with our growing community. Use the buttons below to stay in touch through whatever channels you choose; I love hearing from you, and feedback is always welcome!
Twitter
Instagram
Facebook
Contact
While we are still in a period of catching up with each other, I wanted to tell you a story. In my post last week, I told you that I'd learnt about my demographic, and that I was keen to find out about my audience. Here's where it all started...
Back in September I was proud to be asked to deliver a workshop at Learning First Greenwich. As per usual, the nerves were sky-high, yet I was so pleased to be invited.

In whatever capacity you attend these weekend CPD events, you can't help but learn. There's something extremely empowering about a group of people getting together - by choice - to share ideas and come to a common understanding. 

Each time I've been asked to complete a workshop or lecture, I've come away with something new. Be that about the content, public speaking, creating relationships, anything. And this was no different. 

On this occasion I learnt about energy. I wasn't as dynamic as I'd have liked, and it was one of those moments, where to switch it up half way through, would have been strange. I was disappointed with my performance, staying seated the entire time. I wouldn't do that with my class, so why would I do that with adults who had chosen to be there? What's more, I hadn't done that in any of my previous workshops or lectures.
Picture
Picture
Picture
Picture
Develop reading skills with my app, Booked! Click the image for more information and FREE resources!
Despite my own personal feeling towards it, I was so appreciative for the feedback. I received such generous tweets from people that attended, and I'm still extremely thankful (give them a follow if you haven't already done so!). In times of fear and nerves, they're so encouraging.

However, upon our return to the Lecture Hall for the rest of the Keynote speeches, we were handed an Evaluation Form. The layout of the day was in two halves: one workshop in the morning, one in the afternoon, and keynotes sprinkled throughout. This meant I got to attend a workshop, as well as deliver my own (I'll tell you about the one I attended another time because it was fascinating). The evaluations were handed out, and over the shoulder of the participant in front of me, I observed them write this:

"The *first workshop* I attended was extremely useful. Unfortunately, Mr N's was not."

Months on, I still remember it word for word, and I'm so grateful. For in that moment, I learnt the most:
  • Firstly, that you will never be able to please everyone, and you have no option but to accept that.
  • Secondly, there will be opinions out there that you may never know, but you may be able to make a positive change if you seek them out.
  • Thirdly, knowledge about your audience is key, because then you can make reasonable adaptations. 

Moving forward, and from my experiences to far, I know my audience is looking for a positive spin, to be uplifted. They may be trainees, qualified teachers, or ANYONE with an interest in education, looking for ideas that may not have occurred to them. But then really, aren't we all? The critique comes from the fact this participant likely thought they were being told things they already knew, but that's the gamble of attending.

In life, not just teaching, a thick skin is paramount. Resilience is an easy word to throw around, but I think it's only developed through putting yourself in situations where you are required to have one. It may bruise to begin with, but that's where the development comes in. It can't always be learnt via a series of pretend scenarios, a 'what-would-you-do-if?'

I'm so thankful for every piece of feedback and advice I am given. I am able to use it to progress and be even more successful. We shouldn't shy away from risks out of fear of criticism. We should relish the chance to better ourselves by trying something new. This learning is going to become even more useful as I take my next few steps.

That said, if you're looking for some motivation, and perhaps some ideas that may be different to your current way of thinking, I cannot wait to meet you at Learning First Canterbury, on January 27th 2018.
0 Comments

New Beginnings

7/1/2018

1 Comment

 
2018 is already well-under-way, and at teachmrn.com, it begins with some exciting opportunities. As yesterday's post suggested, we're limbering up for the third year of the site, and there's some fresh content coming your way. Here's an idea of what's to come:

New Partnership!
First of all, it's a honour to tell you I've been invited by the lovely people at RealiseMe to be a guest blogger! They specialise in recruitment (which our profession very much needs at the moment) and I'm so pleased to have been asked to promote positivity within our sector by being a contributor. I'll keep you posted with each month's entry.

New Learning!
I'm so proud to have been accepted on the NPQSL course to begin my leadership journey. With this in mind, you can expect a lot of reflective posts, as I navigate my way through roles and responsibilities that I am going to experience for the very first time. I'll be sharing my notes as I progress through the course. Any advice is greatly appreciated!

New Challenges!
My favourite things about this world of blogging are the challenges and adventures it brings. The latest is going to be my second Learning First Canterbury Conference. I learn more and more each time I do it. It's always terrifying, but it's so good to meet teachers at my workshop, from around the country, to share ideas together. Check the sweaty video below for details. Deer in headlights comes to mind!
Picture
1 Comment

Environment

7/9/2017

0 Comments

 
Picture
The fifth and final part of my Learning First workshop is here! You can catch up on all the previous posts using the links below:
Part One
Part Two
Part Three
Part Four
​

I've never understood systems that connote the idea, "We've got Assessment Week in 3 weeks, so we need to be ready." Because surely you end up cramming, skimming and misplacing so much of what actually needs to be done? Try, "It's been a suitable amount of time since we learnt that thing, now would be a good time to assess it."

Additionally, the idea of 'Assessment Week' always amuses me. Be honest, and call it Test Week, because that's what it really is. You're constantly assessing daily anyway, otherwise you'd save all your marking for 'Assessment Week' too!

Managing assessment, is about taking charge of learning. Take charge of learning, and assessment will naturally fit in.

The final factor in my workshop, about putting learning ahead of assessment, was all about how to use your biggest resource; your classroom.

Catch the video below to see what my learners said...
0 Comments

BROAD

12/8/2017

0 Comments

 
Picture
Picture
My research dissertation was around the subject of teacher control; the title was something along the lines of, "To what extent does teacher confidence affect pupil achievement and self-esteem?" - the idea being, if a teacher isn't brave enough to let go, and is constantly providing a rigid example for children to copy, will they ever be able to match up to the standard in a way they could replicate on their own? Or will it be a constantly negative comparison to the version you created, leaving them ill-equipped?

Naturally, the conclusion was as fluffy as, "a mix of strategies is best" - this is the conclusion for everything in education. Often a rigid example (the support) is required near the beginning of learning something, and then you can loosen the strings as their experience broadens. Like learning to ride a bike.

With this in mind, the fourth part of my #LearningFirst workshop was about teaching the children the importance of Responsibility and Choice.
Strategies for improving teaching and learning:
1. Honest Modelling.
Your input should be you exampling what YOU would do, however, I think it's important that you let them know OTHERS may do it differently. Explain that if they're finding it tricky, to stick with the method that you have shown, but if they have a way of doing something themselves, that they can confidently explain, then that's alright! (Use their explanation to clarify any misconceptions too).

2. Provide options.
Imagine how far you would get through life without needing to make a decision. Would you ever achieve anything of any real value if you were constantly told what to do? My Maths is self-differentiated, and I veer away from guided groups in writing. Teach children the importance of making choices, and create a sense of pride in being an independent learner. You will also be able to promote more self and peer assessment through this route as they navigate their own decision making.

3. Foster Creativity.
One of the things that makes marking more bearable is that I have 30-ish pieces of work that all different! Disseminate the information they need and watch what they do with it. My class and I have an agreement, whatever they present to me at the end of the lesson needs to be informative and aesthetically pleasing. Try it, you'll be amazed at what they produce. You'll also be maximising the occasions that they find themselves solving problems.

4. Use responsibility as an assessment tool.
Often, the argument against providing less support is that they 'can't be bothered if you don't help them'. If this is the case, your classroom ethos is wrong, not the fact you haven't given them a structure. My children know that taking the easy way out is not going to get them anywhere - a fact they can apply to life. Granted, they're also aware it's going to be tough at times, but then I echo the thought above - teach them what pride feels like.
Picture
You can catch up on the previous #LearningFirst posts using the links below:
Intro
The Day
Part One
Part Two
Part Three
We are forever talking about a broad and balanced curriculum, so let's consider how many life lessons outside of that we can start teaching without even needing to plan them!
0 Comments

Reward

17/6/2017

0 Comments

 
Picture
When levels were taken away, schools were left at the mercy of large companies claiming to use teacher feedback to generate products. While I'm sure they were tried and tested, many were rushed out in a race for profit against necessity. 

Developing systems for assessing reading and maths is easy; write a set of questions and have a program that does something with the data. However, systems for assessing writing are trickier.

With a lot of my posts recently regarding teaching writing, I wanted to develop a system that reflected my ethos.

And today, it's finally ready to share with you, for free!
Why?
I found with many purchasable systems, they relied on a very basic, unfounded belief that all children make equal gains at timetabled stop-points within the year. As current teachers, we know that simply isn't true, yet in the business of proving progress, you'd be required the tick the box regardless, in order to make the algorithm give the result you needed on the analysis. I wanted a system that better reflected how children make progress in writing, while also giving leaders what they needed.
How?
Many systems work on a 3 tiered system, likely stemming from the end of Key Stage judgements. Regardless of vocabulary, they mostly work with synonyms of: below, at, above (age expectations), with a number or letter associated. And that's it. That's the bit I had a problem with. 

We have all been in the position where you have made an initial judgement on a child's attainment, but when you've come to the next assessment period, progress is abundantly clear, but you're not willing to award the next band yet. So, on paper, they've not got any better?
Picture
My systems works on the simple idea that you can reward children for the smaller steps in progress that they make. By awarding points 0 through 10, you can always credit the children for their inevitable progress, and the overall judgement is based on what percentage of the skills (at whatever level of capability) they are completing successfully. 

But...
Don't ask, "But how do you know whether to award them a 4 or a 5?" Use the same part of your brain that decided whether they were at or above, or a 3b or 3a. It takes a few turns, but it always has done.
Picture
(They haven't all regressed back to zero. As we approach the end of the year, I will enter my Summer data)
What?
Below, I have provided an Excel and PDF for every section of the English curriculum.

The PDFs can be used as posters, stuck in books, checklists, record keeping etc.

The Excel documents allow you to record the children's achievement for each objective. You can filter by groups, and it shows an analysis of each term, for easy comparison.
year_1_writing_targets.pdf
File Size: 66 kb
File Type: pdf
Download File

year_2_writing_targets.pdf
File Size: 70 kb
File Type: pdf
Download File

year_3___4_writing_targets.pdf
File Size: 78 kb
File Type: pdf
Download File

year_5___6_writing_targets.pdf
File Size: 80 kb
File Type: pdf
Download File

writing_assessment__year_1_.xlsx
File Size: 222 kb
File Type: xlsx
Download File

writing_assessment__year_2_.xlsx
File Size: 226 kb
File Type: xlsx
Download File

writing_assessment__year_3___4_.xlsx
File Size: 232 kb
File Type: xlsx
Download File

writing_assessment__year_5___6_.xlsx
File Size: 235 kb
File Type: xlsx
Download File

AOB:
  • You can see some specific posts about improving progress in writing HERE, HERE, and HERE (this features almost everything you need!) 
  • I learnt a tonne by doing this. I'm aware there are some big analysis questions that it might not be able to answer at the click of a single button, but I gained so much knowledge from experimenting with formulas and setups. With all the research that went into making it, it's been a brilliant development exercise for me.
  • I am extremely thankful for everyone in my school who has given it a go. Thank you so much for your time and trust. Whether we use it again or not, I'm so grateful for you testing it out for me; I've learnt a lot
  • The creation of this has been the prompt of some big revelations to me. I used to be quite fluffy with regards to assessment; why can't we just allow them to get better? However, as I mature in my teaching years, I'm starting to see the necessity of some form of data, some form of universally understood language, which undeniably needs to be numerical. More on that soon...
0 Comments

Process

10/6/2017

0 Comments

 
Picture
The #LearningFirst Conference is a few months gone now, but there many more in the pipeline! Check them out! As part of the workshop I delivered, I wanted to present five ideas to put learning first in your classroom.

Previously, I've blogged the first 2 ideas. You can catch up on them below (all resources and videos are included):
1. Believe in Life Without Levels
2. Take Charge of Assessment

The third idea, to put learning first, is probably the most common sense, but the least used, and below reveals the all-too-common reason why. I've coined it...
Process Over Performance
What does that mean?
Believing in 'process over performance' means that you're going to put the needs of the learners as a higher priority. Allow me to illustrate; when I first came in to teaching, I would sit for hours with all the learning objectives I needed to teach, and the number of weeks I had to teach them. Then, with the 'Week Commencing' date, I would map in any key dates or observations and build the objectives around them. We'd find ourselves tailoring lessons for the sake of our own performance, rather than creating a sensible order of learning for the children - a process.
Upon reflection, it's a ridiculous thing to have done in terms of making good progress with the children. But the pressures were such, that as staff, we knew what would be held in favour by observers.

​For example, there's no such fury as an uptight leader watching a Shape or Measure lesson where the children might not be sat at their desks in near silence. Equally, 5 minutes taken out of writing time in order to complete some drama (a great scaffold for the writing), would be cast aside too! 
Picture
It's madness to think that we would sacrifice the next logical step in the learning process, the very key to making progress, for the sake of how this, as a lesson, might appear. We would try and cram the steps we know to be necessary, into what little time available, so that we could appear to be at the point required for the observer - forgetting that by skimming all the previous steps in the process, learners were left unstable for the lesson being observed!
In this business, there is no time to waste to appease the assumed beliefs of others. Take your class, look at what they need, and teach it to them in a way they understand; promote a sensible learning process, above the tricky mind-games of proving your own performance. It takes bravery, but the progress will speak for itself.

Follow these links for examples of how Process Over Performance will benefit:
In Writing
In Reading

In Maths
...Foundation Subjects - Coming Soon!
In thinking this through today, my brain has raced with a list of Process Over Performance strategies which I'll share another time - once I've translated them from a no-doubt garbled mess.
0 Comments

Take Charge

11/3/2017

0 Comments

 
January's #LearningFirst conference is but a distant glimmer in the past, although new dates have recently been added! Watch this space. Today's entry reveals the second part of my workshop. If you missed the first, you can catch up here. 

Under a levels culture, the process of assessment often felt like it was forced upon you; everything geared up to an 'Assessment Week' where a set of numbers would be generated, pigeon-holing both you and your children. It connoted judgement, fear and malpractice. However, by putting learning first (within the new curriculum), of which assessment is very much a necessary part, you can genuinely do a better job.
Picture
Under the old National Curriculum, and associated strategies, I would sit for hours, writing the objectives out, fitting them to the weeks I had (because we are under a strange illusion that coverage is more important than grasping anything) and then plan and teach based on the timings I had meticulously worked out.

Now, I'm not saying that coverage isn't important - you have to learn how to manage the time you have available - but I was determined to find a more efficient solution.
Strangely, I considered asking the children what they already knew, before teaching them anything! By this, I don't mean a fluffy 'KWL' grid (or whatever they're called). I decided I would sit therm with a set of questions that I would have originally planned a series of lessons on, to see what would need more attention. I call it an 'Entry Quiz', and the findings are invaluable to me as a teacher:
  • I have discovered, in some cases, some objectives can be completely ignored (or can be used to form other challenges that don't require teaching) because my children have shown adequate capability.
  • I have noticed common misconceptions through their answers, which helps me nail the input of each lesson.
  • I have adapted my questions to cause them to keep encountering the aspects they find most tricky, in order to get the most practice.
All in all, it's imperative that you take charge of the teaching and learning cycle, including assessment, in order to make the best progress possible. It's ludicrous that a diary date dictates 'when you assess' because you know you're formatively assessing all the time, because how else would you teach without knowing what they need to learn? Be transparent, call it Test Week.
The same is true of English; it's a total waste of time to plough through the objectives in your year group when there are many pieces of criteria that aren't embedded, especially while we are still in this transition phase, with some year groups having not completed the new curriculum from the beginning.

For this reason, I developed my own assessment system that I felt would work. There are lots of creases still to iron out, but I'm grateful for the staff in my school for taking it on board and being so patient with me. 

Again, take charge. Many of the systems out there are created by people who have no idea in what capacity it will need to be used. So take a little time to think about what you actually need, and create your own!
Picture
Finally, to the lovely person who requested them after the workshop, I have compiled a collection of my Entry Quizzes, and you can download them below. I hope you find them as useful as I do!
entry_quizzes.pdf
File Size: 269 kb
File Type: pdf
Download File

0 Comments

Beyond Levels

11/2/2017

1 Comment

 
The #LearningFirst conference was a fairly accurate insight into my classroom manner:
  • Ramble on for far too long.
  • Seek out every possible tangent.
  • Give the learners next to no time to process anything.
  • Wave them off to break time.
It's a winning formula, I think you'll agree, alongside my many other flaws. 

My presentation consisted of 5 points that I described as putting learning first in my classroom, and as part of the package of nerves I delivered, I want to share them here in installments too. So let's begin with the first...
Picture
Believe in Life After Levels!
Despite the new assessment regime being in action for a couple of years now (and the first round of 'the new SATs') many still struggle with the disappearance of beloved levels. In a strange way, they gave people a sense of safety. However, in order to put learning first, a life beyond levels needs to be embraced and taken full advantage of. Here's a rundown of my actions in a world where levels existed (some of this was the result of of me being an inexperienced teacher, but I strongly believe you will likely relate):
Picture
This photo shows an early page from a notebook. I have a fresh notepad every year, and it's my life from September 1st, to the end of the school year. You'll notice that a mix of inexperience and pre-decided labels gave us the license to group our children from the moment we met them. Needless to say, within a year or so in my career, this changed quickly, even with levels still in effect. 

This approach - grouping pupils by level - then led us to teach as such; for those pupils sitting at the roughly 1A table, we needed to start seeing evidence of 2C criteria across their books. Equally, those at the 3B table, needed to start showing 3A qualities.

The trouble with this system is that they'd need to be taught separate things. The idea being we couldn't teach the 'higher' stuff to the 'lower' pupils because they'd miss important stepping stones, and we couldn't stick with 'lower' kids because then we wouldn't be stretching the 'uppers.' Of course, we have ourselves and often a TA, but that would still leave 3 out of 5 tables unsupported.

So what would we do?
Simple. In a climate where we would be judged on an "average points score", if we pushed the uppers as far as they could go (moving further to the right on a grid with a similar design to below), their accelerated progress would make up for the lack of appropriate teaching the ones in the red still weren't making.
Picture
Genius! Although upon reflection, also an embarrassment. For those struggling to understand Life Without Levels, how about we swap images like above, for ones like this (for clarity, I haven't designed this because I think diagrams are a necessity. I'm hoping it could illustrate my ideals):
Picture
Within your year group, you focus on your designated programme of study.
You teach your programme of study to such a high standard that there is little way your learners can get it wrong.
As you teach, you spot those who find it difficult and you focus on them, while you supply those excelling within your standards with a variety of problem solving activities in which to apply the learning. Change the question, flip the approach, apply a real-life context. Constant revision.

Under no circumstances do you move them on to the next set of criteria, as this risks losing understanding for the sake of pace, leaving them insecure for the next teacher. It also means you're taking yourself away from the ones who need you the most.

​Don't refer to it as 'holding them back' - grow up. 

Assessment - you're looking for evidence to tell you, "To what degree are my learners able to..." and then you use this information to plan ahead, to delve deeper into the concept - which will bring me nicely onto the second point next time.
1 Comment

Learning First

29/1/2017

2 Comments

 
Picture
Last year, I received an email.

The email was inviting me to present at the #LearningFirst Conference (a Dame Alison Peacock production), hosted by Canterbury Christ Church University, of which I am a product. 

My initial responses were enthusiastic and eager, until one of the replies wanted to confirm my commitment. I was overcome with second thoughts. My replies ceased.

Cut to a few weeks later, where my response of acceptance had been top of my list of things to do. 
I imagined that I would eventually reply, having so proudly told people I'd been invited, but be told it was too late. It was the perfect get-out clause to all the people I'd told about it, concealing my cowardly fear. However, the team at @BeyondLevels had other ideas, and I am so grateful they did! That very same day, I received another email, signalling that someone was still considering me. It was a sign. Firstly, of my apparent need to grow and pair and give it a go, and secondly that I might have something of value to contribute.
Picture
I arrived to hear someone call my name - it was Dave, my minder for the day.
"I've been following your Twitter and reading your blog for ages. You've got some great stuff coming out!" I felt immediately calmer, everyone was so welcoming!

I walked into a room (where the biscuits were kept) to see that people had actually signed up to see me, and the list was growing!?! I can't describe how strange that feeling was. (I hope it was worth seeing!?!)

I listened to Doctors, Senior Leaders, well-travelled researchers and authors. People whose papers I'd read, or videos I'd watched. There was a strong sense of community in the room; strength in ownership.

1pm. Workshop time. People walked in. I'm proud of myself for not passing out instantly. I'm still shocked they were there. With a limit on each workshop, we were at full capacity.
Unsurprisingly, the workshop went by in a blur, but like all good nights out, it begins to come back to you the morning after.

Thank you so much to everyone at #LearningFirst for their kind words of encouragement and support. I want to have another go, just so I can right my wrongs:
  • To the delightful people who came to my workshop, thank you for your smiling faces, laughing at the right times, and your unwavering patience while I stumbled through my thoughts. I apologise for getting on my SoapBox a little too often, I need to be more succinct, in order to share more of the best strategies I have seen across my schools. 
  • I have no idea why I made a point of asking for your permission to take photographs and then not take any. That was dumb. Equally, I explained that I wanted your anecdotes and stories, yet didn't give you a chance to speak! That's so rude.
  • You know when, typically after an argument, you think of so many better ways to say something? That was my entire evening. Of the five strategies I shared, I'm going to post the videos, notes and resources in 5 separate blogs in the near future. There were a few questions about my Assessment System and classroom design which I'll happily answer, and I'll gather more examples to clarify.
To everyone I met, sat with, ate chocolate with...
To all the names on my sign-up sheet...
To the likes of Kerry Jordan-Daus (for the best hugs), Mary Myatt (whose voice I could listen to for hours), Binks Neate-Evans (whose presentation on learning from the Early Years was one of my highlights), Ruchi Sabharwal (one of most encouraging speakers I've ever heard), Lucy Rimmington (telling it like it is), Julie Lilly (for whooping at my name during the role call) and Dame Alison Peacock (who was the best first person to be greeted by as I walked in)...

Learning has no limits. And, slowly, I'm discovering that neither do I! 
Thank you! Mr N. x
2 Comments
<<Previous

    Teaching and
    Learning
    Blog

    Use the categories below to browse every blog entry!

    Categories

    All
    Assessment
    Blog
    Classroom
    CPD
    Curriculum
    Discussion
    English
    Leadership
    Learners
    Maths
    Motivation
    Planning
    Resources
    Strategies & Ideas
    Video
    Well Being

    Archives

    September 2018
    June 2018
    May 2018
    April 2018
    March 2018
    January 2018
    September 2017
    August 2017
    July 2017
    June 2017
    May 2017
    March 2017
    February 2017
    January 2017
    December 2016
    November 2016
    October 2016
    September 2016
    July 2016
    June 2016
    May 2016
    April 2016
    March 2016
    February 2016
    January 2016
    December 2015
    November 2015
    October 2015
    September 2015

    RSS Feed

Copyright © TeachMrN 2018
  • Home
  • Blog
  • Learners
  • COMING SOON
  • APPS
  • Contact