End of termitis, the mind and high expectations (again)!

When I get to the end of a term and fall ill I always reflect on the control the mind exercises over the body. The fact that teachers can pull out all the stops in the usual water-down-the-plughole-syndrome of the end of term, only to fall ill the moment we stop goes to show that the brain is much more than just matter and chemistry.

Our consciousness often determines what we experience. That is, positive thinking exercises seem to have a positive effect on the body. This leads me back to the fundamental value of high expectations. The caveat being that we can throw rhetoric at our young people but it is meaningless if they do not feel that it’s for them.

Student leadership

I listened very carefully when a very talented actor, after his first performance in this year’s Christmas play, said that the fact that he and his peers would not be around next year was the very reason the plays should continue because it was not about quality on stage but about leadership, appreciating teamwork, individual development and overcoming fears.

self discipline

We need to train students to be self disciplined and to be able to concentrate too. Both are fundamental for effective learning. I like to use listening, counting and backwards-spelling exercises at the start of a lesson to settle some of my most lively classes.

Perspective

The photocopier decided to eat my resources for this particular lesson. 10 minutes later it regurgitated them, as if spewed from the machine in disgust. I was late...

As I walked into my classroom I had the sense of being in one of those claustrophobic Edwardian plays where the whole world is reduced to one room. To the right of the scene one student was throwing paper aeroplanes, at the back was another student held up against the wall by another and I had time to note someone who might be a new student having an argument on a mobile phone. Then the tableau came to life...

After a bad day, I find it so reassuring to turn back after I have left the school gates and remember that it is just a building with people in it; that even when things have gone disastrously wrong, there is a world outside the classroom walls.

Self determination

We must resist against those that try to define 'us': the educational system, our schools, our leaders etc. We mustn't allow others to define our world for us, as they will make our world too small.

More on expectations...

Michelle Pfeiffer demonstrates her faith in the potential of every single member of her class in 'Dangerous Minds' by telling her class of disaffected students that they all have ‘A’ grades. To quieten the shouts of derision, she goes on to explain that it is up to them whether they keep it or lose it. I liked this!

The choice

This strategy tends to avoid confrontation very well. The idea being that it is up to the children to sort out their own behaviour. The role is not so much about forcing them to do what you ask; instead it is about putting the decision in their hands. When a student misbehaves, a statement about the desired behaviour is useful. Then, if they refuse to comply, offer a choice, outlining both the benefits of doing as you ask, and also the consequences of refusing. Once the choice has been offered, walk away, leaving the student to consider their options. If they have not the sanction needs to be applied.
Ideally, we want our students to take responsibility for their own actions, and for the consequences of those actions. This is also vital in helping young people prepare for their lives beyond school.

The scene of the crime

Another idea pinched from Sue Cowley—the scene of the crime—and I adapted this for the deaths of Romeo and Juliet. This grabbed the attention of one of the rowdiest classes and they were more than happy to go along with the fiction of the lesson.

When they entered the room the students enter a crime scene, clues are scattered around the room and they must examine the scene, discuss their findings in groups and then report back. Great!

You’ll appreciate it when you’re older

An argument that ingeniously bypasses the fact that many of my male students--with manly chins, upon which hair has been growing for a few years but has not yet confidently established itself--are already older and do not appreciate it.

The story of the past

Having said what I've said below, I recently came across a school website that claimed that they had all the newest, latest and best facilities. I am wary of the pressure to sweep away the stories of the past in favour of a gleaming, parent/customer-friendly future. Schools are, or should be, places where there is a distinctive heartbeat from old, story ridden uneven furniture which is quickly lost in an Ikea look alike. I suggest that cherishing the roots of a school, the collective wisdom of its history, is as important as pruning and polishing the branches.

I am by no means against change. I could certainly think of a few buildings I’d like to bulldoze! However, I believe teachers should ensure that former pupils are included in preset day school life for the contribution that they have made to the school and for the story they have of their own value formation through participation in school life.

I think it important to think about how schools tell the story of their past as well as how they participate in the present and embrace the future.

learning space

I love the idea of creating learning ‘spaces’--a community of enquiry where a teacher’s voice is a voice not the voice in that ‘space’--, we need to harness better the world’s resources and weblogs, I would like to podcast lessons for students to revise, run more vocational Simulation Days, ‘Dragon’s Den’ projects, trips, concerts, talks. These things epitomise the fantastic creative potential of teaching.

Uniform

I stretched my arm out as one of my students tried to enter my classroom today, blocking their way. Not only was he wearing his tie like a bandana but this was worn over the top of a balaclava!
‘What’s this?’ I asked.
‘Nothing.’
‘What’s the deal with this?’ he asked, flipping the interrogation round and touching my well-chosen tie for the day.
I said nothing (literally).
He said gnomically, ‘nothin’, Sir. It’s just what it is init.’
He began waving at his classmates through the window of the door.
I pounced on this opportunity to play the uniform game where the class used this student as an example and made him look neat and tidy. We all made an extra effort to make him look particularly neat and tidy this afternoon. That is, with a long, thin tie not a short, fat one!

Black History Month

There are some great events coming up--get involved!

Similes and metaphors

After a few lessons on similes and metaphors, I asked students to reflect on their uses and shortcomings as a plenary. One student, more or less, wrote the following:
‘If a metaphor is when you use a word to describe something that it isn’t, is a metaphor a metaphor? It’s very confusing. Raining has nothing to do with cats and dogs and it makes me forget what the writer is talking about. Also, you said a lot of names are metaphors but why would you want to use a metaphor to name someone, I would want my name to mean me, nothing else. That’s why similes are better than metaphors.’

The comedy sanction

This was an idea I came across from Sue Cowley. When I got one student to stand in the corner on one leg, with his hands above his head for 30 seconds, it worked remarkably well. It worked as a sanction whilst also keeping the tone light and amusing. This particular student is particularly wily, and he gets away with it—his hairdo does incredible diplomatic work for him. I’ve often wished for a similarly benign head to show the world!

As long as the student accepts the sanction with good grace, it adds a nice touch of humour whilst also making your point.

Supportive colleagues

This whole journey would not have been possible if it were not for the support of colleagues.

‘Young people, Jonny,’ said my esteemed colleague, as if beginning a Caribbean children’s story I had no interest in hearing today but desperately needed to, ‘they like their teachers to be figures of authority, though, not authoritarian’.

What do you do?

When I seldom manage to drag myself out during term time, somebody inevitably pipes up with that question: "So, what do you do?"
"I teach", I reply.
"Bloody hell… good for you. Private?"
I shake my head. The trouble with these people is that when they speak without thinking, they say what they think. We all do this. The hiatus before the official censor moves to correct the record can be the moment when we make assessments that we didn’t know were ours: the moment the unconscious mind blurts it out.

This says so much about the perception that many have about the quality of education and educators. However, most of it is a hangover from past times.

"So," I'll ask when the chat starts to drag, "how about you? What do you do?
"Me- oh goodness, terribly boring, grown-up kind of job. Terribly dull. One of these awful corporate firms, it’s very tough at the mo."

Most important is that I work at something I care about. I care because trust is put in me to have a good influence on the lives of a group of young people, and I am determined to do that to the very best of my ability. To those "what-do-you-do-ers?," I believe it is far better to build healthy relationships in which your increasing knowledge of a place, skill, person – or even yourself – provide an evergreen source of satisfaction. There is quite a sense of progress to be had from knowing better than buying bigger.

My blog wordle

a href="http://www.wordle.net/show/wrdl/1127959/www.jonnytimms.blogspot.com" title="Wordle: www.jonnytimms.blogspot.com">

Time management

Coming from a three week stint in the private sector over the summer and straight back to the classroom, I had forgotten how much time is wasted on inessential tasks and how self-disciplined you have to be to spend time effectively. As a teacher you are sort of your own boss--certainly one of the joys of the vocation. However, it is also true that, to an extent, the job will expand to meet the amount of time you are willing to devote to it. There are so many things in teaching that you, I feel, have to learn on the job: problem students, awkward parents, time spent on marking, a teaching style that suits you and your students. One of the greatest challenges has been developing self-discipline and time management skills to avoid working until midnight every night. Being a perfectionist does not do your social life any favours and doing 1 thing at 110% when you could do a handful at 80% is sometimes a better option.

Boundaries

So important at the outset, but I still find it tricky to know exactly what I can and should expect. In my first lessons, I have taken to drawing a line on the board, asking students what it is. When they say ‘a line’ I explain how they can avoid stepping over it.

Teach First, cry later

Some more interesting reflections. Thanks to a friend for bringing my attention to this.

http://www.timesonline.co.uk/tol/life_and_style/education/article6808341.ece

The complex journey

I remember as a child the first time I looked into the bonnet of my Dad’s car and looked at its viscera. I remember the multicoloured wires twisting from one part of the engine to another, the grey, blue, transparent, black boxes, enigmatic tubes hissing out steam, oil and grease—it seemed so mysterious and magical. When I reflect on my first year’s teaching, I feel the same way. If I’m asked to explain how one event connects to another, or how I went from thinking this to that, or how one motive strengthens or weakens the next—I quite simply cannot! This is part of the reason that those around me cajoled me into blogging.

Perhaps this year will be a little clearer. Back to school tomorrow!!!

Dissonance

I often spar with friends of mine who are in the private sector and we throw stereotyped insults at each other. I come out with the usual “greedy, expensive, ruthless, soulless, backstabbing” insults and he comes back with “inefficient, lazy, slow, hierarchical and poor.” Now, this is quite interesting. Before I was just bantering with a friend without really thinking but the stereotypes probably apply to both sectors. It is true that, at the core, the private sector is about money and the public about power, but there is more to it than this.

I asked my girlfriend about the Civil Service code--she didn’t know, she had to look it up, but apparently--civil servants are expected to carry out their role with dedication, commitment and in line with the core values: integrity, honesty, objectivity and impartiality. Interestingly, if we compare that to the code of most of the big four which generally centres around excellence, objectivity, integrity, honesty, teamwork and leadership; the fundamental difference lies in impartiality and competence/excellence.

I said at the start of these 3 weeks that I would be testing whether the firm has integrity in the way it does business and I would say that it most certainly does. However, I would interpret it as this: in order to do good work, it needs a good reputation and to get this it must show integrity and honesty. As Dame Sue Street says, most important of all is that we hold on to our personal values.

For now at least, I’m excited to be going back to the classroom in September.
http://www.economist.com/world/britain/displaystory.cfm?story_id=14133684

The private sector

I started a 3 week internship in the private sector on Monday. The private setor--certainly money-making--is not in my bones, but, I do see this as a real opportunity to explore some variety; to look at instituional change; to look at how the private sector can change the public sector; after all, education is all that I have known.

The first thing that struck me was how quiet (and boring?) office work is. I have to say, though, that so far I have been excited by the pace and the professionalism that is omnipresent.

I'm sure both the public and private sectors focus on the deliverables/outcomes and try to do more for less. However, I will be closely scrutinising the integrity and the way business is done.

Watch this space...

Poetry slam

Taylor Mali on what teachers make:http://www.youtube.com/watch?v=RxsOVK4syxU

At the point of writing

One thing I discovered while teaching writing discreetly this year was that writing is too often taught by correction--that is, teaching AFTER the event--instead of teaching at the point of writing.

Teaching at the point of writing, I found, focuses upon demonstrating and exploring the decisions that writers make in the process of composition. I found it useful to plan my agenda as teacher whilst the students were writing. By doing this I could demonstrate/model and make students aware of their decision-making. It also worked better than getting students to redraft their work since it's an easier adjustment to make.

Highlight of the year?

One of the 'moments' from this year was when I was teaching narratives with my year 9 group. I got them to write part of their autobiographies. This was a struggle for some of the weaker students. However, I thought this a good opportunity to get to know them better too. I decided to interview those weaker students and I said I would type up heir words for them. This was mainly done with the few EAL students and although it took quite a while it was most revealing; when I asked the right questions some of the stories I heard about were fascinating and moving. Some of their experiences, particularly those who had only been in the country a matter of months, were frightening. When I finally typed up their work and presented it to them, they seemed to beam with pride. Enabling students is key.

Low level disruption

One of the most useful ways to think of challenging classes, I have found, is to think about them in 4 sub groups, I find this more empowering. Some 'groups' will always be more challenging than others:

1. The high flyers - The top 5 who always do the right thing.

2. The workers - The "salt of the earth" who generally do the right thing, the majority 15.

3. The either ways - Those that can be influenced, the lower middle 8.

4. The desperate 2 - The 2 (maximum 3) that cause the fundamental disruption.

This is based on behaviour not academic ability and the caveat being that children do not fit neatly into groups and they often change groups, but I try to think of the group into which they most often fall.

Group 1 are the second target group, they must be praised for their consistent conscientiousness.
Group 2 I try to maintain a warm positive glow with.
Group 3 I see as the target group: this group have the potential to change the learning environment one way or the other. I see this group as the target audience for the desperate 2 and they often return maximum dividend for minimum effort. If this group are on task quickly, excuses are removed and you know them well, this can make a huge difference.
Group 4 I find will either then conform or not turn up; starving them of attention through the management of sub-group 3 is key. However, I try not to judge my quality as a teacher by my capacity to manage the desperate 2!

emotional intelligence

Planning lessons is one thing, but for me, the biggest challenge is understanding the kids and their issues. I think success may lie in the ability to think deeply about what's going on in front of you as a teacher. This means having the right state of mind; asking the right kinds of questions--for example, asking what needs are being met by their behaviour; developing a strategy and evaluating it.

In order to engage with disengaged students it is necessary to move away from the narrow view of achievement. I recall Sonia Blanford talking about the "moral imperative." This is fundamental. I endeavour to contribute to the moral leadership of the school and its community. I would see this as raising the bar and closing the gap of learning; treating everyone with respect; fostering positive change. This is about leadership beyond pupil attainment and there is a myriad of achievement beyond the public eye. I will be doing some team activities in the classroom this week, for example.

Brave leaders

http://juliamiddleton.net/2009/07/06/be-brave/#comment-24

No more exercise books!

I've run out of exercise books and won't be getting anymore until September. As a result, I've been a bit braver about getting students not just to record ideas/concepts discussed in writing but in pictures/drawings too. For example, I got my year 7s to summarise the themes of the lesson in a freeze frame which worked very well.

Cognitive learning

I've recently experiemented with not giving my students a lesson objective at the start of the lesson. As a result, there is sometimes an air of mystery about the direction of the lesson but this worked well--students had a curiosity and there was a desire to discover and learn.

legitimising the chat!

In an attempt to stop the off-task chatter with my Year 9 boys, I have legitimised 5 minutes sport chat at the start of a lesson. They, or rather we, seem to enjoy this and trying to teach first lesson the morning after Murray’s late-night epic at Wimbledon, say, just leads to confrontation!

Parents' Evening

I have what we call 'Academic Monitoring Day' this week and this article seemed very pertinent.
http://www.pressdisplay.com/pressdisplay/viewer.aspx

Revolutionary quote

I love this quote from Lenin, 'There are decades when nothing happens, but there are weeks when decades happen.'
A great way of understanding change but it also speaks volumes for teachers and end-of-term-bottle-necks!

Change

I overheard some of my year 7s in the back row discussing my shortcomings while I was trying to load a video from youtube. One student said to the other that the internet was not invented when I was at school. This hurt!
It got me thinking, though, about how different school is from when my peers and me were at school. I think what has changed are the huge pressures that everyone has to deal with from all sorts of areas. For children as well as staff, whilst there are massive benefits in embracing new and various ideas; being able to absorb change and being comfortable with it, I suppose what that may have done is to make people a little self-centred perhaps. There are increasingly questions of ‘what am I getting out of this?’ and almost as if it is an assessment of energy versus reward. However, questioning oneself is definitely no bad thing and makes things much more dynamic.

saying what you think...

You know that microsecond between catching the reflection in a shop window of a disagreeably tense-looking person — and realising it’s you. It’s that tiny delay before the official censor moves to correct the record. It is the moment when we make assessments that we didn’t know were ours: the moment the unconscious mind blurts it out. Typically this is associated either with a thought too awkward to acknowledge, or with a new opinion to which we are unconsciously moving but not quite ready to declare — even to ourselves.
Such moments are precious. I believe I experienced one yesterday. One of my classes were, as usual, off task and talking about anything other than The Tempest. I usually make a judgement call about these off-task-conversations and they eventually fizzle out and work gets done. However, one boy made a ridiculous comment about the merits of a particular football player and I piped up, without thinking, and said exactly what I thought. This soon escalated into a huge class ‘debate’ and the rest of the lesson was a write-off.

Q1--Expectations

There is the story of the teacher who, struggling with a difficult class of disruptive children, checked their records and, to their astonishment, found they all had IQs of 120 and above. So they resolved to make their lessons more challenging, they were less tolerant of bad behaviour and they encouraged the pupils to believe they were capable of real achievement. The improvement in them was dramatic. It turned out the figures were their locker numbers! The story’s probably apocryphal but illustrates a universal truth. The challenging balance of setting the standard at the same time as exercising human forgiveness, almost without reservation, not least in the light of human frailty, in both the ‘offender’…and the judge. Dr. Carl Reinhardt’s response to the teacher who told him he had no faith in a particular child was unequivocal: “then you have no right to educate him”.

Journey so far...

What do you say after nearly one year of Teach First? Now I realise how English students feel when they can fit into the examination only about 1% of what they’ve learnt! There was a Roman playwright who said that it is when the gods hate a man that they drive him into the profession of Schoolmaster! I can’t speak with any authority for the 5th decade AD but, for today, I beg to disagree and, in particular, to disagree about teaching in a Teach First school. This has been one of the biggest challenges of my life but the most rewarding too. A lot has changed during my first year. Sunday afternoon is a day spent at the desk and I get a horrid sinking feeling in the pit of my stomach knowing just how much energy I will need come Monday morning. More than one night out a week (sober and in bed by 11pm) is one too many and I get up at a time which was, just a year ago, bed time!