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!!!