“…a book that contains detailed information about a subject for people who are studying that subject”
1 I once wrote a Chemistry textbook – with two other great Chemistry teachers –
not examiners, not academics just plain Chemistry teachers. It was for the so-called less able or foundation GCSE pupils, labels I use but intensely dislike and I learned a lot win writing it and it was a fantastic challenge to help lots of pupils access our subject – especially those who find it hard – which is nearly everyone. It didn’t make us a fortune, schools bought lots of texts for the more able ( have a copy at home have a copy in school etc, but this was for the less able who were in small groups and often weren’t allowed to take a book home). Continue reading
A question in the mindset of Mrs Merton.
What first attracted you to the role of Education Director (part time) in Nottingham, after all the City now “runs” very few schools?
Not so long ago this role would have been one of the biggest in education in Nottingham running secondary, primary and special schools, responsible for everything from admissions to outcomes and most stuff in between for about 41,000 children. As the ‘new world’ of academisation has emerged resources have passed from the local authority to the new trusts except for some statutory services. As the landscape no longer looks the same, the role of a City Education Director needs to change and I’m not sure anyone in any LA has worked out how, but we are well on the journey in Nottingham. Much of that is thanks to the pioneering work of Pat and Sarah Fielding and their excellent work in many areas pre-eminently with our City Primaries and with safeguarding. So how does it appear picking up the reigns?
For me, there is still a rather wonderful, overwhelming desire by everyone I meet in the City linked with education, they want to improve the lives of young people. Whether I speak to people at the City LA : SEND colleagues, those working out how best to help refugee and asylum seekers with EAL issues, those working with the very special, children in care, they have massive professional and personal commitment to their roles. When I have spoken to headteachers, teachers and CEO’s of Trusts or governors, they always begin by talking about children, young people, families they are working with and only rarely and then usually a moan about systems and structures. Hang it I even found the same in my meetings with Ofsted inspectors, with the RSC and other ‘officials’ – what can we do to improve things – though of course some of the latter are stuck with their systems. There are actually good starting points from organisations like EEF, who are also keen to help Nottingham. I think we are also fortunate with our local and national politicians who are supportive, understanding and yet not afraid to challenge us all.
As a chemistry teacher who has loved the job in the classroom, and on corridors, who was challenged and supported in school leadership roles I loved working with young people and…still do. At the heart for all of us is working with children to help them learn from all their opportunities and that is my hope, to bring something of that perspective to the role. Working in partnership and in collaboration.
A key energy for us in the City is so-called school improvement, frankly I don’t really like the title and as a headteacher refused to have a SIP (school improvement plan). I wanted a “school development plan”. Schools are full of people trying to do their very best, and we can’t keep asking for more and more. Schools might be able to genuinely improve some parts of their work and service but they face almost constant and considerable change. As a teacher I might work to understand how assessment works for my GCSE students, how best to help them learn science, to achieve and how to motivate them and excite them – but then…aha, the content changes (probably not too much) and the assessment changes (probably a lot) and the way me and my school are made accountable for their progress changes. Then my next class have different needs, a child coping with bereavement, one struggling with domestic violence, one with mental health pressures, one just lost in the world and a fair few just confused by my explanations. In classrooms, in staffrooms and in head’s offices alongside governor meetings there are always discussions happening to see how to help the children learn. As well as staff having to manage the wider changes in technology, in policy, in society and in the world around us. For me improvement and progress are part of the school day, routines, habits not goals. It’s not about forever improvement it’s about having the best job in the world and feeling you are doing a great job for young people because that’s why you came into the role, and we need to support each other and make it a sustainable rewarding job.
So knowing classrooms reasonably well, understanding a good bit about leadership from long experience and something of the local educational world from most of my working life spent in Nottingham, you know what? I think I might be able to help make a difference working alongside you.
Sometimes it does feel impossible, even just in secondary our 17 schools are in 9 very different multi academy trusts, complex communities. We have great Universities, we have a revitalised FE sector wanting to help but they are big organisations. We have agencies like Futures and a voluntary sector, often with great ideas but struggling to get engagement as they see it. It feels impossible when data shows a disappointment, maybe a dip in achievement or progress or a bump in attendance. However, whoever I have spoken to, they are willing to roll their sleeves up look at the problem and try to find a solution. ( heck, we chemists are good at that too) …and the starting point – what can we do to improve this situation and improve things for those children. So I hope to bring partners together and improve the landscape, to eventually proved some agreed strategic direction, and to work with the Education Improvement Board to do just that….Improve Education.
Nottingham is the 4th poorest City in England, we have some long-standing historical deprivations and some major lack of aspiration but you know what, we have a workforce and a commitment from the professions second to none, and a personal effort from so many showing time and time again a willingness to go the extra mile. We have some great young people, and large numbers who buck trends. At Trinity, I often spoke to the staff, children and parents about hope – ‘there is always hope’. It’s my hope to help make partnership work, have high levels of collaboration, to share good ideas that genuinely work, and to try and find solutions to complex problems in order to bring hope to the children in Nottingham and pride to their families, friends, teachers and themselves.
Here’s hoping you will be able to find some time and energy to commit to working with us on the project!
Edit, upgrade, and made more generic
Like many a teacher and many a headteacher I packed my bag as part of my rituals on a Sunday afternoon. Then started my thinking of the week ahead. Here is a light hearted list but with a hefty dose of truth.
1. A proper fountain pen and proper ink
Heads sign a lot of documents, contracts, policies, orders, cheques. Be prepared. there are also letters, lots of them but the best are my own letters. I often wrote to thank people for their work or contribution, if I was a banker of course that would be a £ cash bonus but this is the public sector, people had to make do with a letter. However a letter with an additional hand written note from the head is good. We don’t receive many letters these days in a world of text, twitter and email so a letter or a postcard…
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updating the blog, new images and more generic
in a way it doesn’t matter if it’s a NEW week or a NEW term or a NEW year – or all three in one!
schools will have INSET and those slightly odd first days of admin and assemblies, but schools will nevertheless resound through their ‘year group assemblies’ and classrooms with numbers of teachers saying “It’s a new start”.
It is so good we can give a fresh new clean start, some children really need this, probably some adults need it too. There is something special about the first page of the new book, the new uniform, the new shoes. When asked, almost all our year 7 had a photograph taken at home before they came to school in their new uniform before their first day at their new school.
Even staff love their clean, new mark book, new planner and new diary. I wonder when do they become…
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This is a version of a farewell evening celebration with colleagues, ex colleagues, support staff, and ex students, perhaps 200+. It was a wonderful occasion thanks to my amazing colleagues, fantastic students and supportive parents, there is no attempt to capture the atmosphere at the National College on Friday just my musings shared with an audience used to my storytelling.
I did my training in Oxford in 1980 to 81 before the majority of you were born, starting teaching in Witney, Oh hang on, no in 1981 I got married and could never have survived without the huge patience of my wife! Wood Green was a rural comp a great school to learn how to teach with wonderful colleagues. Secondary modern teachers who could and did teach really well, I learned the craft. My most telling moment at the end of Y1 invited to the options meeting when lists came out with those who chose our subjects – remember no national curriculum so anyone could do anything – we just had a few rules like ‘you should all do a science’. I picked up the chemistry list and was looking over it. Sat next to me the PE teacher who was hoping to introduce CSE PE. He was huffing and tutting and the deputy boomed “hey Tony what’s the matter?” He was shaking his head….”well I’ve got a right bunch here look Richard Smith, he’s useless he can’t even swim”. I thought to myself gosh I would not like a chemist who say couldn’t write well,or manipulate apparatus and the deputy boomed out. “Tony hey Tony You’re a bloody PE teacher, teach him to bloody swim. ***Colleagues now and again forget Ofsted SLT and heads and ‘bloody teach them’.
Back in 1981. I wanted to teach and inspire children with Chemistry, and science and I saw education helping people escape the black and white dull world of car factories and dead end jobs, maybe even failry dead end existences, where I had grown up. ( …”have life abundantly”)Escape into a bright new colourful world of opportunity, learning, culture, and moral purpose- sorry but I was the idealist “make the world a better place” All very grand.
When I moved to Nottingham I got a shock I arrived in 1985 to find the children were all a year older than I was used to. My Y9 were as streetwise as the Y10 in rural Oxfordshire. I learnt a lesson ***TRY and keep pupils young, help them enjoy childhood as far as you can, allow them to be excited and curious by discovering the world not by inhabiting their pre-adult dream or what is in fact a nightmare. I also met City kids and parents, having harsh words with Angus, who no one seemed to control, a colleague asked about my day, I related the story , it had been fine save this bad behaviour. My colleague asked what I was doing now… a class and then a club…”No John you go home, his Dad is …well he lives nearby, he’ll be here soon, you just go home, the last row resulted in 2 staff with broken noses.
I didn’t like the 80’s industrial action meant no one around before or after school or lunch and no after school events. No chance to talk about my subject my pupils, their learning. Schools became black and white and not what I wanted. It was my lowest point and a time ready to leave the profession.
I looked to one last go at teaching as GCSE came in but felt a need to move school because the head wouldn’t let me teach my preferred GCSE syllabus. The one I felt would be best for our children “will it get us better results Mr Dexter?” How on earth would I know, we didn’t even know at that point know what grades would be used, we had a draft spec not proper ones – sounds familiar! So eventually I came to Trinity moving from County to City in 1989 with one small baby and another on the way Hannah – heck where have those years gone? They are both Drs now.
Bernard Bonner, the headteacher, told me I would be trusted, I could decide what to teach, and how to teach; that I would deliver or I would be sacked. He told me how wonderful the school was – others will recall it wasn’t quite so. We visited a feeder school St Augustine’s to speak to Y6 and one parent turned up, many Catholic families sent their children to non RC schools because…well they were better. In my first y12 lesson after 3 simple questions half the class (3) burst into tears please can you stop asking such hard questions! Literally and metaphorically OMg. They were great years in the 90’s working with other fantastic staff and making science work in the school, lots of innovation and fantastic science colleagues, and helping build a better experience for children more widely. Introducing Salters’ Chemistry bought me and the pupils wonderful opportunities and results and a chance to travel to Canada and Sweden and to write a book. I wrote a chemistry book for the less able, that’s an old fashioned word ‘less able’. So when we came to choose new textbooks for the double awards, I got a deal for the head of science, he came back to me I’ve ordered 120 of the texts for the ‘most able’ a copy each and a set for school. And I’ve ordered 10 of yours John they don’t take them home and it’s small classes – that earned me 30p x 10 = £3.00 ( less tax) and a five sides of paperwork about pecuniary interests. I am deeply grateful to those science colleagues who have always looked out for me and put up with my busyness and never moaned about having me in the dept – well not to me anyway!
I have really enjoyed my jobs over those 36.25 years- I’ve taught 7250 days less the 4 I’ve been off sick, so very fortunate with my health. I think that’s about 26,000 lessons plus a few covers and for my fist 10 years a hell of a lot of parading up and down invigilating. A good few assemblies BUT as head of sixth form they were recycled, well evolved every 2 years, though some moved from using acetate to PowerPoint. I’ve worked with about 300 teachers and loved working with all of them …except 2. And I think I’ve taught just over 5000 pupils, well I say taught we’ve all shared the same space for a few hours – I think great lessons are still a mystery, magical, planned but brought to life. My favourite days were in the sixth form and grateful to those who were tutors with me and deputies. Sixth formers who need a good kick and a good love to get them through.
I came to Trinity and we had less than 1p per pupil per lesson to spend on chemicals; no worksheets copied, a few bandas for very special lessons but a very colourless world in text and a few simple diagrams in textbooks. Not much data, just my mark book, and lesson plans. I knew my classes inside out – much like colleagues do now. When I started Trinity had 2 telephones, 2 secretaries a somewhat absent lab tech but great teachers, and a great ethos which many staff, parents and pupils have bought into, experienced and have helped develop. It has been important to me and others to understand that ethos, to work at it, to help children and parents to see it – a moral purpose and a Catholic Christian faith. I have no doubt those purposes are safe as I leave –Trinity should always help children to aim high, work hard, persevere, participate collaborate, and challenge. It will carry on , I hope we’ve embedded it very deep.
I’ve spoken enough to the staff so I don’t need to pass on any advice it’s been ignored enough already 🙂 but *** please use your teacher instinct your classroom nouse to deliver great lessons. ***Do not allow paperwork and data to get you down. Get a grip – better to know Johnny boy struggles with “this”, and will react well to “the other” and can learn this bit, than to know he is level 8.4.3 and to get to 8.4.4 he needs to cross his t’s, oh but hang on he’s slipped back by forgetting to dot the i, oh right back to FFT he’s now 8.3.4 and heck we must get it written on his progress sheet in purple. Where’s my purple pen? Sometimes educational policy feels mad!
- I have some proud moments – winning an RSC medal and a nominated for a Salters award were good but the best bit was Bernard Bonner speaking to the press – “I’m amazed John won those, I’ve no idea how he did it.”
- I am proud of the badges we won from external visitors – Ofsteds, HMI, Diocesan peeps though we have never greatly trumpted them, and I am most proud of the letters and emails and conversations with parents and pupils over the years., and in recent days. We do the job to help children and families not to impress Ofsted – that’s why over 600 families want a year 7 place this year.
- I’ve been proud of the schools achievements for music and sport – sixth form county cup winners was a highlight, Sheku at the Barbican was an incredible moment but I’m just as proud of the child who, when the whole of Y9 play in concert to Y7 and Y8, I asked if he was excited to play and he said “sort of, I’m a bit scared”…go on I said…”well Sir can you remind me what those different black dots mean” then he played his part lifting the standard. I’m glad some of my sixthformers got to decent Universities, sad for those who ended up at Cambridge ( speaks a St Catz man) but just as delighted to hear of them being happy with family life, with voluntary work and especially wanting to send their children to Trinity even when they didn’t necessarily have a good experience themselves etc. Twitter brought to melots of ex chemists including one, now a director at CAFOD, email brought me an ex student winning East Midland entrepreneur of the year – he told me I run it like Trinity – I recently appointed a bloke who didn’t interview well but he’s been transformed because we gave him a job and believed in him.
I’ve been in leadership a long time 20 years sometimes thrust upon me because I wanted things to be done a bit better but maybe never quite managed that as colleagues will testify. Many years with experienced wise and very passionate, sometimes too passionate colleagues, hilarious moments, difficult moments, Thank you for all of them. The heads job can be taxing – whenever a leader comes in and the sentence starts “I need to tell you about…” I take a deep breath – great leaders that they are, they nearly always also bring a solution along with a problem but not always and I have often thought —-how do I solve this if those clever, sensible experienced people can’t. Trinity has experienced, wise, hard working leaders, I’m sure staff get frustrated with us at times but we too have the heart for Trinity and a heart for the job you all do. I have to thank each of the 6 of them for tireless work, great personal support and a friendship which of the many aspects I will miss when I leave will be the most difficult for me. Between us 140 years at Trinity
Tuesday was Y7 parents evening two Y7 were awaiting their parents, one said to me “I think I know all the teachers names Sir”, and the other butted in “I think I know your first name Sir its John”….just a small reminder what a big big thing it is finding the teachers name. Then the first said “well that’s obvious it’s printed on the wall there by those photos. Why are those photos there Sir?” Me”well they are the school leaders” “what do they do ( such a good question!) me “they tend to go grey early and earn the most money…and we try and run the school. Oh I see just like a family then, grandparents, parents…. How perceptive!
All of you have had different roles in the Trinity family- I hope you enjoy or enjoyed your time in the family, I hope you will keep in touch and most of all I hope you younger staff will keep that family atmosphere and the high ambition and in time pick up the baton. WE have created something special and I am very proud to have worked so long at Trinity and to have changed lives usually for the better and sometimes in the most unlikely of young people. That’s why I started in in 1980 and now in 2017 I might finish with QED > what we set out to do. “make the world a better place”.
I’ll add a few photos later
Here is the Link to a few comments on fb
As a classroom teacher for a generation, I’ve always set homework, doable, purposeful homework. As a chemistry teacher my favourites involve some experiments at home ( testing pH etc) but I do like research too – it’s what we chemists do of course. Many a pupil having loved to ‘find out’ – they either tell you so or else their work is the proof. But frankly there is a lot of bread and butter homework too: finish this, annotate that, read up here, a test on that…..
Homework itself covers a multitude of activity and areas, the debate over primary pupils doing homework is likely to be different to those in key stage 4, so let’s try and be pragmatic. As a teacher I think there are lots of reasons for setting homework and they have to outweigh the hassle of ensuring its always done. My top reasons are to do with widening interest, bringing more enthusiasm and passion for my subject, getting a clearer understanding and testing that understanding and my worst reason is ‘following a school policy’. However as a senior leader I think it has to be articulated carefully to parents and children as to what they have this homework to do and a duty to make sure there is not too much, its active and manageable and support offered where necessary.
Our main reasons for setting homework are:
- To establish good habits and in due time to help create independent learners amongst our students.
- To complete activities and work that aren’t covered in a lesson or are carefully designed by teachers to enhance learning.
- Because we think children can expand their horizons with some learning activities done outside the classroom.
- There isn’t enough time in school (25 hours) to do everything and we like to offer as broad a range of curriculum as possible. So there really isn’t enough time
- Homework works – it helps to deliver success.
- The government and Ofsted seem to think it’s a good idea and actually so did our pupils too!Academic research concludes: “homework contributes to achievement at secondary level and the effect is stronger amongst older pupils”.
- it might just help build self-respect and some resilience
So during the 2015-16 academic year we carried out some simple and definitely non-scientific research into an important aspect of our school life homework. this at a time when some schools declared NO HOMEWORK
We began by asking our pupils a series of questions – we did make an important assumption that our community of parents, pupils and teachers see a value in homework so this wasn’t about forgetting or abandoning homework. It was more to pinpoint any stressful areas for each group and see what improvements we might make.
Understanding the importance pupils attached to doing homework was pleasing to read and we were even more encouraged by the number of responses and the ‘common sense’ shown by everyone. A few pupils managed to contradict themselves but the general message was ‘homework routines are about right’.
The following action points came from the pupils:
- Please set homework early in the lesson and not in a rush at the end.
- Please set realistic deadlines–sometimes all our teachers set homework with short deadlines.
- When we have two teachers in a subject (e.g. in Geography or in most sixth form lessons) please don’t overload us.
- Make it clear how we can get help in your subject.
- If teachers can do so, please balance harder homework tasks with easier ones and longer tasks with shorter ones.
We discussed these with teachers and most are achievable and manageable. However, for different subjects there are different issues for example, number 4 above, some pupils found it difficult to log onto a site in a subject, but some just found the content difficult, so they each need a different type of ‘help’. We were pleased to see there wasn’t very much moaning about ‘worthless activities’ which showed pupils value their homework and our teachers avoid time-wasting undertakings. We were proud that our pupils approached homework (and the survey) in such a mature manner.
Parental responses were high: 59% Y7; 70% Y8; 64% Y9; 71% Y10; 25% Y11; 17% Y12&13. We expected the sixth form and parents of older students to give a different response as their private study work is completely understood to be intimate with their work in lessons and a huge factor in any success in those very demanding post 16 lessons or in order to aim higher with success at GCSE.
The following action points came from parents.
- Please could teachers spend some time explaining how to revise and study your subject?
- Can teachers avoid ‘research’ which is just a general “use the internet.” If possible give some specific websites to work from.
- If teachers know useful books or other resources please tell pupils about them.
- When there are two teachers in a subject (say in Geography or in most Sixth Form lessons), please do not overload the students. Communicate with colleagues if you share a class.
- Be realistic about the amount of time a homework task might take.
- Try not to overload pupils with too much holiday homework.
- Please try to turn around homework/give feedback fairly quickly but at least in a reasonable time.
Once again we think these are all manageable and we are pleased so many parents are involved checking books or checking diaries and of course giving support and help on occasions. Most homework is communicated to our parents via a child’s contact book even if that says“science homework–see exercise book”. We understand sometimes as a school we seem to say homework isn’t complete and that a parent may not know what it is the child hasn’t completed. Occasionally parents ask us to email the work. In very exceptional circumstances we might consider that but it is quite onerous and we are in danger of the pupil being left out. It is the pupil who needs to be clear and if he or she is struggling we should attend to those reasons which might range from confusions through lack of understanding to…laziness. There are several ways we think parents can help:
- encourage a good attitude to learning the value in doing some further study beyond school lessons
- helping with routines to do homework, a space at home or a time and of course a look over books and an interest in the work being done
- support the work – don’t do it for them but for example if a pupil is stuck often it is follow up work from what was done in the lesson have a look over the material a few pages earlier in exercise and text books
- help pupils to see homework enhances what they did in the lesson.
Finally, in our survey/research we put these points to staff and had about 80% response:
- They agreed there could be inconsistency across subjects about how much homework is set (e.g a subject seeing pupils once a week might not be able to set homework every week).
- There is a workload issue – we try to turn work around in a reasonable time but it can be a challenge at certain periods e.g. If a teacher has other classes who are preparing for exams, or when we are writing reports. We don’t want to ‘not set’ work.
- A lot of teacher time goes on chasing up homework – often it’s the same pupils and often despite sanctions.
- There is extra help available during lessons or lunchtime and after school–quite a lot of pupils don’t take up the opportunity.
- Homework often looks like it’s been left to the last-minute and is rushed.
- Some of our pupils need to see their homework as important, shown by:
- Handing it in on time.
- Understanding there is less help if we are chasing you, more help if you try to more progress that way too. No one was ever shouted at for not understanding.
- Not being rushed.
- Being properly completed – including being well presented.
- Not being just copied and pasted from the internet.
We will be trying to make sure teachers explain clearly what to do if pupils are stuck with homework. We have a homework club after school each day Monday to Thursday from 3.30 to 4.30 with staff and Sixth formers supervising,there are even refreshments. This club operates for Y7/Y8/Y9. For other years there is a similar arrangement but students work on their own and in silence using the facilities in the School library. Again research shows attendance at school based study support is associated with positive effects.
Overall, it was good to see a general confirmation of the processes we use and a common understanding of the value (and snags) with homework. A big thank you to everyone who contributed.
….and for the few cycnics check out this story of the boy who did homework by the light of a local McDonalds in Cebu the Philipines
Q1 How does your school encourage pupils to engage in homework?
Q2 Are there other benefits to setting homework and are there other annoyances?
Q3 What other ways might we help young people become lifelong learners?
We said farewells at the end of term just a few, six colleagues we waved goodbye to BUT we also celebrated three reaching a grand milestone – 25 years. Three highly respected colleagues who just completed 25 years at one school, ours, Trinity.
So 25 years ago what was happening – well lots: Labour hated its leader, one Neil Kinnock and the Tories were on a “back to basics” campaign with Mr Major. More important PC world opened its first shop and Sir Tim Berners-Lee invented the world wide web. So schools themselves look very different today but in a way they don’t – we had great teachers then and we need them now and the tools of the trade might change but the craft and trade do not.When teachers join any school , experienced or not they are still new and these three join five other colleagues who have also completed their 25 years -thats 8 of us nearly 10% staff. It is a very special achievement and I’m delighted that our governors understand that and reward those colleagues for their commitment. It is not exactly equivalent to a testimonial for a loyal footballer but it is a recognition.
It did make me think about Matthew Syed’s book ‘Bounce’ which has been all the rage in schools, and incidentally well worth a read – I actually met a headteacher who bought it for the whole of his Y11, then moaned that the girls performance improved but the boys didn’t and then apparently Ofsted had a go at one of their ‘gaps’ getting bigger. Thankfully whether true or anecdotal we are in new Ofsted framework. But back to Syed who seems to say put in 10,000 hours hard work and you get to be really good. Some have pushed that idea for learners maybe coupled with a bit of growth mindset and Dweck. However it got me thinking about teachers – 25 years must be well over 10,000 hours, nearer 18,000 of teaching in same place and I think he is right these teachers have become experts, really good, both at teaching and at teaching in our school and in leading. People who stay a course like that make the school effective these are the characters in my school who have helped understand the ethos, mission and moral purpose and yet also help create the ethos and therefore also help to sustain the ethos. These are the people colleagues turn to when somebody comes as a new teacher ( well and also old teachers and even older headteachers) and when they wonder ” Is that what happens here? Do they really do that?” for better or worse the answer is known. The colleagues around say yes that is what we do, it is delivered by an incredible level of consistency. They are without doubt respected by pupils, parents and colleagues. These are the colleagues who have helped establish traditions, activities which over many years we have evolved and some we changed if they’ve not been effective, some we’ve dropped if they’ve been ineffective. We’ve redone ideas and modified them and we have a rich seam of curricular and extra curricular whole school activities. We like new and young teachers, don’t get me wrong, we like their passion, enthusiasm, ideas and approaches and we like to learn and try things out but we also have a bit of an instinct as to what works and what doesn’t. As a church school that includes our whole school events like Masses or liturgies but it includes sports days and swimming galas, music concerts etc it includes prize-giving and it includes a discussion such as ‘should we run prizegiving this way or that way’. What do we stand for, and how do we live that out? Reliability, longevity, tradition, stability, consistency …outcomes – I think that’s what we get.
Our school has done well in outcomes and it is an outstanding school, it’s also very popular with parents and I could not help thinking the contribution of longstanding wisdom is pretty critical. High turnover at the top of other organisations including the DfE is what we often see across educational landscapes maybe the lack of longevity brings a lack of stability and contributes to an occasional lack of depth or a frequent lack of understanding and frustrations, maybe even a lack of progress, the fact that the standards are not as high as they should be. My other favourite book Collin’s ‘Good to great’ would lead to a similar conclusion. In my early days (80’s) of teaching you wouldn’t expect any responsibility point or pay increases until a couple of years worth of Y11 exam results were under your belt – prove yourself at the sharp end.
Fast turnover might make a business more efficient and it might make a company run better but whether it actually gives better outcomes I don’t know, but one thing I do know is that these long lasting teachers hold something very special in their hands because it’s from their hearts, possibly their souls. They have invested a huge amount of time and their life in the school. It might be why our retainment remains pretty high? We always say to young teachers that rules for discipline are important and they must be applied consistently and clearly, when you’ve got people at school for such a long time, the consistency is probably second to none. However it is also about accountability for me – whilst I’ve written elsewhere about accountability to governors, to the diocese, to OFSTED, to parents and pupils, there is a greater daily accountability which is to those respected colleagues. As well as being accountable to them for day to day decisions, we have to make the decisions together and these are the supportive conscientious peers, if they make a criticism it is a genuine criticism, it has to be heard because they have given so much of their time energy and yes their life to the work of the school. I just wonder if anybody out there really understands the huge effect of stability and longevity. Our leadership team has now completed 133 years at the school 77 of them in leadership. I can’t help thinking if something of the success of the school is not down to the fact of the commitments and longevity of those people. I do hope it continues and I do hope stability that we enjoy is something that others can consider in their organisations. Oh and PS we bid farewell to an unsung hero in our office, a secretary retiring – after 27 years with us.
Two years ago I came to teach a lower ability Y10 class, never taught any of them before and as I called the first register I had taught an older sibling or parent of 21 of the 26. When I set them their first homework everyone handed it in save one boy lets call him Ryan –
“Your homework wasn’t done Ryan” Ruan’s shoulders shrug.
“Why not?” said I, “should I ring your older sister?”
“No Sir please not Rebecca”
“Ok your older brother”
“No No. He’ll be very cross ”
“Ok I’ll call on your Mum on my way home. Ryan:”
“Sir ……can I give it you at break”
Gosh the job just got a little easier.
For those in a church school
2 Samuel 14:20 Your servant Joab did this to change the present situation. My lord has wisdom like that of an angel of God—he knows everything that happens in the land.”
Proverbs 4:6 Do not forsake wisdom, and she will protect you; love her, and she will watch over you.
2 Timothy 2:2 And the things you have heard me say in the presence of many witnesses entrust to reliable people who will also be qualified to teach others.
Q1 What is the right balance in schools of new ideas and older wisdom?
Q2 Is it possible to avoid complacency in the search for constancy?
Q3 What is your experience of the wisdom of elders?
Q4 A qestion raised after a twitter conversation with Jon Thompson @poachermullen just how will the profession adapt as it ages and as teachers have to work longer? How do we ensure those wise experienced staff remain enthusiastic and able to do the job? How do we plan for that? Looking after each other? How? Secondments during the career? What do you think?
By Chris Hall @chrishall1204
Why would you want to do a PGCE? It is often a question that gets put to me by many of my family and friends, as well as people I’ve just met, on an almost daily basis. Many people see the headlines in the newspapers and the media portrayal of the teaching career is one which may scare many potential student teachers out of teacher training. So why should people consider it?
Tutors and Mentors
Over the course of the PGCE you will assigned a university tutor who is responsible for the ‘university side’ of the course, such as delivering lectures, seminars and marking assignments. These wonderful individuals are experienced teachers in their own right and are there to support you over the year. The university tutors will also have the opportunity to come in and observe you at various points throughout the year and see the progress you have made since the previous observation.
During the time at school, a ‘mentor’ will be your point of contact at the school and will observe your lessons and from that, help you improve as a teacher. Approximately two thirds of your time spent on the PGCE course, will be within school and intertwined between these periods will be days spent at university which give you the opportunity to reflect upon your progress and practice as well as share ideas with your peers and experienced tutors. It’s safe to say the personal and professional skills you develop over the year is phenomenal!
As touched upon earlier, other student teachers will play an important role in your year! The friendships and professional relationships you develop with each other is another exciting element to the course, and by supporting and helping each other, the time spent on the PGCE course will go by even faster, on a course in which the weeks already fly by! Another advantage of developing lasting friendships on the course is the sharing of good resources between each other. This will not only help build up a ‘bank of resources’ which you will find useful for your NQT year, but also help to reduce the time spent on creating resources, helping to create a better working-life balance.
The main reason why people decide to take on a career in teaching is to make a difference to the next and future generations and have the opportunity to share your passion for a subject which you love (and hopefully they students will love too!). It is safe to say that not one day of teacher training has been the same with each day offering a different combination of challenges and rewards. Some of the words students come out with are enough to make roll on the floor laughing out loud and the relationships you build with the students will ultimately determine how involved you get during your school placements.
It feels a shame to have to mention ‘survival’ on a post which is littered with positive aspects about doing a PGCE but I feel it should be done, and may give some prospective teacher trainers a few tips!
- Leave work at work – try to get into a habit of leaving the majority of your work at school. As a PGCE student you will be on 60-70% of an NQT timetable. This will result in you having an hour or two a day at school as well as time after school in which you can mark, plan or maybe observe a few other teachers. Get a routine, a timetable if you will of work you need to do and make sure it is manageable!
- Don’t try and re-create the world! As a PGCE you are bursting with ideas about how all your lessons are going to be revolutionary in the world of teaching, however, outstanding lessons take a long time to plan and resource and the fact of the matter is you will burn out rather quickly if you have other roles to do on top of that, so as I touched upon earlier, use your peers to come up with resources together, swap them, and make your life (and your friends) lives easier!
I am writing this blog for John after the last day of my PGCE course, and write it with both sadness and excitement! It has been an emotional, tiring and rewarding year in which I have come out the other end a better teacher and a much more resilient person!
So why do a PGCE course? Because there is no other job quite like teaching!
This week I had the privilege of speaking to the PGCE mentors at Nottingham University about subject knowledge. We were trying to think about the importance of subject knowledge when training teachers compared to all the other pedagogical an
d classroom management that goes on in helping shiny new teacher trainees as they learn the craft of the classroom. The stuff that inevitably has to go on – behaviour management, question technique etc made me think about the importance of subject knowledge in learning to be a teacher. You need a big erudite quote talking to a load of PGCE mentors at a prestigious University so I went for a Cloughie quote. “Players lose you games not tactics. There is so much crap talked about tactics by people who barely know how to win at Dominoes.” This made me think because Clough’s point really is that there are all sorts of people with opinions and views telling him how to run his team but actually it is players that win games. As a head teacher I am acutely aware we get all sorts of advice, guidance and “this is how to” BUT it is teachers that make a difference.
- teachers not systems
- teachers not policies
- enthusiastic, inspiring and knowledgeable teachers.
Policies and systems are important but no one decides to become a teacher because of policies and systems, they decide to become a teacher because they were inspired by a teacher or by a subject or both; they love children and now they have a subject they wish to share. My audience were present as PGCE mentors because of a deep desire to help the next generation of teachers, to create more teachers and we head teachers like to find inspiring knowledgeable shiny new teachers.
Some Subject Knowledge Myths
Graduates know everything about their subject when they graduate as though the things they didn’t quite understand when they went into finals having got their 2:1 or even 1st somehow mysteriously drop into the brain. The 30% you got away without knowing is now “in the brain” Well it sure isn’t! After graduation I did one year of reseach and in my first day of lab work used a chemical (Benzoyl Chloride for those interested] which was described as a powerful lachrymator, but me and my arrogance not wanting to check at what lachrymator meant just assumed it was the word that meant you went to the toilet a lot. so I took care not to drink or taste it [not difficult] having completed my experiment threw my solution down a sink to find a whole lab of chemists with tears streaming down their faces having to leave the room and as we were evacuated me being totally embarrassed. No the gaps of knowledge are not filled in!
Graduates knowledge automatically updates as the world discovers more about that subject new gaps occur. Or maybe some part of history you have to teach wasn’t covered in HE. Or suddenly as an English teacher you have to understand the new 19th century novel thanks to Mr Gove designing the spec. This can be seen as nuisance or you can have the attitude of my brilliant English staff and see it as a chance to read stuff you haven’t read before.
The school curriculum, the school content never changes hey have in my subject I can tell you a topic like Solubility has come and gone and came back it. The Born Haber cycle was in then out then back in a new form then gone and I’ve not checked the new specs!
Some Subject Knowledge Truths
Graduates know more about their subject than school students. We hope that’s true after 3 years and £27,000 and all of us should be able to keep ahead on knowledge
Graduates worry about other aspects of the classroom. Shine new ITT people have other bothers:
- Will the pupils behave
- Will I cope with the marking, feedback, will I even be able to answer the exam question myself
- Will their parents moan about me
- Will my classroom turn into an example of chaos and riot
- Agh should I be a teacher
It’s not just about knowledge. Back in the day when I did a PGCE we had what we called books and if you were asked a question the answer was in a book so you found it there or bluffed. Now you can google it, so can pupils, but learning is much deeper matter and, it’s really all about
- synthesis …..maybe more
Knowledge has to fit into a curriculum. Whatever knowledge the graduate has or does not have the demand is in a curriculum be that for Y7 for Y9 top sets or for GCSE or Level and maybe when we get this wrong we underestimate our pupils and maybe there is truth in the Ousted chiefs criticisms of the way we work with bright pupils
Graduates should be able to make a subject “come to life”. OK there is a curriculum but get the best bits of your subject, the exciting and interesting stuff into the lesson. Children love this and if we keep winning them over they will enjoy the lesson, learn and see they can progress. That is the virtuous circle of success
Stay in the mainstream of being a subject specialist. I am a reasonable Chemist ( hey Ive a degree and an FRSC) Im an OK Chemistry teacher- but when you give me KS3 biology I can kill it. I never did any Biology, in my day an all boys grammar didn’t do Biology.I did a little in my degree and sure I can teach it BUT do I know if this lesson on photosynthesis is putting the right emphasis on the right foundations. Bet someone who taught KS4 or 5 would identify better the exact basics to grasp. One reason I think our Maths and English results are so good is because people teaching KS5/4 teach Y7 and Y8 – when they cover adverbs in Y7 they sure have an eye on what will be needed post16 or GCSE and make sure they start building it well. Drip feed complex ideas form an early age.
A few challenges
Pupil growth in understanding mirrors yours. There are always better ways to teach better ways to work out how to deliver your subject after a few years of working out that this be the topic doesn’t get a learnt very well in that particular way we is the subject experts can probably sit down and find a better way. in the 80’s I taught Chemistry the same way I had been taught and the same route as my degree. By the time of Salters I was teaching JUST the part needed at a particular stage, we revisited ideas, we did ideas in a circular way that genuinely held learning and it meant we revisited Chemical ideas. It worked and worked well and we saw that in results in numbers carrying on in the subject and guess what – we saw it in their understanding. Avoid the errors of dropping really difficult concepts and ideas on pupils too early in their learning before they are mature enough to cope.
Importance of the story of the subject (even Maths). All subjects even Maths have a story to tell – a history, a set of characters, set of discoveries, a context, a baddie a discovery. I can name you all these in Chemistry. Have a fund of stores or look at my post on storytelling.
Importance of secure understanding not teaching to test – PPS (past paper syndrome). No teacher reading this hasn’t had the frustration of a pupil asking “whats in the test?” or doing past papers sometime in January and not doing very well. We need to use our own deep understanding of our subject to show pupils just how to grasp, understand, learn and progress.
No point doing exam papers (yet) be secure in your knowledge and understanding) and sure we might have to do some simple testing to see if you have and to see how we help.
Using new technologies. I love what I have in the toolbox for teaching so we must keep an eye on ICT or Activites to enhance BUT we use out subject knowledge. I’m reminded of some of the early software I was shown by enthusiastic software salesmen aiming to show me how wonderful chemistry could appear on the interactive whiteboard. Watch! You can pull a virtual bottle of acid from here and look you can pull across test tube and choose a bit of zinc or other metal to add. Now, drop it in and click here to open the bottle and look the equation is written underneath and there is the reaction: some bubbles of hydrogen the pupils can guess what it is and the little splint will come over and on the screen appears the word “pop” what do you think of that? It’s quite nice but I’d rather g
et a bottle of acid out give it to my pupils and a test tube and let them do the pop test to see the delight in their faces and the motivation which will probably drive them to work out the equation ready for tomorrow when if they’ve worked it out they can do a few more themselves in real life. Use technology but use your subject common sense
Importance of the keepy uppy in your subject there is the obvious importance of keeping up in the subject and chemistry as in most subjects things has seen dramatic changes. Nanotechnology didn’t exist back in the 80’s. We need to keep up with our knowledge, we should enjoy that. It will get us excited: a new material anew discovery, scientist on the international space station. I teach my pupils about DNA and the structure and hydrogen bonding and it’s fascinating and actually give them the 1953 article (a single side of A4 paper) that was in nature and I remind them that in
1953 this won a Nobel Prize and in 2016 it might get them three marks in an exam.Surely there is nothing more important than us keeping up our frontier knowledge to excite and inspire the next generation – cos someone did that for us , a teacher a copy of New scientist a TV programme. Get in touch with your professional subject: ASE or RSC for me.
Delight of discussion of your subject. one of the best parts of the teacher’s job is spending time in the staffroom or on CPD opportunities OR with pupils, talking through some of the issues. How can we make this better? What does this mean? Did you know that? Have you seen this? Hey and if you can draw in other staff, the renaissaince people in te staffroom then the discussion makes the job richer, and all the better
Lifelong learning. You and I dream of creating lifelong learners, and we are lifelong learners of our sunbelt. Use the vehicle of your subject knowledge to sign the deal.
Q1 what importance does your ITT, NQT RQT or frankly your CPD programme place on Subject Knowledge?
Q2 Have we neglected subject knowledge at the expense of pedagogy and lost out
Q3 Should we try and wrestle subject knowledge back to being the “first love”?