Saturday period 4 – #Learningfirst conference @beyondlevels

So thought it might be appropriate for a small reflection on the rather excellent #learnfirst conference that I have been to today. There photo-1421749810611-438cc492b581were a couple of profound moments the second one was when was when Mick Walker (he the wise owl of QCA and curriculum) reminded us that the average age of teachers in the profession is 42. Though great to see so many today well under that age today. Hence his point that very few of them have taught without there being a national curriculum and an assessment system. They are ‘ after or during levels’ teachers  not ‘life before levels’ teachers. So for a very experienced (ie old teacher) like me who started teaching in 1981 we were reminded of the more creative ( frankly happier) days before the NC when it was up to us to choose what to teach ( how to teach) and what to assess although in secondary schools we still had to prep for O Level or CSE etc. A second moment came from a tweet from a  valued colleague who tweeted me in the middle of the afternoon “I hope you get time in the next few weeks to separate the lessons from the hollow truisms” it was a very important tweet and I think it’s a good reminder that some of the things we hear as teachers we know very well are true and in the twitter tweacher sphere can sound and probably are a bit trite especially to those not with you on a conference.

But there was inside that bubble a little key to a profound truth mentioned by Sean Harford and John Tomsett a reminder of what we came in the job to do and well worth us reminding those of us who are leaders why we still love the classroom. Shedding a light into the heart and soul of teaching, compared to “understanding employment law and cutting budgets”. But also a reminder to step back into the shoes of the teacher in the classroom. I did find myself feeling fairly optimistic in the morning because a number of comments and sessions just reminded us of the true purposes of being in a school and I think that was heartening mainly because so much of what I read and bother about even pick up from the odd conferences I go to, are focused on imposed “Stuff” appraisal, Safeguarding changes, OFSTED inspection frameworks, governance changes and yes budgets and employment law. I always try and talk with teachers and children every session every day to remind myself of our moral purpose. But hey ho  such is the nature of being a school leader there are a lot of sideline issues, so I was glad to just clarify my head space and start to think again about issues like the differences between marking, feedback tracking and progress. I am as committed as anyone to ensuring we minimise overload but t’s worth a fresh visit to the topic from a big vista not just the finer details, as we do need a system but no system should overburden classroom teachers. However teachers will need to record something after all. JT gave another great story to say he likes to ‘break the rules’ and that’s OK because he is the head and I am totally with him, as leaders we need to be able to say to a parent or even a child ‘we do have data but let me tell you a bigger story’. it is really bad that we ever let education get to become well this child is 4.3.2.1b – actually we didn’t but it sure let like that.  SH also made me think again about KS3 something I have done since publication of the Ofsted “wasted years” as to how we use KS3, and with every dept wanting more time for their KS4 we do need to look carefully. But Sean reminded us that there is no assessment at KS3 and thus KS3 should be more of an amazing curriculum adventure and not just the build up to KS4 I think that was a very helpful. I want our pupils to be inspired by passionate teachers in those three years between year 7 and year 10 and although I appreciate Shaw’s comments I do think we would need to start getting things prepared for KS4 because there’s just not enough time.image2

 

 

 

The final summary of this seemed to be that we should spend more time collaborating (agree) that we have to think how to engage those people that were unable to get to the conference ( agree – twitter is only a small world still for teachers, influential, growing arguably committed (Saturday conference!)) but we need to spread the story. Also that we should look to see if College of teachers would spur us all in the right direction ( again is the COT an issue dominated by twitter teachers?)

imageMost important I think to say that assessment has  got to put children first and children’s learning and if we get that bit of assessment right then it doesn’t matter on systems. That assessment helps us in classrooms and in pastoral work to show our children what to do next and as Mary Myatt reminded us to set high challenges. However at the other end of the school someone like me is going to have to be answerable to governors and to inspectors and perhaps others and then there is appraisal….So it’s worth just thinking what sort of system you set up in order to deliver those requirements. At least in school we can make our internal assessments suit our children and even if SATs or GCSE still feel like they are designed as something for measuring schools or measuring teachers we can grab back some control.

image

I think it was very good to see so many governor colleagues there to hear the same messages and help us as school leaders to think about what information they need but also for them to see that some of the information we used to produce is unnecessary. I gave in and bought Marie Myatt’s book ‘High challenge low threat” and will resist the temptation to pass it on before I have read it thoroughly.  I love Mary’s commentaries and look forward to reading that and we’ll see if it makes any difference in our school. PS no reflection on Mary but I still have so much to read, dare I buy another without having applied all the ideas from the stack on my shelf?


As Mick Walker concluded,  we need to face up to the fact that assessment isn’t a bad thing it has to happen, we have to see where children are and help them move on and when they can’t we need our creative minds and pedagogy, and we have to do a bit more formally at certain punctuated times in the year. The purpose should not be lost to help pupils as they make progress and therefore more important than assessment is what marking we do and what feedback we give but actually it doesn’t have to be onerous long written comments or elaborate : blue penguin 3.6, in red or purple pen kind of stuff. We do assessment all the time back in the lesson when we noticed a child not really listening that’s really assessment isn’t it and we challenge them and got them back on task to help make progress. It’s just we don’t record all that and put it in a spreadsheet and email  for the head of department or the head teacher or the governors  who then pour over it and comments come back down the chain but make no difference to learning.

As a teacher born of the 80’s and a trad kind of person it’s all a bit back to basics: spend time preparing, teaching, assessing and helping pupils learning by interventions from that assessing – record what you have to but use that to drive your planning, and in the middle talk to colleagues to find creative solution cause talking teaching and learning with colleagues is one of the best bits of the job.

no teacher ever

 

 

 

Few thanks

Dame Alison Peacock for organising and inspiring

Prof Sam Twisleton for letting us into Sheffield Hallam

Teresa Roche who sent me a ticket when I nearly missed out

All the speakers and those who prepped stuff and the loads of enthusiastic teachers and Ed people who continue to remind me the Ed future might actually be safe.

oh and twitter people, some of whom came to life!

Oh and two of  my favourite quotes

Ros Wilson – What you doing? Why you doing it? What will you do with it? If the answer is you don’t know -don’t do it.

Mary Myatt – “The word assess comes from the Latin assidere, which means to sit beside. Literally then, to assess means to sit beside the learner.” 

 

 

7YBA Languages teacher

By Natalie Campbell @ncampbell250

I remember my first languages lesson Monsieur Lewis spoke no English to us whatsoever and we sat wide-eyed and puzzled as to whether this man was indeed French and if we would ever understand what he needed us to do. We followed his waving arms and tried intently to please the French man stood before us. In fact it wasn’t until we passed the staff room later that week and heard him speaking to another teacher that we found out that he was in fact English and le mystère was gone. If it hadn’t been for his gestures and his, what I now know to be routine classroom French, we would have been quite lost his classes at first. This amazing chameleon-like ability to become a different person inspired me. The next year I met Monsieur Clarke and Señor Williams and their passion for language and the culture with the logic mixed in by the grammar was another thing I found really interesting about studying languages.

 

So off I went to la universidad, having studied two languages at A-level, thinking that a business degree would be a good thing to put my with Spanish degree in order to get me an excellent job in the business world. Teaching was something that just happened to me. I had always enjoyed making up silly sentences and had played schools with my sister and friends so becoming a teacher rather than travelling the world as an interpreter became my chosen path.

During my teacher training I remember being surprised that not all children enjoyed learning languages as much as I had. It was a humbling experience and a real time for me to learn how to share my passion for languages with students and how to encourage them to give it a try even when they found it defied all logic and was rather confusing to remember that un ratón was a mouse and not a rat or that accents go both ways in French and can look like hats and tails too!

MFL3

In an inspector pleasing world much emphasis was always placed on gaining as many ticks on a clipboard as possible. I was always keen to make those ticks work for mis estudiantes and so would listen with great interest as the latest great idea was shared with staff. I would be the first to volunteer for any new training that came along. As with all things in education new ideas came and new ideas got passed up when the next big thing came to town.

imageimage

During my teacher training I learnt how to make fun little games for an overhead projector I could get thirty children to squeak like mice, chant like robots and learn key vocabulary whilst performing interesting vocal exercises. Then the next big thing came along and we moved to PowerPoint. The same games could be played but needed to be thought carefully through in advance as you had less flexibility than before. Then came the zooming presentation and it is grâce à Prezi that I am in my current job, but that’s a story for another day.

I am incredibly blessed at my current school. For the children, joining in with their language learning it is definitely more valued than before. However, the “everybody speaks English” excuse still surfaces and it is my challenge to keep them going and make them feel inspired.  The most effective way is to give them oportunidades to see languages work in the real world. Going to a market on a recent trip to Seville I saw the light in a student’s eyes as he actually managed to haggle down the price in Spanish and he was very proud indeed of his purchase.

spanish flag

La créativité for me is key. It keeps me interested and engages my students. A job that offers you the chance to be on a desert island one lesson and working in a chemist’s shop the next is great fun. Looking at poetry through the eyes of a linguist not only unravels the poet’s intentions but the complexity of their words on a grammatical plain adding a further dimension to the poem. I love setting up cafes and writing comic strips as well as singing songs that can get stuck in your head for days.

 

GCSEs and A-levels have changed since I trained and I am watching intently the changes that the new GCSE and A-level will bring our way en Septembre. My colleagues and I will take these changes in our stride and plan opportunities to prepare our younger students for any extra challenges it may bring their way. I am optimistic that my students will be able to rise to the challenge and follow other students who have gone on to read languages at Oxford, study Spanish with Business like me or even spend a year working abroad before their degree begins.

image

So YBA Languages Teacher?

 

My reasons are as follows:

  1. Only 5% of the world speaks English as a first language.
  2. Only 25% of the world speaks any English at all.
  3. Languages open doors to amazing opportunities and better trade which our industries need.
  4. You learn more about the world when you experience it. A language makes that possible by breaking down barriers that shouting slowly in English at a person can build up. (Most of us have tried to pay a bill abroad this way I’m sure!)
  5. It keeps our minds nimble and helps us learn more about our own grammar. Did you ever really think about the different past tenses in English until you had to learn them in other languages?
  6. Creativity is so much fun and when you get past the zooming presentations and other tricks to keep students engaged there are so many opportunities to be creative that language teaching can offer you on a daily basis.
  7. You get to share what you love about languages with the future game shapers of the world and influence their path.

Chemistry Practicals in the new world

There has been an interesting debate on the MyRSC  “Talk Chemistry” and twitter and various blogs which raise an important question for the RSC, for academics teaching and designing courses for Undergraduate Chemists and for schools and teachers.

There is always change – I’m only in touch with the changes to A Level Chemistry, AS Level Chemistry, and around the corner GCSE Chemistry; the profound changes over practical work.

Universities will have changed too, new techniques, scrapping old pracs, developing new skills – I am slightly guessing at this though.

So will new and young teachers in school have the skills to deliver practical work and perhaps more broadly motivate pupils as they once had or actually need in this “new world”? Can they do a good demo? Can they deliver the organic prep the new spec demands? Have they even used the kit they find in a school under financial pressure where Chemistry puts most of its capitation down a drain? Seeing some of the nonsensical practicals suggested for AS and A or at least the slightly odd quantities will teachers (old and new) know where to turn for proper advice – CLEAPSS, RSC, ASE – sure but exactly WHERE – they are busy people?
100
Is it time for the RSC to take a snapshot of practical work at UG level and bring together the skills developed in UG courses and design any necessary training courses for potential and actual teachers in secondary. What role “old hands” like me who should be able to help show how show a good demo ( patter and all) or point out the pitfalls.

Over my career of 34 years in comprehensive school classrooms – the magic, the mystery of Chemistry is delivered through a range of activity but practical activity caught me in school and I daresay caught you – is anyone making sure practical work isn’t sidelined to the side bench?

We know sometimes physics or biology colleagues struggle with doing some of our Chemistry practicals – probably easier and more comfortable to hit youtube – so Chemists let’s stand up and be counted and ensure whether it is assessed, sidelined by exam boards or rubbished – that we maintain experimental Chemistry at the heart of our lessons, our teaching and our future workforce of Chemists.

Meanwhile let’s see just what the score is!

Monday period 4 – Are you sitting comfortably? Then I’ll begin

This is blog to put storytelling back into the heart of outstanding work in school. However you wrap it up much of an attention grabbing, motivating, challenging moment is – a story.IMG_0640

I can see it being a challenge in Maths but beyond that storytelling should be at the heart of great lessons, great assemblies and purposeful conversations with pupils and parents. If I am honest it’s what I will miss most when I eventually retire – telling a story and engaging learners to start their journey of Education. In fact for some may even evoke memories ( hopefully good ones) of storytelling times.

And a big thank you for a tweet from Gareth Williams (@gwill72)
“Pratchett, Stewart and Cohen suggested our genus should be Pan Narrans, the Storytelling Ape

 

Why?reading

  • Stories hook pupils
  • Stores fascinate pupils
  • Stories stimulate curiosity
  • Stories grab attention
  • Stories motivate
  • Stories allow the teacher to light up the classroom

Stories underline challenging learning, introduce it, develop it, help with recall and stories can be short and brief and pointed, they generate curiosity

In the classroom
time for learning is precious, literally every minute is important so as a teacher you need to justify the storytelling. I think there are plenty of reasons (above) but a few minutes of a well told anecdote and gripping story grab attention, fascinate, drive up curiosity and frankly are at the heart of learning. I do apologise a little as I think my subject (Chemistry) has the very best stories! In fact since 1992 I have taught my lessons by stories. Those are highlighted separately but as part of my plenary, part of my conclusions or as the meaty part of the lesson are *stories* to help understand, build knowledge, motivate and synthesise. I want to say a very daring thing – we sort of know what makes a bad lesson turn out bad, we know what needs doing to turn the learning around from inadequate to satisfactory ( hey I know Ofsted use RI but this isn’t ofsted speak this is classroom speak). What I am not sure about is making good lessons become outstanding but I reckon decent storytelling sits at the heart. Not only grabbing attention, but hooks to help recall of knowledge and also to challenge pupils – if X really thought that back in the 21st Century – who is doing that now. If Y discovered that, then so might I. If this solved a problem of drug development, then I might be able to do that. To me it adds a moral purpose too.

Chlorine-LAnecdote > Chlorine- saved incalculable numbers of lives by purification of water; ridding us of cholera and other diseases but misused in WW1 cost many lives too. We have got a story worth telling and with some Wilfrid Owen poetry brings us to a position where pupils listen all the more carefully to my lesson on Chlorine “it’s properties and reactions” – and remember it and may even challenge them into their future career directions, or choices.

Assemblies
I guess this is more obviously where a good story tells the message. Elsewhere I have written of the disproportionate effort necessary for good assemblies but at their heart is brilliant storytelling

Here are two examples:

1 During the Football World Cup I saw an interview with Gary Linekar saying he practiced penalty taking 50 -60 times after yes after everyone completed training. So while others tired and exhausted went for their showers, he stayed out maybe on his own, and the secret = practice = hard work. Check the stats on his penalty taking too! Wow I thought we can help children understand greatness cannot be achieved overnight but needs hard work and with hard work -who knows?FullSizeRender

2 I once read of a Uruguayan rugby team who were lost in the Andes and had to consider eating the flesh of the dead to survive.  “Alive” is a great story full of drama and tears, with a continuous unfolding of the. Story from the 70’s to date. This became the basis for one of my very favourite post 16 assemblies ” when is it right to do something which is wrong?”

Pupils
As a long serving teachers, SLT ( and many others)  have all seen pupils “turn it round”. Pupils that are a bit like the pupil sat in front of you: yes the upset pupil, the bullied pupil, the bullying pupil, the “I’m not sure any more about A Levels” pupil. The poorly attending pupil, the one with special needs not being addressed, the one with stuff happening at home. So have a story to uplift, to bring hope, to challenge and to help. It’s not the main discourse with the pupil that’s much deeper but the view that there was someone like you who….got through, made good, turned it around, found an answer….might just be important to this pupil.

Parents
The same is true of discussions with parents. This is more challenging but knowing your parents and their story it might help to have an anecdote and a story to hand. I try never to conclude a fixed term exclusion meeting without sparing a separate word for the parents. I don’t try and engineer a story but I do need to help them – I might need to challenge them, to tell them a home truth, to put something up to date before them and a story might help.

picjumbo.com_HNCK3576

Cover
I’ve never been much good at cover lessons. I feel bad for the children that their teacher is missing and so I always try and teach them, especially as a senior leader I think it is really my duty and only rarely with other stuff pressing down have I said “sit down, shut up and do this work so that I can get on”. Of course I try and do the tasks set by any absent staff where that has been left, but peppering with stories can really help bring a lesson to life which might otherwise be dull.

Personal Stories? Maybe
Can we share personal anecdotes, stories from our own lives or families? Well I guess this is controversial and its up to colleagues to be comfortable but the occasional story can help with engagement. I have told of stuff that has happened relevant to the lesson.Perhaps mostly about incidents in my own journey with Chemistry – where I inadvertently made a few crystals of explosive Nitrogen Triodide, or where I met a Nobel winner and nearly embarrassed myself.image 2(3)

So here are some headings I drive around my brain finding for Chemistry Stories and watch for a post with some of these in more detail.

  • Origins of chemistry
  • History of chemistry
  • The story of an element
  • Characters  in chemistry
  • The obviously famous chemists
  • The less well known chemists
  • The bad chemists
  • The controversial chemists
  • Preset frontier chemists 
  • Events in chemistry
  • Discoveries in chemistry
  • Inventions in chemistry
  • New products from chemistry
  • Changed ideas in chemistry
  • Prize winning chemists
  • Daft chemists

Some Questions

Q1 If you are a teacher does your subject have great stories? And do those stories bring a magical enchantment to your pupils in your lessons?

Q2 If you are not a teacher, do you remember lessons, or school or teachers and is any of that memory from stories or anecdotes ?

If you work in a church school

Proverbs 1:6.  –for understanding proverbs and parables (stories) the sayings and riddles of the wise

Matthew 13:13     This is why I speak to them in parables: ‘ though seeing, they do not see; though hearing, they do not hear or understand.

Genesis 39:17 Then she told him this story

 

Saturday period 3 – Creating a silk purse from a pig’s ear of curriculum change

The old story goes of the man who asks the way to Liverpool and the bystander says, ‘if you want to get to Liverpool mate I wouldn’t start here.’It’s how I feel about curriculum design or lack of it, with the changes to A Levels. BTecs and GCSEs. At the last major revision of A Level in 2000 at least stuff hanged for everyone at the same time, but this time we have the proverbial ‘pig’s ear’. Some ALevels have changed and their AS count for less and need doing at the end of two years even if done after one. But hey shiny new Year 12 students it’s not all your subjects. So schools and colleges grapple with – shall we just do three now, shall we forget the AS for all, for some etc. Meanwhile some subjects have changed at GCSE, well two to be precise Maths and English who will see new grading of 9 to 1.Yes but reporting for the present y10 comes soon – we need to explain that carefully to pupils and to parents, oh and we aren’t really sure what really will happen to the grades. ( Check out the Ofqual postcards -they help)

INSET and training back in 1999 allowed all staff to look at their subjects, advise SLT, think about the best way ahead for the students and discuss together the best way to make decisions. So as I stare at this pig’s ear not of my making I am looking to create a silk purse from this. The big structural stuff is out of our hands but there are still important decisions to make about which courses for the best

Simplistic_Refined_11. Don’t pick for grades. We don’t know about the grades but we do know ofqual take charge.  Boards subjects apparently achieving higher numbers of A and A* isn’t “easier” it’s about the profile of those taking the subject with that board. At A Level the highest number of A* and A are from Maths – it doesn’t mean Maths is easy or your heads of sixth form recommend everyone does Maths as it’s the best way to get an A.

2 Look at content. Carefully examine the content, does it suit your pupils, does it suit your teachers. How does it compare to past content. My guess in most subjects is that its much the same – Science subjects especially but there are twists – do you like them. In Chemistry if we have a chunk of nanotechnology do we welcome that or not? In some subjects this may not be the case so do you welcome the content or gasp in horror. Think about delivering content by all your teachers and across all the abilities.

Autumnal fruits

Autumnal fruits

3 Look at assessment. It’s not the standard of specimen papers etc it’s the style, the type of questions. The assessment model should test the content but look carefully and think about your pupils. All the pupils the brightest and the weakest who will be studying. In the end, assessment models deliver the fruits, or not.

 

 

 

4 Look forward and backwards. How does this course prepare your pupils for what they do next. if this is KS4 how does it prepare well for Btec or A Level and then beyond into the worlds of work and further study. downloadLook back at your KS3 courses. Of course these may yet need a tweak but if you love the content and outcomes of your KS3 then how well does this dovetail. This is a bit more pig’s ear than silk purse at the moment as you are changing GCSE but not KS3 -however the decisions you make at KS4 will stay for several years and no one likes a change of spec-worth a careful think. To some extent the definitions of KS3 4 and 5 are artificial – think like that to help you decide. AND don’t forget the added complexities of post 16 funding as some BTec are weighted in different ways. [Paul Hanks @The_Data_Adonis is worth following at the least and worth contacting for advice on funding issues post 16 too.]


imageimage5 Resources
. It would be naive to ignore your bank of resources or the resources on offer from the Boards. I guess this means a default starter being the spec you study now. However your job is to teach, help the pupils  learn and a massive desire to inspire. Do those results or your creative juices excite you – do they make you want to teach this tomorrow?

6 People You probably aren’t making this decision on your own , you have to bring other staff in your dept along with you. So check the dept view, check the other networks you are in; maybe professional groups like the ASE or local networks or teaching alliances. Also think about using twitter; you can create a list and add those other ‘history teachers’ to it and get chatting. Perhaps you attend teachmeets and ask trusted people what they are choosing and why. Remember it’s your call so don’t decide because someone with 2400 followers says so, just pick a few brains and move from the foggy grey to a black and white conclusion.

Patron Saint of lost causes - St Jude

Patron Saint of lost causes – St Jude

Finally then jot down your reasons. Get ready to share with the dept with SLT, the Headteacher and possibly governors. You need two or three reasons why you chose them and two or three why rejecting the others. In fact not just for the dept for your conscience and for the pupils to be rocked and rolled.

In the end whatever “others” do to us as teachers, we must use the tools we have to do the very best for the children and young people we teach, and do you know what? We usually do.

part 4 – from good teaching to great teaching



image
I am deliberately avoiding calling this “Good to Outstanding”. Ofsted can do what they wish but I want to see great teaching and learning and do very often. We teachers always try and produce good lessons and positive learning but we have bad days, pupils have bad days; whole school stuff disrupts, SLT disrupt! However we can consider moving from good to great with a sustainable manageable approach, bringing inspiration, inspiration, inspiration – that get’s pupils learning by definition! Here are my top ten:

 

1 Great teachers know their subject inside out

Not only do they have good knowledge of their specifications, they have a wide grasp of their subject. They understand it very well, they can apply ideas and synthesise them. This is not about pedagogy (yet) it’s about wisdom in the subject. It’s about keeping up to date, reading, identifying interesting stuff in the news or other media. It’s about maintaining a network of contacts to follow the latest developments. It might even be about visiting places of interest like museums or going to lectures, of picking up podcasts. It might even mean rereading text books. Always try to find time to read and expose yourself to new stuff in your subject.

 

imagesCA5QXQ852 Knowing the tough topics and lessons

It takes time to suss out what pupils find hard and of course it varies by ability and age but this is the next critical aspect to make a sustainable difference. What topics pupils find hard and challenging ; what skills they need that prove difficult to develop. Its about knowing the best introductions to topics, the best conclusions, the most effective assessments ( formal or informal) that help build confidence and show the teacher what needs to be done next. Our big duty as teachers of KS4 and KS5 exams is to ensure our pupils know what they have to do to achieve a given grade and then teach them to those standards. Be absolutely clear what they must do to get that A* or that E whatever is appropriate. Phrases like “they need to work harder” or “just understand more” are probably correct but of little value to the pupil who is willing and works hard. However knowing what they need to know and do, we work backwards to build that into the day to day week by week lesson plans. I’m not keen on lots of past papers and exam practice I’m very keen on my students understanding my subject. This is a big challenge when we all face new specs but hang it we all face that – so look out for blogs, read exam boards support stuff and  well much won’t change – if pupils find equilibrium difficult now in the GCSE spec, they probably will next year with the new spec.
3 Maintain enthusiasm, humour and jazz

imagePupils love a teacher who knows their stuff, they enjoy the relevant anecdote or story telling and they like a touch of humour. (Great teachers do not grow old they just lose their class) They like to try and distract you and …you know it. You have taught for a good while now, so you know what works, what goes down well and you should milk it for all it’s worth. Hone and refine the skills – you should feel like the conductor of the orchestra.

4 Know your pupils inside out

G0414677Some of the older pupils you taught when younger or came across in your football team or orchestra, maybe even had a run in as a head of year. You might well have taught an older sibling. So you understand the dynamics of the family and you know how they are likely to respond and for those you don’t know so well, you know your school community better. You also know how to handle the reactions. If you have to call home about homework there are after all only a few responses from parents: “thank you for telling us/so what/we don’t have any issues from other staff it must be you”. So you know what to say in response, you know who else to mention on the SLT if necessary. Exploit this to raise standards, to flush out more work and better quality work. All that investment in the craft of the classroom over recent years should after all bear fruit. It really isnt a blank canvas. You should know the G&T the SEND and more-so you should know what works and what doesn’t, so take it in your stride.

5 Systems

You know all ISS_Flight_Control_Room_2006of the school systems such as those for behaviour management and discipline those for reporting problems and those for reporting achievements and awards and merits etc. You know when reports are due and mocks or tests come along BUT by now you should be able to work a system which suits you and your subject. No whole school assessment system can suit every subject, so where do you need to branch out? When do you need your own mock, when do you need an extra assessment. You also know the rhythm of school and seasons, for example it’s not a good idea to leave a really difficult 3 week topic to mid winter; you know when illness is at its worst and can sort out work around it. You have a sense of the need for a really really outstanding lesson to lift spirits ( yours and theirs). You know what to do about ill pupils, about those who get stuck ( see me after the lesson? – not really going to work is it; what does work?). So within this class this group add a layer of your own systems to supplement the schools

6 Confidence and Resilience image

You can be confident in the classroom, a confident teacher, a confident behaviour manager, a confident leader. Ooze that confidence to your pupils and ooze it so much that your pupils pick it up. They need more confidence and resilience, make sure you pass that on to. How? Well by inspiring their progress and pointing out how far they have come -as much as the distance they still have to go. Help develop them as independent learners; it wont be easy and it definitely wont be less work but it will likely be a greater impact on their state of mind. Tell them -this topic is tricky and tell them when they’ve got it and of course when they have not got it. They need to go into your exam full knowing a) this subject is tricky b) I have to work hard but I have worked hard and c) I have been well prepared and can perform. It’s no different to the big football game or England vs Australia for the world cup ….oh hang on.

Then there is resilience, the ability to cope with stuff thrown at you and designed to throw you. You cope quite well with that, have a think how you do so, think what wisdom has brought you to the point of coping better now than the last time you faced that issue. You need to bottle this, not least for yourself ( see end of post) but also to start to work out how to pass this on to those pupils who need to develop it all too.

7 Activities and resources

You have plenty now, as above you know what works and what is still weak. Look ahead if that Powerpoint didn’t work last year it needs a tweak. That lesson which was rather boring and lost the pupils, does it need something extra. SOmetimes though, be frank the topic is boring the lesson can be boring and this bit of learning is boring that’s how it is but you should know this now.You alos know the subtle bits, you know sometimes that some content isn’t covered so well and needed more time but it’s now time for revision. OK you are the wise professional balance the time carefully for the pupils. When they say ” have we finished the spec yet?” reply confidently “not quite yet but we will and more importantly how do you feel your understanding of the spec is going?”

image

 

8 Talk, converse, chat, discuss…..

I have taught for 34 years but I still love chatting Chemistry to my colleagues. Still asking what I might do to improve. Still observing an NQT or a student and thinking that is clever. Still talking about classes. I recently had a Y13 who were very quiet and so I spent much time with a colleague discussing what we might try to do, even discussed them with other subject staff. Talk to SENCO, talk to HoYr talk to parents and most important talk to the pupils. Check you spend as much time talking children and subjects as you do moaning about me (the head/SLT) or the government or the weather. However do have a moan. we all need that.

9 Data, pupils or surprises

imageYou must know by now there is a lot of data for you. FFT (new)  Sims, prior knowledge and especially exam board performance data on question level etc etc Use it but not without care or discrimination.  Your own analysis of previous pupils performance tells you a lot – do they do better on exams or coursework; this bit of this unit is really challenging. When you check how your pupils performed on Q3 of paper 1 last year that was to inform you as to what to do this year – the same or different. Yes maximise those marginal gains. Data should show no surprises. I had a conversation the other day ” We were disappointed not to get more A*”. Should some pupils have got A*? Did they get A* in other subjects? Were their various targets A*? If the answer was their prior performance  predicted no A*, like everyone be the optimist and sure “aim high” we all need that. However stop beating yourself up, be realistic, be of sober judgment, sure aspire, we heads love all that but the job needs to be sustainable and enjoyable as well as all the inflicted pressures – try not to add to that yourself or on your colleagues. However more important then being level 5b or blue ladder 6 or smiley face yellow is “you know this, understand that can do the other and NOW to improve you need to do this….” Knowing pupils not knowing data is critical. Data should avoid surprises – I had no idea she was that good/bad/struggling etc

10 Inspire, Reward and Challenge……and honesty

You teach a great subject, yes? You teach generally great pupils yes? You know how the classroom heart beats yes? Good, good, now capitalise on all that inspire them, praise them and when they slip challenge them or when they get it challenge them even further. Oh and you make a few mistakes, the odd idea doesn’t work – you are big enough now to admit it, share it and sort it, not under the table but on the table.

other responsibilities

My last point isn’t advice but challenge. My guess is you also have responsibilities three

1 Family – don’t neglect your rightful duties to families not just children but parents and grandparents too and friends who need you. It’s a challenge

2 Other responsibilities in school . After 4/5 years you might well have other responsibilities: pastoral as a heads of year or academic as a subject lead or other jobs like student mentor etc etc. You need to fulfil these duties swiftly, clearly and deftly but the key difference you make is as a classroom teacher and that is in the day to day in the classroom.

3 Yourself. I’ve seen too many people who end up burnt out, or cynical or the poorer in the job. It’s never simple to say why but make sure you look after yourself. Personally this is the one I find hardest. Getting to the gym, taking enough time off, reading for pleasure etc etc check out the #teacher5aday and enjoyreading what others are thinking about and doing and check yourself. Why not get a critical friend to help you? My previous head often emailed me at 10pm saying get off that **** computer and talk to the family.

imageAND be uplifted to be a GREAT teacher isnt even rocket science you can do it and be the great teacher you can be.

 

 

 

part 3 – from NQT to RQT

This is a bit new, even to me, the term RQT presumably a “Recently Qualified Teacher ( as opposed to retired, or rare, reformed, regular, revolutionary , and hopefully not yet a regretfully ..this could go on.

So with a full year (or maybe two) under the belt, what now?

1 Improve your teaching

You should be confident by now that you can sort out basic issues with learners. Like behaviour and background disruption. these are never going to go away but the mistakes of PGCE/training and even the odd error of judgment last year are put behind. By all means read, research, listen and then try new things but the basics of classroom craft should be learnt. Now ask yourself ” is there a better way to teach X or Y”. Relentlessly try to improve your teaching.

2 Improve the lot of learnerspareto_principle_improve

You have many resources, you might have a Y11 class following  their Y10 time with you and therefore new content but a majority will have been taught once. Get those reflective planners at the ready and where you put *** Must improve this if I ever do it again then…improve it. Oh you didn’t do that annotation, shame! Still revisit and re-edit and talk to experienced staff. You have tried one activity in the classroom to help learners on this unit/topic, so what else might work? Really work out what works in your classroom for different groups: SEND Gand T, PP, EAL after all you know the acronyms and know the children so sort out even better learning experiences for them. You are the true professional now…nearly.

Oh and another important matter, you have taught some of these youngsters before. You know their family a bit but you know them well, you know what they find hard or easy; a richer information than any data number – so really rock and roll in pushing their learning. It will not be easier, if anything it’s harder but it’s much much more effective teaching.

3 Keep even better records

Plan, annotate, add resourceIMG_2499s and spend a bit of time searching for new ones. Talk more with staff and pick their brains. think and plan ahead, ask around, join twitter or the TES forums and networks, get to a teachmeet. Hey throw that weight around and move from good to great!

 

 

4 Share

You felt like you were the end of the queue, and you were but you aint no more, so share your idesparkleras of what worked too. Do that in department meetings, tutor team meetings and mostly just in conversations in the staffroom. build some self confidence as a teacher professional in helping others. I had a great RQT colleague a few years ago and she showed me some new resources and ideas….yep teach the old dogs in school, new tricks.

5 Volunteer

You might have a label RQT but most pupils think you are a wise, experienced and knowledgeable member of staff. SO get stuck into some new things this year, take on a bit of responsibility that you are genuinely interested in. it could be extra curricular, sport drama music. It could be within the dept, there is plenty to do: use of data, work with EAL or SEND pupils. help with the planning of a new GCSE or a new  A Level. It might be within the pastoral work? are their seeds of your first promotion in getting to know much more about…..x, then get on with it.

6 Stimulation

The last two years had pressure now it’s you as an autonomous teacher ploughing ahead in the fields to plant in the minds of enthusiasm sat before you. What challenges do you need for yourself? Which classes have had a bit of a raw deal from you? tackle them. Check out the teacher standards, identify your weakest three areas and sort them.

7 TransparencyimageAll of us feel there were things we just about got away with, what were yours and what do you need to do about them? Did you not prepare for a parents evening but fortunately they were mainly pleasant. Did you let a pupil off but they didn’t bring any extra issues? Did the head ask for something and you forgot but heck so did she? What things must you do better?

8 Challengechallenge

Teachers can be professionally socialised by their schools. You have probably been in the same school for a this year and NQT year. There were things surprised you – the Y7 data collection came very early, you wondered why but obviously kept your mouth shut last year. Maybe you jot down a few questions like this to help improve the school. Share with an experienced colleague or even the SLT link you know best. Dont be afraid for a asking a sensible challenging question. there may be a good sensible answer but you might just have asked a really good one.

8 Keep talking

talk-clipart-RTAk5EqTLThe PGCE or training courses (remember them) have structures to support and help and encourage you. So too, NQT year BUT now you have made it to RQT and they all disappear. No more meetings about you it all becomes informal ( save number 9 below). So please keep talking to those you have found helpful or found as critical friends.

 

 

9 Performance Management

You now come under the appraisal umbrella. Chat to others about how it works, read the school documents. Do not see it as a threat, just find out what others do, prepare for you first meeting with an appraiser, who will hopefully know you well. Maybe look at what I said in 6 above and ask for some extra training in an area, or try and spend a lesson observing someone to fit the direction of travel you have set. Oh you haven’t set a direction? Shame cos in the rough and tumble of teaching if you don’t choose, the winds will blow you around.
storm

part 2 – from Teacher trainee to NQT*

untitledL PlatesCongratulations and welcome to the profession. You’ve chosen a great job and hopefully you already know a good bit about your new school. There is a clue in the initials about this journey “new”.

First the Good news

You passed your PGCE, schools direct, teach first training with flying colours but you are not quite the finished article, in fact even after 36 years I never felt I was the finished article, this is teaching and learning and we never ever get there! However you do now know how a classroom works, you have been observed and met required standards. In fact you might feel you survived – no one rioted, discipline wasn’t as bad an issue as you thought it might be and deep down you did experience the sheer delight of pupils learning in your classroom. You have had interviews and got a job and now you get paid too.

Now the challengeL Plates

1 Responsibilities

Last year another teacher taught a class, and you “borrowed” them for a term or less. now you have them for a whole year or if Y10/Y12 maybe two years. You are responsible for their progress, achievement, and to an extent their behaviour and ambitions. You have to report stuff to your head of dept, to a head of year and to parents…….oh and also to …….pupils.

2. You are the star not the extradownload

Sometime last year, you were an ” extra pair of hands” for example with a tutor group. You are now in charge and……on your own, at least in the classroom, but certainly not in the school. So start acting like the Star not the extra.

3 Welcome to Houston – Systems

Your mentor or class teachISS_Flight_Control_Room_2006er helped out with questions that you had or issues that arose. Now you have to find them in other ways. There should still be a mentor and there should be a senior leader in charge of NQTs. Speak to them often. There should be a programme of support, get along, take notes listen, learn act. However systems can be complicated and schools have a habit of socialising them such that experienced teachers just seem to “know” what to do. So don’t be afraid to ask even the simplest of questions, however you might need to put aside time to get to grips with say ICT systems for management information, for reporting, for taking registers. Just ask, ask, ask. Pay attention at all those sessions on child protection, health and safety, data protection dealing with…. the school knows what it is doing training you, make sure you learn.

4 Basics of preparation and practice

Teacher plannerDuring teaching placement you had time in school to prepare lessons and maybe try out the odd activity such as a practical. You will wonder how to fit that in but preparation is the key. You do have a few lessons from last year under your belt but these are different children – your children and now you have more classes and (see above) more responsibility. As quickly as possible find out where dept resources, schemes of work etc reside, how to access them and work with experienced teachers on planning. As for practicing those activities, well that’s after school now methinks. Remember this will get easier but take a deep breath just now.

5 Marking and feedback – you just knew they would be here

Oh for the luxury of teaching practice with maybe 1 set of workbooks to mark each evening, now it seimageems non stop. You must work out a sustainable way for marking and feeding back. Guess what, that is just like the rest of us, so again ask, ask, ask. Don’t think you can spend 4/5 mins on every book for every class. BUT do not get behind, if you letting it slip, talk to your mentor. What is the school policy, mark every week, what do they mean by mark, and what are they marking? A lot of judgment rests on the quality of what is in a pupil’s book – mentors will look, other assessors, in due time Ofsted but perhaps more importantly parents and children. You can have a big impact here. Personally I am not a  scary kind of teacher but I get good behaviour in part by what I put in books, odd comments about the written work but odd comments about behaviour, contribution: ” well done today Ash, loved your answers, keep it up – though I think the homework could have had more detail” and reinforce that verbally. Just occasionally you are sat at home, finished prep for tomorrow and a bit overwhelmed with marking – then stop, get to bed and turn into school refreshed and be on top of classes, far better than everything marked but you tearful by lunch through lack of sleep.

6 Background disruption – please No

If your classes experience this, which some almost certainly will do, then do not despair, but please please please do not ignore. You are not rubbish but you need to tackle the pupils and the situations. Discuss strategies, get ideas and maybe watch the group with more experienced staff and tease out what they do and therefore what you need to learn. You are after all an NQT and the ‘new’ gives it away you have stuff to learn.

7. Workload

I do sometime say to our NQT pace yourself through the day. Maybe get a class to read silently for a while, maybe have a very straightforward activity. As a Chemist I wanted every lesson to be fairly spectacular and soon learned I would probably not be surviving the year. You can’t do a lesson like you prepared for your PGCE tutor to watch for every lesson. So learn to pace yourself but get a great lesson in every few days to ensure you remind yourself what a great job it is and that you can do it.

8. Extra curricular

I thin0913-23k these activities are vital ( see this post) but you are an NQT with lots of years ahead of you and so only do what you can manage. At one interview I was asked by the chair of governors if I would help on a ski trip and an overseas trip. I really wanted the job and as this next sentence came out my mouth I thought I was kissing good-bye to the job but I said: “It seems to me the school needs  lessons well prepared, classes well taught, work marked and pupils prepared for public exams, and the labs tidied up to be interesting learning environments; as we have just had a baby I can’t see me getting away for skiing but once the day-to-day is sorted of course I will do my bit.” In all honesty I got up ready tp  leave but I did get the job and the deputy said that was exactly right for the school. Do something , maybe the odd bus or dinner duty, show willing, maybe something you really wanted to do as you were thinking of teaching like playing your flute in the orchestra but just dip your toes in. No one will thank you for taking the football team but not marking books or forgetting to order equipment until late.

9 Other wonderful people in a school

I’ve mentioned staff but now learn to love the support staff, people who photocopy for you, caretakers, ICT wizards, office staff who will always try to help, if appropriate lab technicians too. They will have seen a lot of new teachers like you, and whilst not necessarily knowing how you are doing they do know the pitfalls and if you can pass the time of day with them, appreciate them you will get lots of support just where you need it.


boat

10 Rhythm

Schools have their own diary or calendar and it brings a rhythm to the school. of course this is based around holidays ( half terms, start of year etc) , seasons (winter/exams) and then parents’ evenings and reporting. You need to try to watch out for this. Many an NQT overlooked or wasn’t told that “next week we need the assessment data completing, so hope you have done the test”. You haven’t or there is a work audit due and the work you needed to do for that will hijack  something else you had planned. Try to read beyond the dates and look over each year group and identify when the pressure points will be and work with others to minimise those pressures

11 Standards

I’ve never been sure about the “don’t smile until Christmas” malarkey but you must set out from the word go your expectations. You must keep to rules, you must in a sense do as the “collective wisdom “ suggests – otherwise there is trouble around the corner. So set high expectations of behaviour, of work ethic in your classroom, of standards of work, of standards of dress – including your own. Pupils actually like all that and will conform, they like to know where the lines are but they will try and cross them – someone will definitely not do homework so what will you do, exactly what will you do when that happens? You may not know but please don;’t say “Someone not doing homework, well that really was a massive surprise!”

12 Feedback and Self confidence

Get lots, the more the merrier. before you plan tomorrow reflect on today. My NQT notes I reread for this post and I discovered my plans were more brief than my reflections and I remember what a great resource that proved in my second and third year – ah yes, that didn’t quite work; ah no, that practical didn’t really illustrate the learning objective etc. However the most valuable is that from staff observing you AND you finding some time to observe them. These aspects should steadily build your confidence and help you grow into the role and you will see next year looks possible and manageable and you know what you can do better. You will make it through and be even better next year.

New teachers bring bags of enthusiasm and new ideas and new ways of doing things, we really love people like you – if you can learn some of the traditions in your school to get the best out of children and marry the two you will be just fine – but exhausted.

image

There is a lot of advice on blogs and in the TES and if on twitter via @Ukedchat animaged #NQTChat . The TES supplement  “new teachers” published September 18th is a good read too. Meanwhile make sure you join a teacher union they often have lots of very useful stuff for NQTs.  Here is a good article from the Guardian too.

Some blogs

From @theheadsoffice 

and @lisa7pettifer

and @teachaholicblog

Some books|

Making every lesson count: six principles to support great teaching and learning by  Shaun Allison and Andy Tharby

Classroom behaviour: a practical guide to effective teaching,behaviour management and colleague support by Bill Rogers

Teaching in UK Secondary Schools – a PGCE, School Direct and NQT Starter Guide for that Long Road Ahead  by Hari Indran

Teaching in UK Secondary Schools: Being Organised from September through till Christmas: by Hari Indran

There  is a very good guide from the NUT

image

Sunday period 4 – *Packing the Head’s briefcase

picture

 

 

 

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
IMG_1891Heads 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 from the head should stand out. When I left one student thanked me saying “Sir, I have 7 letters from you…..all pinned on my wall.”

2. Chocolates, biscuits and fruit
Lots ofimage people in a school are very busy and don’t have time to look after themselves; late lunches, no breakfast. Rushed. We need to get better routines but in the odd crisis, the head’s stock of biscuits and fresh fruit on the table helps. Hey it helped me the number of times a meeting overran, or a conversation of 2 minutes becomes 20 and it was hardly fair to say, sorry I need my lunch. Top up on good quality fruit, nuts, biscuits and why not – chocs.

331fc590baf0d26198ce7f5646e590ec                             Swisss JAD (989)

3. Batteries

BullshitButton-mainI had a few things in my office needing batteries but the one which ran out most was my “B*ll**it” detector. A legacy from the previous headteacher almost worn out with detecting. Not just meetings in my office or elsewhere, it was sometimes pupils and parents, occasionally colleagues and officials and most often twas me. It is good to listen more, think more and say less. Whatever you decide to do make sure you have a cr*p detector, and have it switched on permanently.

4. A set of clean clothes
There are long days, not always a 3.30 pm escape as you know, it’s a normal school day then meetings then plays, or shows or parents meetings and a change of clothes helps freshen up. But I have also discovered other occasions like when our y 6 transition day on the Anglo Saxons saw me demonstrating the stocks and surprisingly needed cleaner and drier clothes after the event. At my school we needed a new umbrella – a split site school and trying to still see our children onto their buses at the end of the day – when just a few times it…..pours

5. Tip top organised briefcase .
No one ever helps teachers understand their paperwork, not even my NPQH; it’s a bit of an unspoken task we are all expected to manage, maybe no one knows how to do it. My colleagues always urge to read any document just once. This is often difficult for a scientist like me. I liked to ponder and think but that took far too much time, so get a system, get a new system, get advice and make life as comfortable as possible. Believe me decisions come in thick and fast, some are simple and straightforward and often made by others – so the head gets left with those complex and difficult ones, but that’s the job. I never had a PA, I did use our office staff to help me hugely but I liked to keep myself organised – others can judge.

6. Diary
I had a diary, paper and electronic, I knew what I was doing but I tried to add reflections and also use it as a reminder of the bigger picture. The days can be full of operational stuff, and interruptions so a chance to stand back and re-engage the bigger picture needs noting. the person who stops you in the tracks and makes you think – get that in a notebook/diary. Capture if not for now, for later.IMG_2499

7. Tissues
Yes there have been a few tears. not too many from me but some from the other members of the community. Staff under pressures, pupils under pressures and parents. Even some difficult conversations with parents can end in tears. My tissue box was a part of offering hope ( see blog) There was no deliberate attempt to get tears but they happen and need dealing with in order 1) tissues 2) hope 3) solutions. A simple fact of dealing with families and a reminder schools are communities NOT businesses.

8. Photographs

img_4031img_4032-1img_4033-1

 

 

 

 

What do you decorate your office with? Timetables, DfE updates on curriculum changes, teacher standards, rotas? I had one small notice board and the rest of my four walls were covered in photographs of school – activities, opportunities, pupils learning, studying, working chatting, playing. Pupils in classrooms, on the yard, playing sport, performing drama and music. Teachers, TAs, secretaries, groups. I regulalry renewed a few but I loved those photos and when bogged down in some policy or reading a long-winded update from the LA or DfE I reminded myself of what schools are all about. I actually think no data in school should ever appear just as a cross or a point on a graph they should all have a photograph of that little person.

cropped-groups-tr1.jpg





9. Any presentations or papers for the week ahead.
One thing I learned if there was a talk to do, an assembly to give, an important meeting to lead, it must be done by Sunday evening.  There is unlikely to be any other time in the week save a chance to check and edit. No time to write so get that done and in the briefcase.

10 Fresh cover work.
I hated covers, actually I grew to love them. They did interrupt me in whatever I was doing – but hang on that was a me me me type cry. I loved covers, they reminded me of the job staff do day in, day out and children’s experience day in day out. They gave me a chance to talk to pupils and hear from them, to see their books and hey to teach them. Even my weakest subject ( not telling) I am prepared. ( PS had a copy of “Stig”, I carried him with me for all my early years and if there was no work, we read a bit of Stig – nostalgia isnt what it used to be.)stig

In fact with that number 10 job done , am I prepared  for anything………oh hang on

 

 

 

 

 

11. Hope – my bag was full of hope , but it needed topping up fairly often.Road-Sign-with-Hope-and-SkyIMG_8725

 

 

 

 

 

 

Feel free to add in a reply the most important item in your packing for the new term, or tweet them back and I’ll add them here:

Some Questions

Q1 What are the important items in your bag to do the job properly?

Q2 What stuff is there and worried about but unnecessary?

Q3 Any advice for an NQT briefcase/bag ? a new middle leader’s briefcase? or even for an old SLT member’s briefcase?


and for those working in a church school:

Matthew 26:19 So the disciples did as Jesus had directed them and prepared…

Matthew 3:3 This is he who was spoken of through the prophet Isaiah: “A voice of one calling in the wilderness, ‘Prepare the way for the Lord, make straight paths for him.’”

2 Timothy 4:2  Preach the word; be prepared in season and out of season; correct, rebuke and encourage—with great patience and careful instruction

You might like to read other posts from my timetable of teaching – each is set out from lesson in the school week, before or after school or at the weekends, appropriate to the time of day. I have also started a  class lists or “set lists” which was to answer the questions: “why be a teacher?”or “why have other responsibilities in a school?” Shortly I am starting a new area about progress from one role or experience in teaching to another with hints and tips about successfully moving on in the job and your teaching career.