Rocking My Reading World (Reading Rocks 2016 Review)

Last year’s Reading Rocks came about at just the right time: we had suffered in the 2016 KS2 reading test and I was on a quest to improve the way we taught reading.

Twitter had already come to the rescue in part – advice gained from blog posts by Rhoda Wilson and Martin Galway among others were formative in my thinking and strategising about teaching reading. I’d also been tweeting with a great group of people who had a similar outlook on education as myself – book talk was a regular feature in our conversations.

Read the rest over on the Reading Rocks blog: https://wherereadingrocks.wordpress.com/2017/04/29/rocking-my-reading-world/

Wellbeing in Schools: A Framework

When one thinks of an empowered teacher, one does not call to mind the image often linked with that of a teacher; frazzled, harassed, clutching their umpteenth cup of coffee and making a mad dash to their next class, eventually settling down later at home to spend their evening beavering away at marking books, planning the next day's lessons, and all whilst drowning in a sea of that notorious 'paperwork'.

And sadly, there are many teachers out there who fit that description, and, as a result, they run the risk of struggling to provide meaningful educational outcomes for the children they teach. I've known teachers like it and there have been times when I've experienced it myself.

No, an empowered teacher is one who manages their workload carefully and has both work and life evenly balanced, and who consequently is an effective classroom practitioner. But very few teachers set out to have a heavy workload, a poor work/life balance and low levels of wellbeing. It is true that every teacher attempting to maintain good levels of wellbeing ideally needs the support of their leaders. And with schools increasingly concerned for the wellbeing of their pupils it is important that those who have the most contact with them - teachers - have good physical and mental wellbeing.

Maintaining one's wellbeing is an ongoing task which is often seen almost to be a selfish act. However, in considering our own wellbeing we must be aware of how our actions impact on the wellbeing of others. We all have a responsibility to those we live and work with to ensure that the things we do and say have a positive effect on them; improving levels of wellbeing is a collaborative act which should benefit all.

Every teacher can lead for the wellbeing of their pupils and their colleagues. We should stop waiting for someone to provide opportunities for us to improve our wellbeing and begin to create opportunities for ourselves and those within our sphere of influence. Regardless of position or status, we all have the opportunity and responsibility to lead for wellbeing. Having said this, there are very clear and important messages for those with formally-recognised positions of authority.

With these things in mind, let's look at:

• The responsibilities and challenges for school leaders (i.e. those with recognised positions of leadership)
• The responsibilities and challenges for teachers
• The influence on (and of) students

This structure is intended to demonstrate that high levels of well-being should ideally be cascaded down from the leadership, to the teachers and then to the students.

The responsibilities and challenges for school leaders

A leader who does not prioritise their own wellbeing is easily identifiable; they probably run a tight ship, but to the possible detriment of the health of them selves and their staff and pupils. A leader who does prioritise their own wellbeing will also be identifiable by the happiness and willingness of their staff and pupils - they too will run a tight ship. It's just how the ship shape-ness is achieved that's different - that and the longevity of the ship shape-ness.

In order to for their staff to reflect well on them, a leader's staff must reflect their leader. Thus, leaders must model good habits - they must be seen to be taking care of themselves and making decisions which don't impact negatively on their own health. Of course leaders might be expected to put in more hours than those they are leading - they are paid accordingly - but this should still not be to the detriment of their health and wellbeing. When teaching staff see that their leaders prioritise wellbeing, they will feel able to do the same; by leading by example the leaders will have created a culture which values high levels of wellbeing.

Leaders who lead successfully on wellbeing will also have careful expectations of what is achievable and they will ensure that workload is manageable for each individual in their circumstance. They will pass every new initiative through a filter, ensuring that what is expected of teachers does not cause undue stress or demand extra work. It is also the responsibility of a leader to point out where and how expected tasks could be carried out more effectively and more time-efficiently; often it is the time a job takes that impacts most on wellbeing. If time spent working can legitimately be reduced then a more well-rested staff will be better prepared to work with children.

Successful wellbeing leadership depends on leaders listening to their staff. Each teacher knows their limits and should feel that they work in an environment where they can voice their concerns. For the sake of the children as well as the staff member, leaders should always be in tune to the thoughts and feelings of their employees, gaining ongoing dynamic feedback on the impact of their expectations on health and well-being.

Many leaders are attempting to respond to the increasing awareness of the presence of mental health issues in both teachers and pupils. This is a positive move but leaders should not enforce any particular health and well-being activities; what might improve someone's wellbeing might have a negative impact on another's. If someone takes part in such an activity but thinks to themselves 'it'd have been better for my well-being to have gone home and done my own thing' then they're probably right. Leaders can't assume to know what will positively impact a person's wellbeing. If they do want to give CPD time over to wellbeing it should be aimed at improving skills such as management of time and workload.

The responsibilities and challenges for teachers

In an ideal situation a school's leaders will be doing all of the above to ensure that a their members of staff have a good level of health and well-being. But the buck does not stop with leaders; teachers have a responsibility for their own wellbeing and must do all they can to ensure they are well, for the good of themselves, their relationships and the children they teach. Teachers must lead on their own wellbeing, even if, and especially when, their leaders are not.

Workload, and therefore amount of time spent working, impacts on wellbeing more than any other aspect of a teacher's job. It must be a priority for teachers to find ways of working efficiently and creating healthy working habits. Teachers should learn to prioritise, deciding what really needs to be done and what can wait. They should also concentrate on doing one or two things well on any given day – the ones that obviously need doing soonest. Many teachers would benefit from being more organised and making time by planning ahead. Another small but effective practice is maximisation: making the most of the small chunks of time to complete short tasks. An essential time-saving habit is collaboration with other teachers; when teachers nurture good working relationships with colleagues help is at hand; lesson ideas, pre-made resources and even a sympathetic ear.

When teachers are considering how to improve their well-being they must be aware that solutions are not one-size-fits-all. What works for one may not work for another; teachers should take into consideration their own unique circumstances when attempting to make changes to their working patterns.

Teaching requires a lot of hard work; most teachers are aware of what they signed up for. Teaching is also a job for whichever there aren't enough hours in the day; teachers could fill all their time with work-related jobs but common sense and research show that this is not productive. Productivity relies on rest yet so many teachers neglect sleep and time spent occupied by non-work-related activities such as hobbies and time with family and friends. Although term time can be action-packed, teachers should consider making the most of the holidays and the other natural breaks that present themselves every now and then.

Those who don't have senior leaders supportive of the wellbeing of their staff must seek to improve their wellbeing in any way they can. In addition to the ideas already outlined it is crucial that they challenge decisions made by leaders which negatively impact wellbeing. In situations such as this teachers should work together to approach their leaders, possibly with union backing (but maybe not in the first instance), in order to seek change. It helps on these occasions to be prepared with evidence and ideas for workable alternatives.

Wellbeing should be as much a priority for teachers as lesson planning, assessment and resource preparation.

The influence on (and of) students

Although this section focuses on students, the emphasis remains on the role and responsibilities of the members of a school's staff who spend their time with the children. If a school's leaders are doing their job well, and teachers are also prioritising their own wellbeing, then half of the battle of influencing student wellbeing is already won. What teachers often attempt to pass on through motivational posters and one-off assemblies will only really be passed on by the atmosphere that is naturally created by teachers who are themselves well. There is much truth in the idea that healthy (and indeed unhealthy) habits and mentalities are caught and not taught. Many schools who purport to have a strong emphasis on student well-being forget the influencing factor of staff well-being on students.

As well as setting a good example to students teachers should also listen to and observe students in order to identify traits of good or poor wellbeing. Physical signs such as tiredness and weight loss should be monitored closely. Changes in behaviour are also possible indicators to poor wellbeing, both mental and physical: emotional outbursts or becoming unusually quiet and withdrawn could point towards well-being issues that need addressing.

If we want to listen to what students are saying about the state of their own wellbeing then teachers must teach children to be wellbeing literate - we must exhibit and encourage the use of language and vocabulary which enable students to self-reflect and verbalise their thoughts and feelings. Again, this is something better caught than taught; the use of story is particularly useful here as many age-appropriate novels and picturebooks skilfully explore well-being issues which teachers could use to promote discussion.

It is worth noting that when student well-being is good there will be a positive impact on the wellbeing of staff: Not only do we influence the wellbeing of pupils, they impact on the wellbeing of their teachers; if students are happy then teachers are more likely to be happy too. In the experience of many teachers poor student behaviour has caused more stress than excessive workload. If we prioritise staff wellbeing as well as student well-being a virtuous circle will be created.

Conclusion

In order for teachers to ensure that their students are not only well, but that they are learning successfully, teachers and leaders must see that there are actions to take that are within their powers. It is important to realise that where wellbeing is concerned teachers shouldn't rely on possible future policy change or successful union action to bring about improvements in their wellbeing but that improvements can be made despite the demands of the current educational environment. Teachers must understand that their remit to care for the wellbeing of students means that they have a responsibility to care for their own wellbeing. Leaders must view their responsibility to teachers and students in the same way if they want to run a successful school where student outcomes are optimised.

Further reading on teacher welbeing at the Schoolwell site: schoolwell.co.uk/staff-wellbeing-research/ 

Not Just Teachers, But Human Beings Who Teach

"And what do you do?"

"I'm a teacher."

"But, what do you do?"

Have you ever noticed that whenever we're asked that question, we don't answer it truly?

We don't actually respond by stating what we do. We tell them who we are instead. Or at least we tell them that we identify ourselves by our job title, regardless of all the other aspects of our lives that might make up our character: spouse, parent, sibling, sportsperson, hobbyist, believer.

Continue reading on the TES website: https://www.tes.com/news/school-news/breaking-views/we-are-not-just-teachers-we-are-people-and-one-bad-lesson-doesnt

In this article I touch on the subject of teaching as a vocation. The very best thing I have read about vocation is Justin Gray's blog post entitled 'Vocations - Balance and the Art of Happiness'. In it he suggests that teaching is a vocation but it is only one of several vocations that a teacher might have to balance. But don't take my word for it, read it for yourself!

The Best RE Lesson I Ever Taught (Spoiler: It Was A Reading Lesson)

The last day of half term: business as usual. I always start the day off with a reading 'session' (somehow can't bring myself to call it a lesson) and that Friday was no exception. Continuing with our reading of Sandi Toksvig's 'Hitler's Canary' and with a focus on linking non-fiction with fiction, I had prepared a text about Judaism.

The skills focus that lesson was scanning the text for answers. The children underlined what they thought would be key words in the questions and, before being allowed to read the text thoroughly ("Sir, what does 'thoroughly' mean?"), had to answer 7 simple retrieval questions about Judaism. They were then allowed to read the text properly to check their answers. A pretty useful exercise. 

I also asked the children to write down three new facts they had learned whilst reading. Sometimes I require them to write down three questions the text makes them ask instead. Either way, it certainly promotes deeper engagement with the text and is an approach that is encouraged for 'EAL' learners (most of the children in my class are 'categorised' as such).

That engagement became apparent when the children began to ask me (font of all knowledge, obviously) questions about what they had read. The text had mentioned Abraham as a figure whom the Jewish people could trace their heritage back to - one boy asked who Abraham was. Thankfully my Old Testament  knowledge isn't too shabby (I am currently reading through Genesis, so that helped) and I was able to give a bit of background information. 

At some point during my explanation (possibly when I (intentionally) mentioned Abraham's first son Ishmael) light bulbs began to blink on - a look of realisation crossed several children's faces. You see, my class - who, bar one pupil (who happened to be absent that day) are from a Muslim background - began to put two and two together: the Abraham of the Torah and the Bible is the Islamic prophet Ibrahim and Ishmael is Ismael, patriarch of Islam! They also recognised the name of Isaac, Abraham's second son, to be one and the same as prophet Ishaq. Although the conversation was entirely unplanned, these were the links that, once the discussion had begun, I hoped they'd make.

So there I was, a Christian, teaching a reading lesson to a class of children from a Muslim background using a text about Judasim, and getting more interest and engagement than any RE lesson I've ever taught before. Without explicitly pushing it at all I could tell some children began to understand the three faiths more as they recognised for themselves the commonalities that exist in their shared heritage. Children were becoming, due to learning about the three faiths in this context, more empathetic.

Not content with one story from Jewish history they then asked about Moses (who has been mentioned as the founder of Judaism). Some of them had seen the film 'The Prince of Egypt' so we're able to contribute; others of them were thrilled to be hearing about the events of Moses' life for the first time ("Oh, so that's why we call it a Moses basket!"). Some children immediately made connections between pharaoh's treatment of the Hebrews and Hitler's treatment of the Jews, and even Trump's very recent 'Muslim ban'. This, as I'm sure you can imagine, was music to my ears: our school deliberately aims to engage children in these issues through the books and texts we read, so - job done!

If by then I wasn't sure that they had engaged fully with the text and the basics of Judaism, all was confirmed with the third main question: "Why's it called the Star of David? Who's David?" Cue the third Jewish history story of the morning - from shepherd boy to king of Israel (via giant slaying episode).

And then we actually got round to reading 'Hitler's Canary'. We read of Rabbi Marcus Melchior and his warning to the Danish Jews and saw his picture in a recent BBC news article. We heard of how the Christians and Jews worked together to remove the Jewish artefacts  from the synagogue so that they wouldn't be destroyed by the Nazis and we all understood very clearly that due to the shared heritage both parties would be interested in preserving these items - that and the fact that religious harmony was in full effect. Just as I had hoped, the reading of the non-fiction text enhanced  their reading of the novel and their understanding of the historical events it is based on. 

We then revelled in the fact that, by working together, Jewish and non-Jewish, the Danes managed to disappear 7000 Jews so effectively that the Nazis actually claimed that it was they who had disappeared them. The children in my class had total empathy having spent the previous 30 minutes being totally engaged in the best RE lesson I've ever taught.

So, and very briefly, a message: a reading lesson is the perfect opportunity to teach any lesson you want. Indeed, any lesson is the perfect opportunity to reinforce and use reading skills. Simple. But just prepare for it to be so much more than just another lesson.

If you would like Aidan to work with you on developing reading at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

The Unexplainable Joy Of Comparing Books

Regular readers of this blog will know of the journey I've been on with reading. And now, having a good solid year of reading behind me, I'm really reaping the benefits. Of course, each book I read is a benefit in itself, but now I'm beginning to experience particular moments of awe and wonder. I know exactly what causes these moments but as yet am undecided on why they occur. I can't quite put my finger on what is so joyous about what essentially is this boring-sounding lesson objective: to make comparisons between texts.

A few years ago, every KS2 test had that part at the end where children were required to make comparisons between the texts they'd read during the test. The last of the current interim objectives for reading states that children should make comparisons within and across books although the KS2 reading test framework only asks that children should make comparisons within the text (and last year's test didn't test this at all). I recently wrote about pairing non-fiction texts with fiction texts but as far as I know teachers always paired fiction texts with other fiction texts - this is common practice.

I recently read the excellent 'The Goldfish Boy' by Lisa Thompson and I was struck, not by similarities (it's a highly original concept) but by the links I naturally made to other texts as I read. I was told of children trying to solve a mystery which occurs on a single street during the summer and was reminded of Michael Frayn's 'Spies' (a novel for adults and one of the best books I read last year). I read of a boy who lives with the guilt of feeling responsible for a younger brother's death (not a spoiler as this is revealed early in the book) and instantly recalled Patrick Ness' genre-defying 'More Than This' (and was also caused to reflect on the links between this and the latest series of 'Sherlock'). I made more overarching links to current favourite with teachers, 'Wonder' by R.J. Palacio, as both books deal well with the treatment of those who live with medical conditions.

Whilst reading 'Hitler's Canary' by Sandi Toksvig with my class I read 'The Boy in the Striped Pyjamas' by John Boyne with my book club (Friday lunchtime, read and discuss, read two more chapters before next week). Initially the links to be made were so strong that we all commented on how we kept forgetting which book it was we were reading: both set during World War Two, both a first person account told from the perspective of a young boy (Bruno or Bamse), the first chapters in both even mention the boys dressing up as ringmasters and performing plays! The links as we read became deeper: they each provide a different view of the Holocaust, with each book deepening the children's understanding of the other.

The next fiction text I will link to 'Hitler's Canary' will be a picture book: 'The Whispering Town' by Jennifer Elvgren and Fabio Santomauro. It's another account of how the majority of Denmark's Jews were smuggled out of the country to safety during World War Two; the Danish people working together to resist the Nazis. I'm hoping it will give the children the opportunity to engage with historical events in a different way. I'm no expert on picture books (seek out people like Mat Tobin and Simon Smith for people who really know their stuff) but I believe they harbour the potential to engage children at a deep and meaningful level within their few pages. 

Deborah Wiles said, "Telling stories with visuals is an ancient art. We've been drawing pictures on cave walls for centuries. It's like what they say about the perfect picture book. The art and the text stand alone, but together, they create something even better. Kids who need to can grab onto those graphic elements and find their way into the story." I'm hoping these visuals will further spark the imaginations of the year 6 children and that they will feel that thrill of finding two stories that link. One of my favourite authors, Philip Reeve, said, "Even tiny children looking at a picture book are using their imaginations, gleaning clues from the images to understand what is happening, and perhaps using the throwaway details which the illustrator includes to add their own elements to the story." Just imagine the potential impact a series of linking texts, including picture books, could have on a child's imagination and understanding.

This blog post, unlike others of mine, is more of a statement of intent than anything. I've experienced that unexplainable excitement of making links between texts I've read and I want the children I teach to feel it too. I intend to be more intentional about is, seeking out and providing them with a rich tapestry of high quality fiction texts, many of them short to ensure breadth, to expand their mental library. Many of the children I teach have not been brought up on picture books and bedtime stories as I was - I feel it is my duty, and my privilege, to continue to share the joys of reading with them, with the hope that this will create a life-long love of books.

So, a couple of questions remain to be asked: when have you experienced that strange elation of making links between two or more books? Which fiction books do you use as paired texts in class? Perhaps you can even answer that which eludes me: why is it such a good feeling when I make a link between two books? I'd love to hear from you in the comments section below!

On The TES Blog: 'Teachers Love To Take The Mick Out Of Themselves – But It Demeans The Profession'

This article was published on the TES blog on 4th February. It didn't go down well judging by the comments that came, mainly via Facebook. In the end I had to stop reading the comments on this one. I stand by what I wrote though:

Teachers seem to be fair game for anyone. The "witty" adage "those who can't, teach" is as old as the hills and it often feels like the government do their utmost to make a laughing stock of us.

Non-teachers relish their little "Oh, but 9am 'til 3:30pm is a cushy number and think of all the holidays" type of "jokes". But there's no one who likes to ridicule teachers more than teachers themselves.

I know it's good to be able to laugh at oneself – that wise old sage Mickey Mouse once said, "To laugh at yourself is to love yourself" – but what would he know? He's a cartoon; he's supposed to be laughed at.

Yes, we must have a sense of humour – it's one of the characteristics I most admire in teachers – pupils appreciate it too. But this is a serious profession – not that you'd always know it.

Follow the link to read on: https://www.tes.com/news/school-news/breaking-views/teachers-love-take-mick-out-themselves-it-demeans-profession

On Scrutinising Scrutiny and The Coaching Model

This blog post can now be found at https://www.aidansevers.com/post/on-scrutinising-scrutiny-and-the-coaching-model

If you would like Aidan to work with you on developing leadership and coaching at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

At The Portal: Optimism and Positivity for a New Year

As we stand at the portal of an opening year we are wont to reflect and prepare; like Janus we look both backwards and forwards as we assess what has been and what is to come. With a panoramic view of past and future we experience myriad emotions, our minds an ever-changing sky of sunshine, rain, storm clouds, rainbows, bright stars and dark nights.

2016 has been characterised (and in some ways victimised) as another annus horribilis (politics, education and celebrity deaths spring immediately to mind) but the practice of ruminating on a year just gone is least effective when looking at it in a negative way. Conversely, identifying the positive aspects of the previous 12 months and remembering the events and people one is grateful for allows for more optimistic forecasting.

Scientific studies show the many benefits of practicing gratitude: more and better relationships, improved empathy and self-esteem, reduced aggression, higher quality sleep and increased mental strength. And it stands to reason that if someone can look back on a difficult year and still find the positives that they will also be able to look optimistically through the gateway into the unknown of another year.

Winston Churchill said that 'an optimist sees the opportunity in every difficulty' but it's not necessary to wait for difficulties to arise in order to be optimistic. In fact it's easier to generate optimistic thoughts and feelings in less challenging circumstances which will stand one in good stead when one comes up against the inevitable struggles that life (and teaching) present: the workload, the work/life balance, the behaviour of the kids, the new GCSEs and their results, improving on last year's dire SATs scores - your personal list will no doubt go on.

But 2017 is year for optimism, hope and positivity. How do I know this? Because it is inevitable that it is a year that will bring many stresses, strains and worries, as any new year has the potential to bring. But why does that mean it's a year for optimism, hope and positivity? Well, because, really, it's the only feasible option for coping with what's to come. Dealing with difficulties negatively usually leads to a downward spiral in which further difficult situations arise. So when tough times do occur, a positive viewpoint and an optimistic response is all that will give one hope for the future; it's all that will allow one to continue when travelling the road ahead seems impossible. Without optimism there is no resilience, there is no willingness to continue, there is very little point to the future. Without optimism what's to come can only be met either negatively or neutrally, neither of which really allow for a response which will make the best of each and every situation.

I'm not encouraging an uber-macho taking of the year by the proverbial horns, nor a passive acceptance of come-what-may, but a measured, calm and determined approach to where life's road will take you this year. I'm not saying it'll all be hunky-dory either - realistically all of us will experience stormy times in 2017: some will just be caught in a shower, for others it'll be a relentless deluge. But no matter the scale, an optimism which acknowledges and embraces hard times, which seeks practical ways to overcome them, and which recalls and is thankful for the brighter times, will see any of us through the darkness.

As Big Ben chimes in the new year allow that first step across the threshold to be hope-filled. Set your sights on making the best of every opportunity you are given. Open your eyes to the possibility that positive things may be happening all around you, indeed some of them may be happening because of you. In 2017, as you continue on the undulating paths of life with its vicissitudinal weather, allow positivity and optimism to direct you. 

Dogs & Sledges: Harnessing Action To Clarity Of Vision

This blog post is now available at https://www.aidansevers.com/post/school-leadership-harnessing-action-to-clarity-of-vision

From the TES Magazine: Teachers Who Just Want To Teach

This article was published in the TES magazine on 28th October. It explores how to support teachers who have no desire to do anything but remain in the classroom and teach. I was particularly chuffed that my second outing in the magazine was accompanied by a picture of the late, great Robin Williams in his masterpiece 'Dead Poets Society'.

Many teachers choose not to climb the career ladder up into the ivory tower of senior leadership. For most, their reasons are admirable: they got into teaching to work with children and that’s the way that they want it to stay. And who can knock that as an ambition?

To continue reading, follow the link: https://www.tes.com/news/tes-magazine/tes-magazine/teachers-who-just-want-teach You will need a TES subscription to read this article.

Teachers! Be More Batman!

This blog post is now available at https://www.aidansevers.com/post/teachers-be-more-batman

Image courtesy of Leo Hidalgo

Greener Grass (or 'Finding A Better School')

Reading Keziah Fetherstone's piece in the New Teachers supplement from the TES (Friday 9th September) reminded me of this interview I did with a teacher who left one school for another and found that actually the grass is sometimes greener on the other side.

Having qualified in 2011 our interviewee is in their 6th year teaching. They have taught across Key Stage 2 in two schools: the one they left, and the one where they work currently. The interview explores the differences between the two schools and provides an insight into the experience of someone who has made the leap because they were unhappy in their school:

How did you feel working at your old school?

In the beginning of working at my old school I loved it! It was the only place I had applied for because it was the one I felt was closest to my own views of teaching. University gave us a great chance to form our own beliefs, and I really feel like I stuck to them when searching for a school to start my career.

Towards the end however, it simply wasn't the school I joined. So much had changed. I was trying to stick to the methods that I knew worked, methods I had been praised and commended for, yet somehow they were no longer allowed and I was suddenly seen as a poor teacher; not because the children weren't learning anymore, but because of how it looked. It became very superficial. I tried to follow the strategies I was being criticised for not using, but because I didn't believe in them, that came through my teaching and progress decreased from the high rate I was used to. The children were 'doing' lots (which therefore, superficially, looked great on the surface. But I could see they weren't learning anything; any independence I tried to give them was wasted, because they didn't have the skills to apply to anything (although their sparkling book looked like they could!) Those who had been there longer than me were a lot smarter at 'playing the game' but I was unwilling to join because it felt wrong. I thought 'these little people need to leave here capable of achieving a job, or we have failed them'. In order to do that, they needed to be equipped through good teaching and ample opportunity to learn; not listen and copy because their page is more important for the moderation coming up.

Anything I was doing in class was based on everything we'd be told at our rousing annual first INSET day of the year. Every year there was a big presentation, the school's aims and such, and I left wanting to try these ideas in my classroom. That's what started it all. I think, once they saw these ideas in practice, they got scared because it was something they'd never seen before; all the ideas were from Shirley Clarke's 'Outstanding Formative Assessment'.

Did you ever think of leaving the teaching profession as a result?

As a result of how I was treated, and the awful feedback I was getting, I fully expected to receive a terrible reference. For this reason only, I did consider other careers, although I did only apply to teaching jobs eventually. All applications I sent were successful, and I turned down all offers other than for post I am now in - I still wanted to stick to my values. My reference was great although I was, to my surprise, asked to stay. This made me feel like anything I had been told wasn't really true; as if my time as "the teacher to support" was over and they'd move on to "upskilling" someone else. It made a lot of what had happened seem worthless. A tick box exercise for "Staff Discipline" or someone else's chance to boast at Performance Management about their generous input into my seeming improvement, thus evidencing their own contributions as a Leader.

Has moving school changed your perspective?

My new school hasn't changed my perspective in the sense that I enjoy my job; I mostly always have. But it has motivated me again.

What is it about your new school that is different?

My school is different because teachers have so much freedom, but still with the expectation to do a good job! I think the fear for SLT is that freedom makes lazy teachers who don't work. My school is full of hard workers, making sensible sequences of lessons that their class benefit from. Although the pressures and the workload are still exactly the same, the atmosphere is totally different, making for happier staff able to deliver better lessons. I know personally, that if I have put my heart and soul into a plan, or sequence, or strongly believe something will work, it will come across. In the same way that not believing in what I was asked to do previously came across.

What are the characteristics of a school that you should leave? How can you tell that you need to leave a school?

For me, it was once I was receiving conflicting feedback that I realised it was time to go. I couldn't perform when the criteria for a lesson was the complete opposite of the pointers I had been given previously. I was being judged on that - the school's leaders were forming opinions of me based on that. If you're in a situation like that then, depending on the ethos of your school, the impact that opinion has on you, and those around you, can have a big negative effect.

The feedback I was getting wasn't really based on anything. I guess the easiest feedback to give, is to advise you to do the opposite of what you're doing. And giving feedback makes people feel important, "I told them to do that" - but ultimately, the effects of you acting on what they say (managing the change, teaching and learning implications and associated data trends), aren't seen as their problem.

What were the tell-tale signs (when you went to look round and when you went for interview) that your new school was going to be a better place to work? What was the initial impression compared to your old school?

Firstly, after a few years of full time teaching, the 'walk round' is so totally different to when you're an NQT. I could feel myself asking different questions and looking for different things.

That said, I asked every single school I looked at about their approaches to classroom layout and lesson design. From my experiences, I wanted to make sure that my new school was a place that valued differences among the children, and were encouraging teachers to act on those differences in order to make the best learning.

The Head, (my new boss) showed me round and he had such a good sense of humour; I'd never known anything like it! It really is a great place to be. I spoke to children, looked through books and got a feel of their expectations of me should I be successful.

However, I also looked for things that I could make an impact on and change. I think one of the things about my previous school is that I was always seen as the new boy, so a position of responsibility was almost laughable; an awful prediction that I had nothing to offer. Yet here I saw and heard things that I knew I could do something about in time, and I made that known.

The tour, interview and interview lesson, were enjoyable. Although it's important to say, when I started at my new school, I went through this strange transition in the first few weeks of trying to teach in the way I had been forced to, as if I had forgotten the methods I used best. Of course, I carried some strategies over but I needed to return to the core of what I used to do, the methods that were successful before someone quite simply changed their mind, based on what was "fashionable", and I was no longer good enough.

As a person, I needed a short period of reinvention; I felt very worn down by my experiences. Being told you're not good enough, yet seeing so much misconduct being swept under the carpet was almost humiliating. It made no sense to me and I found it difficult to brush off. Being asked to stay was even more confusing as I didn't understand why! Why would you want me here if I've been doing such a bad job?

A change of scene was very much needed and a fresh outlook on what my primary objectives are; to teach children the skills to apply to various challenges independently. Yes, they will be assessed. But their life goes on after that stupid week in May, and we need to do our bit in preparing them for that life.

5 Ways To Make Texts With Unfamiliar Contexts More Accessible To Children

Recently, the author Tom Palmer sent me a copy of his latest book Wings: Typhoon. It's a great read aimed at 8 to 10 year olds and is a stereotype-breaking brew of the supernatural, football, fighter jets and the relationship between two sisters. But before I knew all of that I was intrigued to find that the covers of the book extend to contain a cut-out-and-make Typhoon aeroplane model. Is this a gimmick, or is there something more to it?

One of the complaints about the 2016 Key Stage 2 SATs reading paper was that many children would not be able to relate to or understand the contexts of the narratives that were used; certainly none of the children I taught last year have rowed a boat to an island or ridden an albino giraffe across the Savannah. I wrote a lot about this issue in this blog post and concluded that "stories are the means by which we experience events and happenings that our everyday lives could not possibly provide" and therefore we should be exposing children to narratives with unfamiliar contexts. 

So, as teachers (and parents too, if you're reading this), we must ask ourselves how we can make these texts more accessible to children. Importantly, we want them to get the maximum enjoyment out of the books they read, and without understanding what you are reading it's hard to enjoy it.

And that's where Tom Palmer's book comes in. Imagine reading about a Typhoon fighter jet when you have no idea what one looks like. A child might imagine something more akin to a Boeing 747 -  a more typical plane for a child to visualise; they are more common and more present in other contexts. The more inquisitive child these days would probably Google an image of a Typhoon in an instant, but many wouldn't and some couldn't. So it's ideal that before reading the book (or during) a child could construct a 3D model of the jet in question, thus enabling them to easily visualise a key object in the story. Without giving too much away, if a child were imagining a passenger plane whilst reading the story, they'd be a bit confused as to how on earth some of the action could take place!

Many moons ago someone hit on a bit of a genius idea by which readers are granted better access to the texts they read: illustrations. As I finished reading 'The Lion, the Witch and the Wardrobe' I reflected on the role of its illustrations: they clarify to the reader the appearance of the mythical beasts described (beautifully) in the text. The illustrations in 'Wings: Typhoon' are excellent too - their two-tone comic book style really help to convey action as well as appearance. It's quite obvious why we start children on their reading journey with books dominated by pictures but it's a shame that by the time they reach the age of 11 they are expected to read challenging and diverse texts totally unsupported by images.

One of the key hindrances to comprehension is vocabulary. If a child does not know what the word 'creek' refers to then this sentence is less illuminating than it could be: 'In those days, far south in Calormen on a little creek of the sea, there lived a poor fisherman named Arsheesh...'. A child might wonder how someone could live on the sound that a door makes when it needs oiling, or they might imagine a creek to be something quite different to a little inlet or bay. And even if you then used those terms to describe it to a child you may have to then define the words 'inlet' and 'bay'. If at word level there is little understanding, there is no hope for sentence, paragraph or whole text level comprehension. Whether one is looking to retrieve information or infer it, a good grasp of vocabulary is needed.

Back to our question: how can we make these texts (particularly ones without pictures whose contexts are outside of the experience of the children we teach) more accessible to children? 

A list (not exhaustive) containing the most obvious ideas, and some more creative ones too: 

1. Use images - photographs, drawings, paintings, stills, illustrations from other books, 3D models. If using a text in class, pre-read the intended portion and collect images (particularly of nouns) to support and enhance a child's visualisation and understanding. This goes a long way to bringing a child into the realms of a book - even one set in a basic setting, such as a seaside town where quays and harbours, lobster pots and yachts might be alien objects to some of the children we teach. Just because a children's book is not illustrated, it doesn't mean we shouldn't provide those images ourselves.

2. Use film - archive footage, movies, documentaries, news stories. I would make a similar point here to the one made above regarding images. In addition, film has the power to convey more than appearance, moving beyond into action and sounds too - film can provide a very immersive experience which stimulates more senses than an image can. Because of this, film moves beyond supporting just word and sentence level comprehension, giving a sense of the bigger picture. For example, newsreel footage of children being evacuated helps modern-day children to understand the beginnings of 'Carrie's War', 'The Lion, the Witch and the Wardrobe' or 'Goodnight Mr. Tom', not to mention the movie versions of those books.

3. Use other texts - books (both non-fiction and fiction), newspaper or magazine articles, webpages. In 'Reading Reconsidered' Lemov et al suggest that when texts are paired (ie a non-fiction text about the holocaust paired with 'The Boy In The Striped Pyjamas) children better comprehend the novel and they also absorb more of the supporting nonfiction text (Chapter 3: Reading Nonfiction, and the Challenge of Background Knowledge). When considering paired texts it does not always need to be a fiction and a non-fiction; you might choose a graphic novel or a picture book to support a novel, a diary entry to support a non-fiction text - the combinations are limitless but the main point is that other texts can help children learn the context needed to full access another text. It is also worth considering how linked topic work in a cross-curricular approach can really support children's comprehension - choose your novels to fit with your science, history or geography curriculum and use those lessons in part to provide background knowledge for the narratives you are reading.

4. Use drama and real-life experience - act out movements to help children understand new verbs and adverbs, pull faces to show how characters are feeling, go on museum visits to see recreations of story settings and historical artefacts, go on trips to old mills, little villages, steam railways, the countryside, the coast... make the stories come as alive as you possibly can by giving children the experiences that will help them to engage more deeply in a text. Perhaps you can't visit an entirely fictional solar system, but booking a StarDome portable planetarium to begin read your new sci-fi novel in isn't a bad idea (especially if your Science work ties in). Even slightly dramatising the way you read aloud can have an impact - do the voices, pay attention to your dynamics and tone, make gestures to mirror the characters' actions - there is a lot that can be done beyond sitting in a chair and speaking aloud words on a page.

5. Use dictionaries - if vocabulary is a key to understanding new contexts, then dictionary work is a fairly obvious inclusion. Once the words have been looked up and defined there are plenty of follow-up activities that could aid children in their understanding of a whole text: rewrite a line of this poem in your own words to explain what it means, draw the setting that the author is describing, discussions as to why the author has chosen the particular word rather than on of its synonyms or basic written answers to comprehension questions. It may be that prior to using dictionaries, children could write their own definitions of words they don't know using contextual or morphemic analysis (both key word learning strategies - but that's for another blog post altogether!) and then compare their definition to the real one. Those are just a few ideas and there is much more to be said on the subject of teaching vocabulary.  

If we regularly built opportunities like these into our teaching sequences then we would be helping children to connect with and better understand the novels they are reading. The more you understand what you read, the more likely you are to enjoy it and the more you enjoy books, the more you want to read. The Matthew Effect says that the rich get richer - if we can make our children rich in reading skills then they will go on to become richer, even without our ongoing instruction. Even if our children have never been stranded on a desert island, trapped in an apocalyptic landscape or hunted by nightmare creatures, we can use the strategies above to bring books and children closer together to place where unfamiliar contexts become places of new experience and learning.

Having said all this, Anne Kispal's 'Effective Teaching of Inference Skills for Reading', on page 35, states that 'The research conducted by Barnes et al. (1996) and Cain et al. (2001) suggests that knowledge acquired just prior to reading is not as useful for inferencing as that which is well embedded in the reader’s long-term schemata. Cain et al. arrived at the conclusion that …even when they had the requisite knowledge base from which to generate an inference, the less skilled comprehenders did not make these inferences as readily as their skilled peers did. Knowledge availability is therefore not a sufficient condition for inferencing (p. 857).' So it remains that we cannot expect to provide the above experiences in isolation or even just in relation to particular texts, but that we should always be seeking to expand the knowledge-base of our pupils, making links where possible, if we want them to become better when it comes to comprehending a text.

A version of this article was published on the TES blog on 19th April 2017. Click here to read it: https://www.tes.com/news/school-news/breaking-views/five-ways-make-books-unfamiliar-contexts-accessible

Learning To Fall

This blog post is now available on my wesbite at https://www.aidansevers.com/post/learning-to-fall-learning-to-succeed

Being A Reading Teacher

At the beginning of this year I decided to shake myself out of a long slumber, to blow the dust off my 'library' and to become a reader again. I joined the 'fifty book challenge' and promptly got my wife on the case too; fifty books in a year (we are both currently on track).

I cannot remember learning to read (other than the flash cards my mum did with me pre-school) - I imagine I've always been able to read! As a child, thanks largely to Roald Dahl and later The Hardy Boys series, I was a fairly avid reader - the torch-under-the-covers type. Later in my teens, aside from 'Moonfleet' (still one of my favourite books) I read very little. Studying English at GCSE didn't do much to encourage me to read increasingly complex or canonical texts - we covered Jane Eyre but cannot recall actually having to read the whole book. By the time I was at uni I scraped my 2:1 by skimming through library books for the underlinings and highlightings of more diligent students who preceded me, without ever having to read a book in its entirety. And by that age I certainly wasn't reading fiction. After uni, Ian Rankin rescued me when I picked up a copy of 'The Falls' in a holiday cottage - I spent the next couple of years scouring charity shops and buying new releases; I'm now well versed in Rebus' career.

On one hand I regret that I fell out of love with reading - think of all the books I could have read during my 'dark ages'. But, on the other hand, I get to read them all now of my own volition, now that I'm a (mostly) sensible adult. I'm not one for those '100 books to read before you die' lists but I have begun to try out some of the books that feature on those lists: To Kill A Mockingbird, Brave New World, Candide, Of Mice and Men, Slaughterhouse Five, The Old Man and the Sea. I can honestly say I've enjoyed each one - probably wouldn't have if I'd have been made to read them as a teen.

The benefits of me, as a teacher, reigniting my own passion for reading have been many fold. And consequently, I have come to be of the opinion that every teacher should be a reader - and more than someone who just reads the odd bestseller. In my blog post 'Reading for Pleasure' I outlined some of how my passion has been transferred to the children in my class but here I'd like to discuss further ways in which teachers who are readers (i.e. those who make a habit of reading) will see benefits in the classroom:

I am currently reading 'Reading Reconsidered' by Doug Lemov, Colleen Driggs, and Erica Woolway. It's full of highly detailed practical advice on how to teach reading skills. As I read, it dawned on me just how complex the reading comprehension process is. The authors of the book insightfully break down how to go about establishing and analysing meaning as well as outlining where difficulties lie. They reference many novels by way of giving supporting examples - because I had recently read some of the books mentioned I was able to understand the concepts put forward in the book much more comprehensively than I would if I'd have read it, say, in December. But greater than that, as the book discussed plot type and narrator techniques I was able to recall examples from my own reading: 'Oh! Slaughterhouse Five has a non-linear time sequence!' and lo and behold, a page later it's mentioned as an example.

It was following several similar moments as I read that I realised teachers must read for themselves. Yes, we should pre-read the texts we read and teach to our class, and we should read to help us make decisions on book selection but we should also read for our own enjoyment, at our own level. Why? Because it makes us into readers and it is the only thing that will give us deep insight into what books are like - the varying ways they are narrated, the different plot types, the similarities between two texts, the complexities of older texts, the devices used by authors. Having a continually growing understanding of what books are like is essential if we want to help children to learn how to gain meaningful understanding of a variety of texts. If we aren't readers then we will struggle to model what it is like to be a reader. We will find it difficult to identify why an author has chosen a particular word or why the narrator has left certain pieces of key information out. And if we can't model reading in this way due to a lack of our own experience, are we really teaching reading?

Being able to read does not make one a reader. Reading one age-appropriate class novel each half term hardly makes one a reader either. By skimping on one's literary intake (and I have learned this from experience) no matter how you 'push' for the children to enjoy reading, no matter how well you 'do the voices', no matter how Pinterest-worthy your beautiful book corner is, you will probably struggle to effectively teach reading. To reiterate: it comes down to knowing what books (in general, not individual books) are like.

And the encouragement comes in this form: it is an easy change to make. All you do is pick up a book and read it. And repeat. You won't need to go into too much deep analysis of your own reading - with half a mind on teaching reading you will start to naturally identify text features and literary devices and similarities between books. The very (continuous) act of being a reader will prepare you far better for being a teacher of reading than if you are not a reader. 

Of course, I would also recommend that you begin to read about the teaching of reading too - helpful books like Reading Reconsidered will open your eyes further to what you are reading in your own novels, as well as what is present in the books you read at school with the children. But get into reading novels for pleasure first - get a few of those under your belt as for most folk reading novels for fun is easier than reading non-fiction for learning purposes it it hones those reading comprehension skills all the same.

So, if you wouldn't consider yourself a reader, why not set yourself a challenge? Be realistic perhaps - don't aim to read too many too soon, or don't aim to read the heavier, more archaic classics just yet. I'd recommend using Good Reads (app or website or both) to track your achievements and I'd recommend first and foremost that you read for YOU - not even so you'll become a better teacher of reading, and definitely not so you can feel good about having ploughed your way through the James Joyce that everyone says is 'an absolute must read'.

To be a teacher of reading, you should be a reading teacher.

A version of this article was published in the TES magazine on 2nd December 2016 entitled 'Throw The Book At Yourself'. It can be read online, with a subscription, here: https://www.tes.com/news/tes-magazine/tes-magazine/throw-book-yourself

Leading With Optimism and Positivity

C.S. Lewis once wrote a reply to a letter from a girl named Joan Lancaster. In it he offered her some valuable writing tips. One piece of advice he gave has always stuck with me:

'In writing. Don't use adjectives which merely tell us how you want us to feel about the thing you are describing. I mean, instead of telling us a thing was "terrible," describe it so that we'll be terrified. Don't say it was "delightful"; make us say "delightful" when we've read the description. You see, all those words (horrifying, wonderful, hideous, exquisite) are only like saying to your readers, "Please will you do my job for me."'

This week a member of my teaching team messaged me saying 'thank you for... keeping me feeling so optimistic and positive this year'. Receiving feedback like that is reassuring; I often worry my online persona does not align with how I am in real life. Upon reflection, I can probably count on one hand the number of times in the last two years that I've actually spoken the words 'positive' or 'optimistic' to them.

My colleague hasn't had the easiest of times this year and has come to me as phase leader for help many times. Had I have responded with something amounting to 'just be positive' or 'try to be optimistic' I don't think I'd have been much use - it would have seemed like I was fobbing them off with empty platitudes.

My reflection of my meagre two years in leadership is that I have somehow, despite all the challenges I myself have faced, managed to lead in a way that has made others say 'positive' and feel optimistic without my having to use those words. After spending time under my leadership my colleagues have themselves labeled my leadership style as optimistic and positive; if I'd have labeled myself as such they'd always have been looking out for when I didn't live up to my own standards. Using the words, as Lewis pointed out, would be lazy and unhelpful but acting with optimism and positivity as core principles has made my ethos clear without putting people's backs up; the very real danger of telling struggling people to be optimistic or positive is that they immediately write off the advisor as unrealistic and, quite frankly, a bit naive and stupid. As a leader you have to show that something works, in this case: positivity and optimism.

At this point another blogger would write a handy 10 step guide entitled 'How to lead with positivity and optimism' but I can't even figure out what I've done to ensure that I have been a positive and optimistic leader. I'm not even sure that those qualities are ones that can be gained in a self-improvement system - perhaps I am only positive and optimistic because I am naturally like that. I'm not even suggesting that everyone should try to lead optimistically and positively but if they do, it's not about what is said explicitly but what is implied by what is said done.

'Where there's a will, there's a way.' That is my motto, not that I ever really say it out loud, or try to force it on others. But having deep-seated convictions like this are the only thing I can identify as reasons for how and why I lead with optimism. In another recent affirming moment my wife reminded me that when we met, it was my optimism that ensured that 10 years later we are very happily married: I told her 'I think it will be really good' when she expressed concerns over conducting a long-distance relationship with a guy everyone thought wasn't intellectual enough for her. She obviously bought into my natural positivity then and mostly she still does! Acting and speaking with implicit optimism is key, especially when anticipating someone else's pessimism.

You see, optimism is for life, not just for clichéd quotes pasted over a photoshopped sunset. You have live it to be it - you can't just say it.

Which leaves me in a quandary. Is there actually any point in my blogging and tweeting about optimism and positivity in light of my musings here? Isn't writing about optimism and positivity akin to flippantly telling someone to look at the brightside? If my day-to-day actions can't be seen by my readers then do I stand a chance of them ever being able to truly say 'thank you for... keeping me feeling so optimistic and positive this year'? Perhaps I just have to heed Lewis' advice and become a better writer, ensuring that I don't simply write about optimism and positivity but write with optimism and positivity, avoiding the words completely. Now there's a challenge.

If you would like Aidan to work with you on developing leadership at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

PostScript: I am aware that this blog post probably comes across as self-congratulatory but it's not supposed to. I often worry that my actions don't match my words here on my blog so, if anything, this is just a record of my relief at the fact that others do recognise that I practice what I preach (even though they don't know that I preach it here on the internet!). It has been quite personal, which I admit I don't always do (I usually try to write in order to help others), but I still hope it might help someone in some way. I would love to hear the reflections of other leaders who consider positivity or optimism as a core value of leadership.

SATs Results - My Experience and an Optimistic Response

I'm not a stranger to SATs result day nightmares (read about it here), and if it wasn't for my past experiences I dare say today would have been a different experience for me. Our SATs results this year are alarmingly low, not approaching anywhere near the national picture.

We were expecting it really. Under two years ago, our school was placed in special measures and subsequently academised as a result (read a bit more background here). Whilst the academisation has brought about many changes it would seem that there is only so much underachievement, bad behaviour and poor attitude to learning that can be tackled in a short space of time. This year's year 6 cohort have suffered in a school that previously had low expectations and inadequate teaching, along with a whole host of other issues (really, there are many!). We have a large number of SEND children, many on the register due to behavioural needs, who have not had their needs catered to in the past. We knew we'd take a hit.

Coupled with all the changes to primary assessment arrangements this year, we were under no illusions: children who had been taught very little for years and then had been taught a new curriculum for less than two years had a long way to catch up, especially when they had to meet two sets of criteria (the NC objectives and the interim framework objectives) and sit new and more rigorous tests. The word omnishambles has been used to describe the government's operations within education this year; it's not a bad way to describe it. We knew what was coming our way.     

Despite being saddened by what has befallen these particular children, my natural optimism kept on fighting me. After calculating our dire percentages I looked for all those who nearly made the magic 100 mark - there were so many. Then I looked at all who had achieved 100 or over and felt proud of their achievements. I scrutinised the spelling and arithmetic test results and found great successes there. Comparing our SATs scores to our teacher assessment data I found that we had been very accurate in our judgments: even where we had said EXS and a child hadn't achieved the pass mark, they were always very close. This led me to the conclusion that if the SATs results tallied well with our teacher assessment (so, for example, a child with 98/99 scaled score who has been assessed as Year 6 developing) then the phenomenal progress our children have made this year (as shown by our in-house data tracking system) is something worth celebrating.

Yes, I briefly went though the feelings of self-doubt (Did I do enough? Could I have done it better? Is it all my fault?) and my mind has been full of things to try differently next year, but I remain optimistic (perhaps you think I shouldn't). I know that my team and I have done a great job this year - the progress proves it, as do many observations, book scrutinies, pupil progress meetings and external reviews (my phase working at 'Good' 18 months after the school received its 'Inadequate' Ofsted judgement). I know that the kids have worked incredibly hard; they're exhausted, bursting with new skills and abilities and actually, their conduct and learning behaviour has steadily improved - even acknowledged just last week by our MAT's executive principal. These are children who really have learnt so many things that the tests just can't test - we have set them in much better stead for their high schools, and indeed for the rest of their lives. And did I mention that their progress has been ridiculously phenomenal?!

I don't know if you can find the silver linings in your results, but I would urge you to try. There are schools out there who have done exceptionally well his year despite the changes - I intend not to resent them, only to learn from them; for the sake of the children I'm willing to humbly take any advice going and I hope you are too. Perhaps you just need to cling to the fact that our government ministers have stated that these results are non-comparative and that Ofsted should not pay much heed to them (read more about that here).

I know there will be some teachers out there who feel terribly unsupported by their school today, and I sympathise with you - perhaps next year is the time to try to move one to somewhere with leaders who care a bit more or perhaps you need to fight your corner and present the case for why results were low (there is plenty of universal evidence out there). There is definitely a time for mourning too - I'm definitely not saying suck it up and get on with it. 

And I still think we need to be optimistic about the future; maybe next year will be more settled. We'll know the curriculum better and we'll know the height of the expectations (let's face it, that sample reading paper really didn't prepare us for the hardcore-ness of the actual one). I also know I'll be receiving a much more settled year group next year - a group who've also had one more year of new curriculum teaching - that's got to count for something, right? 

If you've experienced poor results then you're not alone - please get in touch, even if just to offload - I really don't claim to have all the answers but am an open (and anonymous) ear.

Reading: 2 Things All Parents and Teachers Must Do

An excerpt from 'To Kill A Mockingbird':

"...she discovered that I was literate and looked at me with more than faint distaste. Miss Caroline told me to tell my father not to teach me any more, it would interfere with my reading.'Teach me?' I said in surprise. 'He hasn't taught me anything, Miss Caroline. Atticus ain't got time to teach me anything,' I added, when Miss Caroline smiled and shook her head. 'Why, he's so tired at night he just sits in the living-room and reads.'

'If he didn't teach you, who did?' Miss Caroline asked good-naturedly. 'Somebody did. You weren't born reading The Mobile Register.'

'Jem says I was.'

Miss Caroline apparently thought I was lying. 'Let's not let our imaginations run away with us, dear,' she said. 'Now you tell your father not to teach you any more. It's best to begin reading with a fresh mind. You tell him I'll take over from here and try to undo the damage - '

'Ma'am?'

'Your father does not know how to teach.'

I mumbled that I was sorry and retired meditating upon my crime. I never deliberately learned to read but somehow I had been wallowing illicitly in the daily papers. In the long hours of church - was it then that I learned? I could not remember not being able to read hymns. Now that I was compelled to think about it, reading was something that just came to me, as learning to fasten the seat of my union suit without looking around, or achieving two bows from a snarl of shoelaces. I could not remember when the lines above Atticus's moving finger separated into words, but I had stared at them all the evenings in my memory, listening to the news of the day, Bills To Be Enacted into Laws, the diaries of Lorenzo Dow - anything Atticus's happened to be reading when I crawled into his lap every night.

Perhaps this post is not about Miss Caroline as teacher, but Atticus's Finch as unwitting teacher - or maybe he knew exactly what he was doing. Remember, what we read here is only Scout's childish reflections on how she learnt to read; children often don't realise when they are being taught. But her reflections are nonetheless revealing and thought-provoking. We see, from Scout's point of view, Atticus doing two things: modelling reading and sharing reading.

Modelling: Scout believes that Atticus is 'so tired at night he just sits in the living-room and reads.' It may be true but what Scout doesn't realise is that she is immensely privileged to be brought up in   a home where books and other reading materials are a central part of life. In the Finch household  reading is normal. It is not particularly celebrated, it is not done as a special occasion (although we do see that occasions spent reading are special to Scout), it is not enforced. This is the true model of reading for pleasure. There are multiple passing mentions in 'To Kill A Mockingbird' of the children reading as part of their daily routine, without it even being encouraged. In their house there is a reading culture.

There is a clear challenge for parents as well as teachers here: daily reading, at home and at school, needs to be normal. If it is, our children, like Jem and Scout, are far more likely to be natural readers.

Sharing: Of course, merely seeing Atticus read and copying the motions of reading (sitting with a book, turning pages etc) does not enable Scout to read but sitting with him whilst he reads aloud and points to the words does. Atticus goes beyond modelling to sharing, not only making reading normal but also showing how it is done. The fact that Scout, a fictional child, appears to have learned to read by these means could easily be contested - certainly not every child could learn that way. But the principle of sharing reading is an important one regardless.

Throughout the book, Jem and Scout feel at liberty to ask their father questions about meanings of words and events. There is no doubt that, during these shared reading sessions, Scout asked such questions, giving Atticus the opportunity to share not only the decoding of the words but also the understanding of the words in their context.

It is so important for parents and teachers to model and share the thoughts and understanding of a competent reader: the links they are making, the questions they are asking, the meaning they are deriving, the jokes they are getting, the emotions they are feeling. This can all happen within anything from a whole-class reading session to a parent and child encounter on the sofa at home.

On the flip side of this, we adults need to be very careful about the many habits we may be unwittingly promoting to the children around us. Where reading is concerned if we aren't seen reading, if we don't explain word meaning, if we never discuss books and stories then we are subliminally passing on negative message to the children around us. We need to be deliberate about our actions as everything we do sends a message. Much decent teaching can be undermined if the overall culture of a school or home is at odds with what is being taught.

We must not expect children to be able to read (decoding or understanding), or to enjoy reading, if we are not modelling and sharing reading. And if we are not modelling and sharing reading, are we really teaching reading at all?