Monday 29 February 2016

Reflection: #teacher5aday29dayswriting

I was going to use my last #teacher5aday29dayswriting post to write up my notes from the Standards and Testing Agency meeting I went to today, but it would be pretty boring and it's past ten o'clock now so that can wait. Instead I shall reflect upon the benefits of writing daily for 29 days.

Last week I spent most of my free time writing a job application (you should be allowed a couple of days off for that because how, realistically, is filling in all that stuff meant to fit in with a teacher's schedule?) It's like they want to make it hard for you to leave your current job... Anyway, having spent so much time writing recently I found that sentence structures and phrasing came very easily. I also felt the application conveyed my personality more than previous letters of application have - this is surely because I've been blogging, let's face it, about me, myself and I every day for the last month! Whilst I wouldn't say practise has made perfect, it's certainly helped.

I think I've genuinely written some helpful stuff over the last few weeks. Posts have been hit and miss - inspiration didn't desert me but the lack of time to think things through means that some posts probably came off half-baked. However, many of the posts I've written have garnered positive feedback, sometimes just from one person who claims that my message was timely and useful to them. I'm not going to lie, that's a good feeling. And it's why I started my blog - to have an impact and to inspire others beyond the realms of my social circles. It'll be interesting to see which posts stand the test of time.

It's done wonders for my blog's stats! I love statistics as much as the next bloke and, whilst getting hits is not why I write my blog, it's gratifying to know that my pieces are being read. Allow me to indulge myself: currently my all time page view count stands at a little over 20,000 - 12,000, over half, of those page views were in the last month! In that time frame two of my blog posts have reached over 2000 views each - most of those in a two day period. I think I've gained a fair few followers on Twitter too as a result. When I wrote my first blog post I naively dreamed of it going as viral as all the 'Why I've Left Teaching' articles and I learnt there and then that my subject matter is not what the masses want to hear. However, I started my blog in the vain hope that I would be able to reach some people somewhere, and I think my stats show that that is happening, especially as a result of blogging so regularly.

Finally, I have really enjoyed the chance to switch off from my work and to do something a little different. I have tried to stay true to the vision I have for my blog's content meaning that I've still written about teaching-related things - a busman's holiday I suppose, but still not actual work. The pieces I've had the most enjoyment in writing are the more creative ones:


Each of those posts conjures up memories of where I was when I wrote them, and how I was feeling - I've had some really good times partaking in this challenge.

I don't think I'll continue posting daily, but I'm sure a habit has been instilled in me. Maybe in the coming months I'll blog more frequently than before, but also more thoughtfully than perhaps I have over the last 29 days - a balance must be struck. I must give a huge thank you to all the visionaries waving the @teacher5aday banner for challenging, inspiring and supporting me through this month of blogging. Same again next year? Ooh, I might do!

Sunday 28 February 2016

Blaze Your Trail

The word 'autonomy' comes from the Greek 'auto' meaning "self" and 'nomos' meaning "law", so together the word means "one who gives oneself one's own law".

But I know too many teachers wanting autonomy who are waiting around expecting to be given it. But if the definition of the word is anything to go by, that's not how it works.

For example, many teachers who are bogged down with work are not willing to speak to their leaders to ask for some extra time. They worry that the answer will be no. Or they believe there is no point in asking because someone else once did and their request was rejected. My answer to these objections is that you don't know until you've tried. If you are a hard worker and have a good reputation then most heads will be inclined to listen to your concerns and find solutions. And what's the worst that could happen? I can't imagine many headteachers who would start capability procedures just because a teacher asks for a morning out of class, even if they do turn down the request.

Being an autonomous teacher means being a go-getter. Go get that extra time you need, go get the help from a colleague, go get that next job if your boss really is that bad.

In the business world employees are much more used to autonomously blazing their own trail, whereas many teachers expect to be led down a well-trodden path. My wife, who worked in the private sector before we had our children, and who is much more savvy than I am when it come to employment, has shown me another way. I have written proposals asking for TLR awards, I have suggested that a role be created for me after pointing out a need in school, I have asked for the advice and training I've needed in order to further my career. After a few years of waiting around for things to happen, becoming an autonomous go-getter was the only solution.

Even the best heads need signals from their staff before they can cater for their needs. Start sending out those signals - and make them obvious. Make your signal as obvious as walking into the office and explaining your problem and suggesting your desired solution. Go get what you want - blaze your trail.

Saturday 27 February 2016

Freestyle Teaching



In my younger days I used to rap a lot. Late Saturday night customers to KFC were often treated to having their order taken by a freestyling team member. Journeys in my best mate's Vauxhall Corsa were sure to be accompanied by some 'off the top' lyrics. And house parties would often be, erm, enhanced by my improv raps. Fo' real.

Research shows that when a rapper freestyles certain parts of the brain are shut down and others are activated. The active parts are the premotor areas and language areas. "Premotor areas are the parts of the brain that prepare and coordinate your movements. The language areas that are active during artistic creativity are responsible for both understanding and producing language." The parts that shut down ensure inhibitions are lower, stopping a rapper from being too controlling and self-critical. They allow a rapper to lose themselves in the moment and to be spontaneously creative.

I'm the sort of teacher who plans a loose lesson structure but trusts themselves to fill in the gaps - winging it as they go along. Since teaching is very language and communication-orientated I think it can legitimately be compared to freestyle rapping. Rappers who can freestyle well can do so because of the hours of practise they've put in - the techniques and skills they need come naturally as their brains draw on the experience. As one becomes a more experienced teacher it is easier to rely on skills and strategies that you know you've used successfully before. The more you freestyle, the more you become confident in your ability to do so.

The most succesful lessons I teach are also the ones where time flies - these are the lessons where I've been freestyling the most. It's called flow state; "Once you have honed a hard-to-master skill (teaching in our case), you may perform best when you begin to feel the flow, i.e., when the parts of your brain that critique and criticise are muted." This is very possibly the reason why observed lessons sometimes don't feel as good as our normal ones - we don't allow ourselves into our comfort zone as we are constantly second-guessing the observer's possible criticisms. On the other hand, it could be because teachers accustomed to winging it spend uncharacteristically long amounts of time planning for an observed lesson, meaning that they are not drawing on their well-practised skills.

I wonder how many teachers really allow themselves into the teaching zone where they draw on past experience in the heat of the moment, instead of sticking to formulaic and over-thought lesson plans. Anything can happen in the course of a lesson and following closely a plan which hasn't anticipated change can often be detrimental to learning.

Would you trust yourself to be a freestyle teacher?

Thanks to Malinda McPherson, Charles Limb, The Guardian and all the freestyle rappers out there for the inspiration for this piece.

Friday 26 February 2016

Being a Celebrity Teacher


In this burgeoning age of celebrity teachers, is it OK to just be a teacher? 

Teaching is a profession full of ambitious individuals but career development opportunities are limited. Some innovative teachers are now opening doors for themselves with social media being an important proponent in this process. Teacher bloggers and journalists, self-appointed consultants and even practitioners with thousands of followers on Twitter are pushing forwards and making a difference from a grassroots level. It's akin to Grime artists appearing in the UK pop charts. In the face of criticism from the media and the government, teachers are rising up - Pulp's 'Mis-shapes' springs to mind:

"We're making a move, we're making it now,
We're coming out of the sidelines."

And largely, these new celebrity teachers represent us well. I'm all for them. But it does leave little old me feeling like a Heat magazine reader - wishing for the finer things in life as they see non-celebrities become minor celebrities just because they went on a reality TV show once. I just teach a handful of kids and work with a small team of people - is that enough? 

Well, the obvious answer has to be 'Yes!' Remember that time you saw little so-and-so in Tesco and they shouted "Look, it's Miss Thingumajig!" and then acted all shy when you said hello? You are a celebrity to the kids you teach. Remember when you found your colleague upset and you took the time to chat with them? You matter to her. You see, we all have our little sphere of 'fans', and on them we have an influence. And the reach of your influence is far greater than you might think - your colleagues' partners, your pupils' parents will benefit too from he work you do; the ripple effect is in play. Year on year you influence more and more children - there will be young people all across your district who have memories of you. It's up to us to make sure we're famous and not infamous!

You may never reach superstar teacher status in the eyes of the entire profession but to those you work directly with, you could be a superstar teacher. On whichever platform you stand, it is your responsibility to represent yourself and the profession well - you have the power to make a difference, even in, or perhaps especially in, the most difficult of circumstances. 

Your impact is needed. Even if your name isn't up in bright lights, even if your face isn't on the cover of a magazine, even if you're not the talk of the town, you are a superstar celebrity teacher to someone.

Photo Credit: <a href="https://www.flickr.com/photos/90544929@N02/24642416444/">Annouchka.Supervielle</a> via <a href="http://compfight.com">Compfight</a> <a href="https://creativecommons.org/licenses/by-nc-sa/2.0/">cc</a>

Thursday 25 February 2016

Music To My Ears



When it comes to acknowledging the effect of music, research is barely necessary. The fact that music has power to change is universally and historically accepted - that's why it's been made by people from every culture, in every land, in every decade and century.

If you're a regular reader you'll know I love a good quote - here are some good ones about music:

"Music is a moral law. It gives soul to the universe, wings to the mind, flight to the imagination, and charm and gaiety to life and to everything." - Plato

"Music washes away from the soul the dust of everyday life." - Berthold Auerbach

"I think music in itself is healing. It's an explosive expression of humanity. It's something we are all touched by. No matter what culture we're from, everyone loves music." - Billy Joel

"Music can change the world because it can change people." - Bono

"Music is my aeroplane." - Anthony Keidis

Music is that lift; music makes us fly. It doesn't even have to be happy music to do that; listening to sad songs is like crying on the shoulder of an understanding friend. 

A couple of years ago it was my practice to arrive at work and do YouTube battle with my colleague who had the adjoining classroom. Our tastes were pretty similar - funk and soul classics got the most spins but our musical appetites were pretty eclectic so anything went. One year Daft Punk's 'Get Lucky' soundtracked the SATs and the next it was Pharrell's 'Happy'. My end of year gift to my colleague was a mix CD of all our most regular plays. Those YouTube sessions really buoyed us in the morning - we were pretty chirpy in class after that.

This morning, I broke with tradition and listened to music on my way into work. I had tweeted a link to 'Good Day' by Nappy Roots ("You know today I just woke up and I said, 'You know instead of waitin' on a good day, Waitin' around through ups and downs, Waitin' on something to happen I just  say: We're gonna have a good day'") and I wanted to hear it in full. A quick search on my iPod revealed I didn't have it but turned up some other great tunes to soundtrack a positive start to the day: Good Vibrations by Beach Boys, Good Times by Chic, Good Day Sunshine by The Beatles and Good Times by Roll Deep (odd one out but played at both my brother's and my sister's weddings so a bit of a family anthem).

All possible dust, as a I drove into the remnants of a beautiful sunrise, was washed away as I enjoyed the music. I walked into school with a smile on my face, a bounce in my step and music in my soul.

Get some music into the start of your day - it could transform your attitude and it might make you feel better.

Photo Credit: <a href="https://www.flickr.com/photos/44124372363@N01/13927396724/">swanksalot</a> via <a href="http://compfight.com">Compfight</a> <a href="https://creativecommons.org/licenses/by-nc-sa/2.0/">cc</a>

Wednesday 24 February 2016

Where Hope Grows (About Me)


After reading an excellent and uplifting blog post by @BridgemaryTL it occurred to me that not all hopeful and optimistic people are walking in pastures green; on the contrary, many are traversing what the Psalmist might have termed 'the valley of the shadow of death'. Maybe I'm being melodramatic, but it does seem, to put it crudely, and in the words of Dwight from the US Office, that 'Hope grows... in a dump!'

The insecurity inside of me, usually well-tamed by my confidence, sometimes suggests that my optimistic slant on education has many detractors. Self-doubt rears its head and trips my self-assurance, telling me, amongst other things, that passing readers of my blog will automatically think the grass is greener on my side, writing off my ideas as the idealism of the privileged.

Well they're not and @BridgemaryTL has inspired me to finally write my 'about me' spiel to debunk the theories my imaginary foes might have about me only being so optimistic because I've got a cushy job. I'll attempt to be brief and I hope it won't come off as whingey or boastful.

I am a husband and a father of three girls aged 5 and under (I make it a point to be home for bath time and bed time most nights). I hold a practical leadership position at my church (Sunday and some midweek commitments). I am an assistant head with a responsibility for maths and UKS2 (a team of 4 other teachers). I teach a 70% timetable in year 6 focusing on maths and English (with all the planning, preparation, marking, assessment and analysis that goes with it, not to mention SATs). Prior to starting this job (last September, my first leadership role) the school was inspected and rated 'Inadequate' (and the report was kind!) - I took the job knowing this. As a consequence, the behaviour of the children who have spent the longest in the school is challenging and their learning behaviours are improving but not yet consistent. Across the school, percentages of children at ARE are very low, although progress is rapid. There are still many areas of weakness in the school despite rapid improvement and my responsibilities include observing lessons and coaching the members of my team, as well as leading their PPMs, in-phase moderation and the like. I commute in and out of the centre of one of the UK's top 10 biggest cities at the beginning and end of each day.

I've tried to be matter of fact about my roles but if it is not clear, I have a jam-packed schedule and I work in a challenging setting. My optimism and positivity abound despite the every-day pressures of my job and my home life. Perhaps my optimism is what led my to my current school. Perhaps my increased positivity is as a result of working on such a challenging environment. Whatever the case, even when times get tough (and they do), it is possible to be optimistic and positive about teaching.

Tuesday 23 February 2016

Optimism and Positivity in Education


The most recent incarnation of the standards for headteachers centres around the skills and personality traits that excellent headteachers will possess. As I did my yearly self check (the first time I've done it with this new framework) one of the key characteristics jumped out at me:

Excellent headteachers demonstrate optimistic personal behaviour, positive relationships and attitudes towards their pupils and staff, and towards parents, governors and members of the local community.

Optimism and positivity - my two favourite words when it comes to education. I've written about them both before, and defended their relevance too. In an increasingly jaded profession where, in some quarters, pessimism and negativity abound, if our leaders aren't optimistic and positive, then what hope do we have?

I'm not a headteacher, yet I find the qualities outlined in the standards document a list of characteristics to aspire to. All teachers are leaders in some capacity - they lead children, support staff, some lead other teachers - and so we'd all do well to strive to display the characteristics outlined in the standards of excellence for headteachers.

And a great starting point would be to begin to cultivate a spirit of optimism in the way that you speak and act. This will inevitably lead to the development of positivity in working relationships - optimism rubs off on others. And most of the time you can't wait around for something to naturally make you feel optimistic, like SATs being scrapped, or Ofsted telling you they're leaving you alone for four years. Optimism is a choice. Optimism is something that can be learned - this blog post has some great tips on how to become more optimistic.

If you became that little bit more optimistic, who might you affect in a positive way? Who could you lead into optimism, just by being optimistic yourself? Could you lead yourself into optimism? Try it, I think you might like it.

Photo Credit: mambonumberfive via Compfight cc