Thursday 10 March 2016

#OptimisticEd: An Analogy

The storm rolls in. Skies darken. Seas toss and turn; sleepless, restless. Ships flounder in the squall, doing all they can not to founder. White-crested waves prey on sailors who are all too aware of their possible fate. Winds whisper threats and the ocean bed cries out for destruction. Peril lurks just beneath the surface too: rocks lie in wait, ready to rent asunder any vessel unfortunate enough to stray there.

Yet in the darkness, piercing formidable clouds, shines a light. A beacon of hope. A promise of safe haven; a place to drop anchor and to set foot on solid ground. And the lamp atop its tower guides weary mariners, not quite home, but to a place of security. A harbour in which to weather the storm. Sailors who know their voyage must go on amidst the tempest, find courage and strength in the knowledge that though the gale, somewhere over the raging waters, warmth and rest will be found. The lamp, as it cuts through the gloom, serves as a reminder that there is a way and indeed, it shows the way.

Captains, spirits buoyed by the light its prospect of shelter, radiate confidence and crews unite to bring ships safely in with their precious cargos intact. And there, amidst the howling deluge, there is calm. The familiarity of the tasks stills inner turmoil, and the necessity to improvise stirs passions and hardened seafarers and cabin boys alike work patiently but passionately to reach sanctuary. A peacefulness extends to every deck on which the lighthouse casts its watchful and friendly eye. A peacefulness that says "There is yet hope."

And when the gleaming radiance of the lighthouse has guided them safely through treacherous shallows, and when the ship is moored, lashed safely, docked securely, then the crew will know that the hope they held, promised by the light, was justified. That their confidence, born of the experience of many-a nightmare passage, and of the knowledge of adequate preparation, was rational. Then songs will be sung, and drinks will be drained in memory of those less fortunate; the ones who saw the light yet scuppered, convinced that to swim for shore, or to drown and have it over with, was all there was to be done.

Photo Credit: y.caradec via Compfight cc

Tuesday 8 March 2016

Wellbeing x Optimism

 Thanks to February I've racked up a fair few blog posts now and in looking back over them I can see there are definite recurring themes. This, of course, is deliberate; I want my posts to have a united focus and I want my blog to have consistency. But in review, I was left asking myself a question:

'What does wellbeing have to do with optimism?'

I've written a lot about achieving a good work/life balance and its obvious link to wellbeing. I've also written a lot about being positive and optimistic about teaching (here, here and here, for example). But what's the link?

In a nutshell I propose that the better your work/life balance and the better your wellbeing, the more positive and optimistic you'll be. Stands to reason, doesn't it? But could it be the other way round? If you are more positive and optimistic could your work/life balance and wellbeing be better? Let's explore.

Apparently (and almost certainly unsurprisingly) negativity is one of the key indicators of fatigue. And we've all experienced that, haven't we? When we're tired it's very hard to look on the bright side of life. And teachers are tired, tired people. Especially the ones who for one reason or another have a poor work/life balance. A lack of clearly-defined boundaries between work and personal life leads to emotional stress and even anxiety and depression. And it's hard to feel positive at times when you're experiencing stress.

Interestingly, a quick google search of 'negativity and stress' reveals much about how stress can be caused by negativity. There are several articles suggesting that conditioning yourself to think more positively can reduce levels of stress. Of course, I would never prescribe positive thinking on its own; it has to be accompanied by practical doing. So if you took a few practical steps to improve your work/life balance and began to engender positive thinking at the same time, research and experience shows that you would feel less stressed. And if you were less stressed? What then? Well it would surely lead to more positivity and a snowballing optimism.

But that doesn't necessarily lead to better work/life balance and wellbeing, does it? Well, effective and dynamic optimists will look for solutions in difficult circumstances. Yes, there are arguments that pessimists identify problems and therefore make contingency plans but in the heat of a moment one with an optimistic outlook will be more likely to believe there is a way forward and to find it. Optimists won't look on workload and believe it is all externally governed, they will take ownership and find ways to make it manageable. In my own experience, dynamic and proactive optimists are more likely to take personal responsibility, ensuring that their wellbeing is factored into the way they organise their life.

So, when optimism is a key characteristic of a person they will experience greater wellbeing as a result. This will perpetuate their optimism which in turn will lead them to seek out more efficient ways of working to ensure their work/life balance is good. Which will make them more optimistic... the whole thing is cyclical. But what if you're not already running in that wheel? Jump on at any point - good habits can be formed. The cycle can be entered at either or both points: practical doing and positive thinking.

What could practical doing look like? See my blog posts:


What could positive thinking look like? See my blog posts:

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>