Showing posts with label workload. Show all posts
Showing posts with label workload. Show all posts

Wednesday 13 June 2018

Guest Post: Why Tackling School Leader Workload Is Not Enough By Viv Grant


In March, Damian Hinds announced that the DfE were going to implement measures to reduce teacher workload in an attempt to head off the recruitment and retention crises facing many schools across the country.

Whilst this is a very welcome initiative, unfortunately it is much like putting a sticking plaster on a wound when something more substantial and curative is needed.

If policy makers honestly think that measures to reduce workload are all that’s needed to stem the rising tide of leavers from the profession, then this shows just how far removed they are from the beating heart of those who are at its centre - teachers and school leaders.

So much more must be done to make the role of School Leadership sustainable amidst the growing challenges our Heads face on a daily basis.

The pace and volume of change over the past decade has led to increased ambiguity, inconsistency, insecurity and staggeringly high levels of public scrutiny and personal accountability. Meanwhile, the emphasis on data, results and policies such as academisation, free schools etc have only served to further complicate life as a School Leader.

As a result, Head teachers find themselves having to respond to a range of often conflicting national policy agendas. Many of which draw them away from their central school leadership role and into the world of local politics and excessively complicated levels of bureaucracy. The strain for many can be too much.

Yet the system seems immune to this fact and chooses to ignore the real reasons as to why so many school leaders are leaving the profession. Workload may be a contributing factor but it is not the sole one. School Leaders are leaving the profession because their needs as human beings are not being attended to. This is because we have yet to develop an accurate understanding of the support needs of school leaders.

Along with increased levels of public scrutiny and personal accountability, I believe neglect in meeting Head teacher’s psychological and emotional needs has become a major contributing factor to Head teacher attrition and early retirement.

Whether Heads are new in post or are well established and long serving, too often the predominate type of support that they receive is that which is concerned with meeting the strategic and operational aspects of the role. Their emotional needs are often neglected and this is where the system falls down in fulfilling its duty of care for school leaders.

Consequently, Head teachers often sacrifice the meeting of their own needs in order to meet the needs of those they serve. This level of constant giving, without moments and opportunities for renewal built into their leadership life can often lead to illness and for some, burn out.

This has to be understood and taken seriously because if the emotional and psychological needs of school leaders are not met, not only do our School Leaders themselves suffer but all school improvement efforts are also put at risk.

I fear this situation has been further compounded with local authorities now diminishing in size, meaning that there have been fewer and fewer opportunities where Heads can come together, to offer support for one another, and experience a real sense of collegiality and shared purpose to help combat this.

I feel this reduction of support has been felt across the profession and that’s why on the back of many requests from School Leaders, last year I began hosting “Education for the Soul” Conferences to offer a chance where Heads can have honest conversations about the issues they’re facing, replenish their passion and sense of purpose, and discover how to best support their own needs amidst the challenging demands of Headship.

Whilst I’ve seen what an incredible truly restorative events these can be, I still fear far more needs to be done across the country if we are to tackle this recruitment and retention crisis. We need a whole new conversation around how we support great leadership in schools and to find solutions that takes care of the “Person in the role”.

Meanwhile, policy makers finally recognise that workload measures are not enough. Instead they must learn that if they want help create outstanding schools, they must provide School Leaders and Headteachers with outstanding support.

The price of continually failing to do so is one we can no longer afford to pay. As when we fail to adequately recognise what it takes to create ‘Great School Leaders’, we also fail our children and their hopes of a better tomorrow.

Our children deserve the best care and education and our school leaders also deserve the best care that can be provided so that they can remain in the profession, fulfil their vocations and meet society’s hopes and dreams for our future generations.

Viv has been in the education profession for over twenty five years. She is a former primary head teacher and has been a lead trainer and consultant for a number of educational training bodies. Now as an Executive Coach and Director of Integrity Coaching, Viv works daily with others who have taken on the mantle of school leadership.

Friday 9 February 2018

Book Review: 'How To Survive In Teaching Without Imploding, Exploding Or Walking Away' by Dr. Emma Kell

For a book based around the responses to a survey of around 4000 teachers which revealed that 57% wouldn't recommend teaching to a family member or friend, this is a brilliantly positive and optimistic book. In reporting on her findings Dr. Kell might have focused heavily on the negative outcomes of her research (42% are not happy at work, 82% have experienced work-related anxiety) but what she has produced is actually a rousing, reassuring manifesto for how we as a profession move forwards in tackling the issues revealed.

Dr. Kell skilfully presents her findings alongside advice aimed at all strata of education right from where system-wide change is needed down to what teachers can do on a day-to-day basis to not only survive, but to flourish. There are messages here for policy makers, school leaders, teachers and other school staff members; there are even implications for family members of the above.

'How To Survive In Teaching...' is packed full of little nuggets: little gems of advice and acknowledgement. Some of them provide comforting reassurance that the reader is not alone in the difficulties they are experiencing. Others gently encourage the reader that they aren't powerless in the situation they have found themselves in and give practical advice about what to do.

A constant thread that runs through the book provides a reminder that, in amongst the difficulties and the hardships, teaching is actually a brilliant job (even if it is just a job). It manages to remind the reader every so often why they came into the job in the first place, and what is so special about it. If none of the other advice in the book has an impact, chances are this seam of hope will be what encourages teachers on to find a way to tackle the issues they are facing.

The input from Dr. Kell's interviewees brings the advice fairly and squarely into the realities of everyday school life meaning that this book is not divorced from what is actually going on in staff rooms and classrooms across the country. At no point does the author come across as an idealistic opiner who is out of touch with what's really happening in education - she is as realistic and pragmatic as it gets and the whole tone of the book flows out of this.

If you're looking for some advice for how improving your experience as a teacher, then this is the perfect starting place. If you want to be reminded of what the job should be about then this easy and quick read is also for you. Published by Bloomsbury, it's available to buy now: https://www.bloomsbury.com/uk/how-to-survive-in-teaching-9781472941688/

Monday 22 January 2018

The Four Tendencies and Teacher Wellbeing

In her book 'The Four Tendencies' author Gretchen Rubin outlines four ways in which people respond to expectations. According to her findings everyone fits into one of the following categories:
  • Upholder - readily meet external and internal expectations
  • Questioner - question all expectations; they meet an expectation only if they believe it’s justified
  • Obliger - readily meet outer expectations, but struggle to meet inner expectations
  • Rebel - resist both outer and inner expectations
It is worth noting that Rubin believes that we each fall into one single category and that this is not likely to change. However, the Venn diagram below demonstrates that we may 'tip' into a neighbouring category.

Information taken from the free-to-download The Nutshell Guide To The Four Tendencies (a read-through of this will be useful before you proceed)

In a recent Twitter poll I asked educators to complete The Four Tendencies online quiz and to then vote as to which tendency they were. 696 educators responded and the results were as follows:
  • Upholder - 12%
  • Questioner - 47%
  • Obliger - 25%
  • Rebel - 16%
However, according to a survey done by the author (not just of educators), the biggest percentage of people in general were Obligers (41%) followed by Questioners (24%), Upholders (19%), and Rebels (17%). There are some possible reasons for the differences between my poll and the author's (much larger) poll:

I asked on Twitter. According to Rubin Questioners have the following traits:  Data-driven; interested in creating systems that are efficient and effective; willing to play devil’s advocate or buck the system if warranted; strong-willed; enjoy sharing their findings. Which sounds to me exactly like the sort of teachers who sign up for Twitter. It may be that there are many more Obliger teachers who haven't joined Twitter (which is commonly seen by twitter-using teachers as a place to find new and better ways of doing things).

I asked educators. One trait of Questioners is that they ask questions and then enjoy sharing their findings - most teachers like imparting knowledge in one way or another. Questioners also ask a lot of questions, as do teachers. Perhaps teaching is just a natural career choice for many Questioners. Having said this, the traits of Obligers would seem to make great teachers too: Reliable; responsible; team player; good boss, responsive leader; feel great obligation to meet others’ expectations; willing to go the extra mile; highly committed.

People didn't take the quiz. Twitter polls are usually used to gauge a very quick off-the-top-of-the-head reaction, usually based on opinion. My poll was completely the opposite. Some folk contacted me to say they'd voted before doing the quiz (some of them had picked the right option) but there are bound to be others who voted based on their own opinion without understanding the four tendencies framework. Questioner is probably the easiest category to believe you belong to as it is seemingly most self-explanatory, and after all, all people ask questions.

It's also interesting to note that so many Questioners responded to the poll (and indeed that Rebels did too) - they responded to an outer expectation (from me) with only a brief explanation of why they should do it. Perhaps I have some very dedicated followers who felt like my asking for help with something I was writing was a good enough reason.

Implications of The Four Tendencies for Teacher Wellbeing

In Dr Emma Kell's book 'How To Survive In Teaching' she cites that respondents to her questionnaire identified unreasonable working hours for the reason why they left teaching. She also outlines that the LKMco's 'Why Teach?' report found that workload was the top reason for teachers leaving the profession and that the ATL's survey had 76% of teachers cite workload as their reason for considering leaving the profession. There are plenty of other studies and reports that say the same, not to mention the personal experience of many teachers. Heavy workload is the main reason for poor teacher wellbeing.

After reading 'The Four Tendencies' I believe it might be the case that teachers struggle with workload and therefore wellbeing in different ways, depending on their tendency.

Upholders - they will readily meet the expectations of the government, their school policies, their leaders and their students and will do their best to do what is asked of them but will also respond to their own inner expectations, for example, if they know they need to get rest, or to not work so much. Upholders might struggle to delegate because they believe others aren't dependable enough. This puts this group in a fairly good position when it comes to workload and wellbeing, although they still have the potential to uphold unmanageable expectations and want to do everything themselves. Their reliability also might mean that more is asked of them.

Obligers - they will readily meet the expectations of the government, their school policies, their leaders and their students, potentially regardless of difficult it is to meet those expectations. In addition to this, they won't find it easy to priorities their own needs without some external accountability. This puts this group (a large group) at risk of being over-worked, and therefore of having low levels of wellbeing. If an Obliger feels resentful about the expectations they are meeting then they are prone to falling into Obliger-rebellion. Most Obligers are also known to others to be obliging meaning that this group can often find themselves being asked to do more and more, thus adding to their workload and the possibility of them burning out.

Questioners - they will meet their own expectations and if they can see a good reason for doing what they are expected to do, will find this relatively easy. If the policies they are expected to adhere to are not, in their opinion, based on sound reasoning, they will find it difficult to meet those outer expectations. However, in a school system where teachers are held to accountable for meeting the school's expectations, a Questioner could get into trouble - they may end up missing deadlines, doing last minute work, or becoming subject to the school's accountability processes. Questioners also may dislike delegating, especially where decision-making is involved as they believe others won't make the best-informed decisions - this could lead to an obvious increase in workload. If this is the case, then wellbeing levels could be low for a Questioner.

Rebels - they prefer to do things their way, and will often feel the need to do things contrary to expectations (including to their own expectations). Just as with Questioners, in a school system where teachers are held to accountable for meeting the school's expectations, a Rebel could get into trouble - they may end up missing deadlines, doing last minute work, or becoming subject to the school's accountability processes. If this is the case, then wellbeing levels could be low for a Rebel, particularly if they are frustrated at themselves for not meeting any expectations even if they want to.

Providing Wellbeing Advice To The Four Tendencies

Having read Rubin's work with interest, I came to realise that all the advice being given about wellbeing and managing workload (my own advice included) might not be having the desired impact on particular teachers because of their tendency. Perhaps I only give advice as a Questioner that would have an impact on other Questioners.

Rubin outlines that to persuade someone to follow a certain course, remember:
  • Upholders want to know what should be done
  • Obligers need accountability
  • Questioners want justifications
  • Rebels want freedom to do something their own way
If we want teachers of all tendencies to look after themselves, then the advice we give needs to appeal to all. In the book Rubin writes, "because the tendencies see the world in such different ways, there are no magic, one-size-fits-all solutions for how to influence ourselves or other people" but does suggest that "the winning formula is indeed information-consequences-choice... and best of all, humour".

How then can we help each of the four tendencies when it comes to workload and wellbeing issues?

Upholders - when giving wellbeing advice they want to know what they should do. But, any advice given might clash with other internal and external expectations. For example, you might advise someone to only spend a certain amount of time on marking books, but this might not fit with an inner expectation of marking books to a certain standard.

It's also worth noting that telling an Upholder what to do when you have no power to remove other expectations (such as their school's marking policy) might put them in a difficult situation - whose expectation should they uphold? When giving advice to an Upholder is might also be necessary to be someone who they respect - they're likely not to meet the expectations of someone who doesn't matter and are more likely to meet their own expectations, or those of someone with higher standing.

Obligers - when giving wellbeing advice they need to be held accountable for making necessary changes. Much wellbeing advice hinges around the importance of doing things for one's own sake but Obligers are unlikely to meet such inner expectations - they may want to take action to improve their wellbeing, but will feel bound to meeting the expectations of others, no matter how ridiculous (although Obligers can experience Obliger rebellion, where after time, they rebel against constantly meeting unfair expectations).

It is important for Obligers to have someone to hold them accountable - thus making an inner expectation into an outer expectation which they find easier to meet. So, if you are in a position to give an Obliger some wellbeing advice, follow it up by providing deadlines, oversight and monitoring (which to people of other tendencies sounds like too much) - giving advice without this ongoing support will probably lead to very little change in an Obliger.

Questioners - want justifications, and for them, they might need further justification as to why they should meet certain expectations, such as why they should spend time planning lessons thoroughly or providing feedback to children about their work. As discussed before, their wellbeing might be suffering as a result of begrudgingly meeting enforced outer expectations in a last-minute manner - they need to buy into the reasons behind particular work-heavy policies in order to use their time more wisely to complete these tasks.

Where Questioners have inner expectations which have a detrimental effect on their wellbeing (they could, for example, really believe that triple marking is absolutely the best way to mark and thus spend hours each evening providing this) it will take reasoning, provision of research findings, and plenty of information to help them change - they will also need trust the expertise of the advice-giver as they probably won't take advice from someone they think doesn't know what they're talking about.

Rebels - want to feel like they are doing things their way. Advice to the Rebel is best given as a series of recommendations from which they can choose. If only one way is provided then the chances are they will decide to reject that way, preferring to do something their way, or no way at all. However, Rebels may choose to act out of love, a sense of mission or belief in a cause so if the advice-giver can tap into that feeling, as long as they don't specify what they should do.

Rubin also points out that Rebels "may be easy to manipulate by using their spirit of resistance: “I’ll show you,” “Watch me,” “You can’t make me,” “You’re not the boss of me”". This essentially means that in some situations counterproductive advice might drive Rebels to take productive steps or that telling a Rebel that they probably won't be able to solve their workload and wellbeing issues might be the catalyst they need. However they dealt with, they still might defy convention, finding their own ways of doing things to make improvements to their wellbeing.

Other Implications of The Four Tendencies for Teacher Wellbeing

What I haven't gone into in this blog post is how schools might manage teachers of all four tendencies when it comes to getting them to meet expectations. Clearly, the same principles as above apply, but where wellbeing is concerned schools need to ensure that their own policies and systems aren't demanding too much of teachers before thinking about how to get teachers to meet those expectations. Once a school's leaders are content that what they are expecting is manageable, then they should think about applying Rubin's theory to persuading teachers to follow a certain course of action.

Another implication of the above is that one-size-fits-all approaches to wellbeing won't be very effective. Questioners will never see the point in whole-staff Yoga sessions if they think they could be doing something better; Rebels will just walk out. Obligers might go along with your initiative for a while but if they resent it then they might rebel too and even if they don't, it could just add to the pressure that too many expectations puts on. Upholders would most likely get so annoyed at everyone else for not meeting the expectations that they too would feel unhappy.

The four tendencies framework does not intend to label someone's whole personality. Within each group there are hundreds of other factors - nature and nurture - that makes each one of us unique. Having an idea of someone's tendency is helpful, but their other characteristics, traits and experiences must be taken into account too, when thinking about giving them advice about wellbeing. For example, I'm a Questioner but I'm also very loyal so I am more likely to make someone else's expectations into internal expectations because I believe that if I've committed to something then I should follow through on that commitment come what may. If someone were to give me advice, they'd also have to navigate the fact that I find it very hard not to do what I consider to be loyal, even if it is to the detriment of my own wellbeing.

Many teachers feel powerless to change their circumstances - they believe it is only policy makers at government or school level who can do that. They feel like however much they try to change themselves, it will never be enough to combat unmanageable expectations. But when they consider that the way they are (their tendency) will never change, and that (for the time being) policy won't change, but that how they deal with the expectations in light of their tendency can change, things might become more manageable. They might need to be shown how to set their sights lower than whole system change, but higher than no change at all, in order to identify what circumstances they might be able to change:

Obligers might realise they need to ask for more accountability when it comes to taking up a hobby or starting to exercise more regularly. Questioners might need to see that they can ask their questions constructively to people who can influence change rather than question in an unproductive way to their colleagues, friends and family who can't do anything to change policy. Upholders might just need to understand that they want to meet both inner and external expectations and that in order to do this they could plan their time to ensure this happens in balance. Rebels might need to find their own ways of achieving things.

Sometimes expectations  will need to be introduced - some teachers might have no expectation whatsoever that they can have a good work/life balance, and as such will not try to meet that expectation because it doesn't exist for them! Some will need this introducing as an internal expectation (telling themselves that they expect to have a good work/life balance), others as an external expectation (being told that they are expected to have a good work/life balance). The belief that teaching is a 24/7 job can become an external or internal expectation leading some teachers to put in a dangerous number of hours each week - this general expectation in the profession needs to be tackled, otherwise, regardless of tendency, teachers are going to struggle with being well as they try to meet unattainable expectations.

Monday 18 December 2017

On The @TES Blog: Idealistic Leaders vs. Realistic Teachers




"Teachers must…", "Teachers need to…", "Teachers should…"

These are potentially my most used phrases when writing articles on education. Occasionally other groups will be on the receiving end of my strongly worded ‘advice’, but usually it’s teachers because teaching is what I know.

Recently, I have been pulled up on my use of these phrases – turns out teachers don’t like being told what to do. Now there’s a surprise.

My sharing comes from a desire to help others, never from a position of wanting to overburden and bludgeon teachers who are already striving to do their best. But I can see how it comes across sometimes and it got me thinking...

Click here to read more over on the TES blog

Friday 13 October 2017

From The @TES: Throw A Spanner In The Workload

Unless you completed your teacher training in a parallel universe, where everything is perfect, you will have picked up on the fact that “workload” and “wellbeing” within schools are kind of a big deal right now. You’ll have heard about education’s recruitment and retention crisis, and you’ll know that many teachers complain that their wellbeing is affected by the amount of hours they do. According to a 2016 NASUWT survey, 74 per cent of teachers have considered leaving the profession, with 90 per cent citing workload as a problem.

But as an NQT, full of enthusiasm and not yet infected by the cynicism that is rife...

https://www.tes.com/news/tes-magazine/tes-magazine/throw-a-spanner-workload

Sunday 8 October 2017

From The @TES Blog: Shine Bright But Don't Burn Out

Are you forever striving to teach flashbulb lessons? The ones that wow the students and leave any observers dazzled?

They're usually the ones you spend longer than average preparing for and that often aren't representative of your everyday way of teaching. They're brilliant and the kids love them, but if they miss the mark, it was a lot of effort for very little return.

And they can leave you – and your students – with the sense that all of your other lessons aren't good enough. You can get into a spiral of trying to replicate the whizzes and bangs more often than you can possibly manage.

https://www.tes.com/news/school-news/breaking-views/we-do-have-shine-brightly-students-shine-too-brightly-and-we-might

Wednesday 30 November 2016

TBCT Interview @ Schoolwell.co.uk

SchoolWell, a school staff wellbeing directory, asked me a few questions about wellbeing, marking, Twitter, reading and #OptimisticEd; the full interview is posted on their site at: http://schoolwell.co.uk/exclusive-interview-thatboycanteach/.

"I am always conscious of how hard the work can be and that part of my job is to ensure that my own colleagues’ wellbeing is prioritised"

"I’ve found it really beneficial to read before I sleep: it takes my mind off all the things I’ve been doing during the day. If I don’t read I often have vivid dreams about those things which leads to a restless night and tiredness the next day."

"What schools should focus on is their expectations of teachers: of the amount of planning, marking, preparation that is explicitly expected. Every new initiative needs to be passed through a filter to ensure that it is purposeful and efficient"

To read the full interview, click here to be taken to the SchoolWell website.

Monday 10 October 2016

Why I Care So Much About Wellbeing


I have been known to write about, and comment upon, wellbeing (possible understatement). My interest in reducing workload - my own and that of others - is very much linked to my interest in the issue of wellbeing. In fact, so is my obsession with optimism and positivity as opposed to negativity; if you are optimistic about reducing your workload and improving your wellbeing you will look for, and indeed find, ways of doing it.

But why am I so bothered?

Two reasons:

One, it saddens me to see so many teachers struggling with what can be a really amazing job. I believe teachers can have a good work/life balance - I do - and I want to help them to have it. Why? Because if we are all well then our hard work will be more effective. And because no-one should have to work to the point where they are made ill - be that physically or mentally. Which leads me onto my second reason...

Two, as a teenager my dad took early retirement due to workplace-related stress. Diagnosed with depression, I saw him become a different person. When your big, strong, fun dad bursts into the kitchen struggling through tears to breath after battling for hours with a usually-simple task you are affected for life; that's not a point I want to get to. When the man who used to get down on the floor and build the best Lego castles with you retreats and becomes distant, you, even as a child, know that things aren't right - and you don't forget it.

I have seen first hand, and lived with the effects and consequences of, how a job can come close to killing a person. He was a successful doctor at a young age; it was a job that he once enjoyed - spending your days driving the scenic roads of the Yorkshire Dales visiting patients in a classic Daimler sounds idyllic, but this is no James Herriot story. It was a job which crept in and took control - I had an inkling at the time that his boss had rather a lot to so with his decline in health. I love and respect my dad but I know the depression and associated medication has changed him. He would not wish it on anyone - it's certainly something that, suffice to say, I'm fairly keen to avoid. If I can at all avoid it, I'd rather not be a dad who goes missing for hours at a time on a winter's evening, leaving his children at home fearing for daddy's life.

So if in future you read my blog or tweets and question why sometimes I come across as forthright and opinionated, you'll know why. It's fine for you to question my authority - who am I to make suggestions about how you live your life and approach your work? But instantly dismissing my advice, and that of others, as unworkable and unrealistic could be to your detriment. I don't claim to have all the answers but my experiences have hard-wired me to seek solutions to avoid becoming overworked, stressed and even depressed. My dad would not wish upon me that which he experienced (and still lives with today). He would not wish it upon anybody.

We teachers must speak up about these issues - not in the moany, ranty way that seems to have become commonplace, but in a way that secures support and seeks change. Friends, partners, colleagues, line managers and doctors are a good place to start - they will all be able to help you in different ways. The thought that taking such actions could actually begin to be of help is often poo-pooed; I've seen it so many times on social media when I've suggested that talking to the boss might help. The thing is, by not speaking out you are making a choice - you are choosing to subject yourself to something such as my dad experienced. You are choosing to subject your loved ones to something such as I experienced. Why is that the preferred option? I do understand the difficulties involved in talking about such delicate issues but I also understand the result of the alternative; it's really not worth it.

Please, if you are a teacher experiencing unacceptable levels of workplace-related stress, get the help you need. If you are a teacher who believes you are working more than you should have to (yes, we all do some overtime, I get that), then reassess and try to make changes in your work/life balance and if you've done all you can, then you must take it further and speak to those who have the power to make changes for you. The possible results of not doing this can be devastating, even if you're not feeling it right now, that erosion of your mental health could be on its way.

I know I am not the only one attempting to do my bit for better mental health and wellbeing in education and I'd be willing to bet that most who are have similar, or worse, stories to tell. Listen to those voices - they are not against you; they are for you. Their words are impassioned because they really do care, not because they think they've got it sussed and are better than you.

Please explore the links I've included at the beginning of this blog post as they all point to other things I've written that explore some of these themes in more detail. If you would like to chat about anything then please do get in touch.

This blog post was re-blogged on the TES blog on 11th October entitled 'If all we do is rant to each other about workload, rather than seeking help, we're choosing to subject ourselves to stress': https://www.tes.com/news/school-news/breaking-views/if-all-we-do-rant-each-other-about-workload-rather-seeking-help-were

Thursday 23 June 2016

Rise Up! (Being Militant Teachers)

In recent conversations with teachers I have had my eyes opened to a world of pain that some of our colleagues are being subjected to. Whilst I don't assume every school is like the ones I've worked in or every leader is as understanding as the ones I've had the pleasure to work for, I was shocked to hear of the expectations that are being placed on some some teachers in some schools by some leaders.

It would seem that some of us are falling prey to unrealistic 'marking and feedback' requirements. One primary school teacher asked on Twitter how to lighten their marking workload of 102 books every day. The expectation on this teacher was external - they weren't ascetically burdening themselves. They were being expected to 'deep mark' three sets of books (Maths, English and Topic) a day for a class of 34 Key Stage 2 children. This was linked to the expectation that they have evidence of recorded work in each book on four out of five days per week.

My only real advice to our colleague was to leave that school and find one where things are being done properly.

But I soon realised that, although it would remain my ultimate advice, there must be something else that could be done until leaving becomes a legitimate option. All my usual tips for marking (marking in lessons, planning carefully so you don't have three sets of books every day, peer or self marking etc) would barely scratch the surface in this situation. So what interim advice is there to give?

Militancy. If you have found yourself in this situation, particularly with marking and feedback, then you need to fight back. I'm not talking Che Guavara-style revolution (or worse) but I'm talking about a diplomatic revolt; a polite rebellion. Perhaps what I'm suggesting is a contradiction in terms but a strong word is neccesary because what I'm suggesting will take much strength, conviction and determination. Allow me to explain:

Boy Scout Militancy - "Be prepared." 

First gather your evidence: Ofsted reports from schools who have reasonable marking expectations; this document from East Riding of Yorkshire (http://eridingsuperceded.eastriding.gov.uk/resources/assessment/020312_jmundy_assess_marking_feedback.doc); the short myth busting video from Ofsted; an exemplar marking policy, again from a school that doesn't have ridiculous ideas about what marking should look like. Also, be ready to present well-thought out solutions to the problem - preferably tailored solutions that will appeal to your leaders. It's also worth considering practising exactly what you want to say.

Henry Ford Militancy - "Working together is success." 

If you're suffering from the unrealistic expectations then others around you will be too. If you don't know who they are, be willing to share your struggles and you will find your allies - the ones who are also breaking under the sheer weight of the workload. One teacher alone may be seen as a weakling unable to cope whereas a whole team of teachers together should indicate that there is a more universal problem which needs to be investigated. There is strength, and support, in numbers.

SAS Militancy - "Who dares wins." 

Once you're armed with your evidence and solutions and flanked by your colleagues, the next (and perhaps scariest) step is to call a meeting with your leaders. This potentially requires more derring-do than the resulting meeting. Once the meeting is underway you and your colleagues will need to keep your nerve and continue to dare to speak up for yourselves.

Satyagraha Militancy - “In a gentle way, you can shake the world.” - Gandhi 

Speak to your leaders civilly. I'm no peace negotiation expert but it stands to reason that non-violent, non-threatening, even amiable, behaviour is in everyone's best interests. If daring to call a meeting is the scariest part of the process, then this step is the most difficult - emotions, and the tongue, are hard to tame. You'll need self-discipline to kill them with kindness - that rehearsal in the preparation stage will come into its own here.

Caesarian Militancy - "It is easier to find men who will volunteer to die, than to find those who are willing to endure pain with patience." - Julius Caesar

Be patient; to use another Roman analogy, Rome wasn't built in a day. These negotiations will take time - you will need to gather more evidence, regroup and continue to push for what you need. Don't just 'volunteer to die' by taking 'No' for an answer and then working yourself into an early grave marking hundreds of books each night. With ongoing negotiations you may need to endure the pain with patience whilst remaining hopeful that your militant actions will eventually bear fruit.

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:

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 13 February 2016

Date Night

Tonight is date night. I say that as if it's a regular fixture in our calendar but it's not. It should be though. My wife is a stay-at-home mum of three and has recently set up her own baking business. Our evenings are taken up with book marking, macaron making and house cleaning, amongst a whole host of other chores.

Evenings out are what works for us - getting out of the house is important as it stops us thinking of all the jobs that could be done and we are less likely to be distracted by technology if we're in the pub or at a restaurant. We consider going out for a meal a luxury as we can't always afford it, and it means finding a babysitter too. Tonight we're benefitting from a kind Christmas present of Zizzis vouchers and my sister is doing the honours with the children. We're really looking forward to enjoying some good food and quality time together.

Even though we don't always get to go out, we ensure that we have a weekend night together to watch a film and have a glass of wine. We also try to spend the last half an hour of each day together, just to catch up and wind down. We've learnt that if we don't do this things get strained between us and communication breaks down. The time together is essential.

If you are a teacher in a relationship then you have to prioritise time with your significant other. Thankfully I have a super-supportive wife who understands the time requirements and the pressures of the job and she enables and encourages me to use time at home effectively. But this understanding is part of a give and take relationship - sometimes I have to put the work down  clear the schedule and make time for what's important. If I never did this I don't think my wife would be inclined to be as supportive, and she'd have every right not to be! 

Having said this I know that this is the first time in five months we'll have been out for a meal together - that is not good enough. This half-term holiday I pledge to make time for more regular date nights during term time - we can't always wait for holidays! Who's with me?

Photo Credit: EJP Photo via Compfight cc

Thursday 11 February 2016

Saving Time or Cutting Corners?

If teachers could save time on their everyday routine tasks then inevitably there could be more life in the balance.

I love finding time-saving techniques but in many cases my methods of doing things backfire on me. Last night I tried to move the table without first moving the chair. The chair fell on my foot and hurt me and then I had to bend over and pick it up. It would have been quicker to have just moved it in the first place. This is often the case with attempted corner-cuts. The old saying goes 'More haste, less speed'.

When looking for realistic time-saving methods you will inevitably make mistakes and end up doing some things twice. But in the long run you'll find some truly effective shortcuts.

Last week I did a small thing which has already impacted and saved time. I made a list of all the resources (websites, books, downloads) we use in our maths teaching as some weeks we forget to check all of them for suitable ideas and activities. This week whilst planning we referred to the list and found some great resources for our next week of teaching. In previous weeks, we invariably ended up making our own resources, therefore increasing the amount of time we spend in preparation. In making a simple list to refer to, we saved a lot of time.

It's worth noting, however, that sometimes a great deal of time can be spent searching for the ideal resource, the one you've imagined in your head, when in fact it would have been quicker to just set about making it from scratch. On other occasions when you pick a pre-made resource in an attempt to save time, you can end up with something which isn't up to the job so the children don't learn and you end up repeating the lesson using a resource you had to spend a bit of time making. It's no good cutting corners sometimes; you end up spending more time on a job.

For most teacher tasks there will be a hack - a way to do it more quickly and more efficiently. Make sure that you look for those time-saving techniques in everything you do but be aware of the corner-cuts; they may end up wasting your time.

Monday 8 February 2016

Managing Marking

The year I began my requested move to year 6 was the year marking and feedback became high on the agenda. With the knowledge that book scrutinies with the SIP were going to become common place, not to mention the expectations from Ofsted, I quickly sought help and advice. How was I going to keep up with the marking when the output from year 6 was proving to be voluminous?

My deputy head at the time was a seasoned year 6 teacher and she gave just two pieces of sage advice which revolutionised my marking:

Mark as much as you can during lessons

Previously my focus in a lesson would have been group work, or even one-to-one work, and whilst this has not fallen entirely by the wayside, my focus is now on seeing as many kids as possible during the lesson. By doing this, and marking as I go, I find that I ensnare any issues with understanding before the end of a lesson, meaning I can address needs there and then, often pulling together a group who need help with a similar problem. As I feedback verbally to them I make a written record in their books which they then respond to within the lesson. This I find to be much more effective than the marking I do once the lesson has finished which they are expected to respond to in the following days (when, to be quite frank, it is hard to find time to allow them to do this). Having done this, I'm left with 15 to 30 minutes of 'mopping up' marking to do, usually at lunchtime or straight after school when there's not a meeting. 
If you're lucky enough to have another adult working with you in the classroom then asking them to do the same saves even more time, even if they're just marking right/wrong in maths or checking for spelling and grammar mistakes in English. Share the marking policy with them, take time to show them examples of your own marking and then give them a green pen; trust them enough to have a go.

Plan carefully so you don't have too much marking

Teachers really don't help themselves sometimes. In a bid to have as much evidence of a child's learning as possible they record everything in books. This is not necessary. It also points towards the possibility that the tasks being set are not that engaging. Children like working on paper, or on the walls, or verbally, and they learn a lot by working in this way. Additionally, non-book tasks often promote the use of other skills such as working collaboratively, problem solving and reasoning. 
When you're planning your lessons think of the entire week. How much time for marking will you have? In that time, how many books or sets of books can you realistically get marked? Decide which classes need that evidence in books and plan book work for them. For the other classes design tasks that mean you will have little to no marking. There is no need for these tasks to be considered pointless just because the work is not done in books. As you do this, be conscious of children, groups or classes who have not done recorded work for a while and make sure that there is always some up-to-date evidence in books.

Since then, at my current school, I have implemented a marking system based on using symbols which represent and replace common marking comments. Both staff and children have become adept at using the system and it frees teachers up to spend more time on writing comments which children can respond to in order to deepen their understanding. Even if there is no such policy in your school, this is something you could design and use in your own classroom.

By taking all of these actions, I have, for the last few years, succeeded in managing the workload generated by marking. Whilst expectations are still high for marking and feedback, beginning to build these ideas into your routine should see a reduction in the time you spend marking.

I realise many teachers will already employ these techniques but have written this in the hope that for some, as it was for me a few years ago, it will be a new time-saving idea. I would also love to hear from experienced teachers who have found other ways to reduce the time they spend marking books.

For more excellent stuff on marking:


Photo Credit: kennysarmy via Compfight cc

Saturday 6 February 2016

Taking Charge

These days plugging your phone in to charge must rank up there with brushing teeth when it comes to bedtime routine. You wouldn't want the battery to die halfway through the next day, would you? We understand the importance of recharging when it comes to the mobile technology we couldn't live without but how much do we pay attention to our own power reserves? As teachers we expect to rock up to work and energise children, often when we're running on empty ourselves. It's akin to sending that text when the battery's on 1%, the phone subsequently dying mid-send, leaving you wondering if the message ever reached its destination. Will the kids learn if we're absolutely knackered?

Ask yourself: What do I plug into? From where do I draw my energy? For 99% of us the answer to that will be something other than planning the next day's lessons, or any other work-related activity for that matter. Some of us will find it in 'alone time', some in spending time with family and friends. Others of us will play a sport, binge-watch a whole season of The Walking Dead or indulge in some geeky hobby. And let's face it - a good proportion of us will enjoy a glass of wine every now and then, perhaps with a cheeseboard.

'When am I supposed to have time to do that?' It's a valid question; sometimes teaching can be so all-consuming. But it's something that time has to be made for - you're in control. Just as you would never forget to plug your phone in before bed time, you need to plan to plug yourself in too. Even if it's just half an hour of reading every night, or taking one night off a week to play 5-a-side. If you plan it in, you'll be more likely to do it; you'll be more likely to rearrange your whole schedule in order to accommodate your power-up. Some busier weeks you might have to run on emergency reserves; on the other hand, when an unexpected lull throws the opportunity to relax and recharge, you should take it guilt-free.

Recharging is not optional; it's a necessity. What's your power source?

Wednesday 27 January 2016

Why I Never Use The Word 'Busy'

It all started when, every week, an unemployed friend would ask me how my week had been, to which I invariably replied 'Busy!'. As time went by, he began answering the question for me: 'Busy?' I felt mightily uncomfortable as I highlighted the major difference between my week and his: I was 'busy' and fulfilled, he was largely at a loose end as he applied for job after job, consequently feeling very unfulfilled. I decided to stop saying I was busy, instead telling him some of the things I'd been doing instead, making for much more interesting conversation.

I decided to completely stop using the word - not to colleagues, not to my wife and not to my friends. By definition I was, and still am, busy, but I ceased to describe myself so.

Apart from boring people with a one word answer when they genuinely enquired about my week, there has been another benefit too:

In telling others that I was busy, I was telling myself that I was busy too. And in telling myself that I was busy, I told myself that I didn't have enough time to do everything that I needed to do. I found myself writing things off before I even had a chance to look at my schedule - 'How could I possibly fit that in? I'm way too busy.'

Now that I don't label myself as busy, I am finding that I have a better attitude towards the additions to my to-do list. Now I think 'I can do that. I can fit that in'. And I do. I've also found (as previously mentioned here under 'Routines and Busyness') that when my schedule is full I work more efficiently; knowing that there are other things lined up for me to do means I get on with tasks.

On a practical note, there are three things that have really helped me with fitting lots into my day:

  • the apple calendar (there are other calendars available) which syncs between my ipad, iphone and icloud. I use this instead of a paper diary these days and I plan jobs into consecutive blocks of time. The calendar reminds me when it is time to do something; it's a bit like having my mum around and is very effective - I have to do it if the calendar tells me to.
  • the apple reminders app which again syncs between devices. Both this app and the calendar app allow you to schedule and set reminders for jobs - this is almost the key to all my organisational success! Naturally I'm quite forgetful, but with these apps, you'd not be able to tell. I am now in the habit of reaching for the nearest device and making a note on my job lists (in the reminders app) or booking something in to my calendar, meaning that I don't have to remember to write it down later. If something doesn't end up getting done, I just change the date and time of when I'm going to do it.
  • an actual notebook, you know with paper pages. I have no scraps of paper. Everything goes in the notebook: CPD notes, planning ideas, answers to maths tasks that I need to mark, observation jottings, SLT meeting notes... everything goes in!
So by being busy, but not thinking of myself as busy, I find myself maximising the time I have and using it much more effectively. It's been a very simple change, but one that psychologically seems to have had a big impact on how I work.

Tuesday 12 January 2016

Working For The Weekend

Some might say I labour under the illusion that, as a teacher, one doesn't have to work at the weekends. Except it's not an illusion because I don't work at the weekends. There are others like me. Working at the weekend at home would be problematic for me as three under-five-year-old girls also live in my house. They are looked after all week by my amazing wife and by the time Friday night comes around I have to flick the 'work' switch to off and the 'life' switch to on. My wife needs me to, the girls need me to and I need to, too. To take it further, my colleagues need me to, my class need me to, my boss needs me to - if I haven't recharged my batteries at the weekend then work suffers as well.

So, how is this possible? 

Firstly, I recognise that I work in a supportive school with leaders who I know I can talk to if things are getting too much. When I was at interview for my post, I made them aware of my family situation - they took me on knowing that my whole life wouldn't be committed to the job, and they weren't empty promises. I am provided with a good amount of time to get work done within school hours, but just as all teachers find, it still isn't enough.

However, analysing my current situation, I think, could perhaps help one or two others. For example, I know weekends are out-of-bounds. My deadline for the week is Friday home-time, and all being well, work won't resume until Monday morning (apart from those times when I re-plan a whole lesson in the shower on Saturday morning). What might help you to avoid weekend work?

Deadlines
Deadlines are widely acknowledged to be an important aspect of productivity. What would happen if you set a similar deadline to the one my family dictates? If you've ever known an event was going to stop you from working at the weekend, then you probably got done what needed doing during the week, then enjoyed your best friend's wedding or your partner's birthday weekend away, possibly even returning to work on Monday feeling relaxed (even if you did get that Sunday-night feeling as you thought about another busy week ahead).

Routine & Busyness
I recently visited a physiotherapist who prescribed a few exercises which are to be completed three times a day. In the week, at my busiest times, I do every set of exercises. At the weekend, when I have loads of time to spare, I do one set at best. What's the difference? Routine and busyness. When I'm busy, I get more done as part of my daily routine. At less busy times, like the weekend, I am less productive. Using up those spare bits of time during the week can reap you the benefits at the weekend. You're probably more likely to be productive in those short time slots, in amongst the busyness of doing other jobs, than you might be at the weekend after you've had a lie in, a leisurely coffee and have neglected to get dressed!

Focus
I have to focus in order to be productive. To get more done in less time I have to do one task at a time. If other things are going on then I am distracted and take far longer to do things. Many teachers plan with the TV 'on in the background' (guaranteed not to be in the background, but in front of them!) - this one, I'm sure is down to personal preference, but removing all distractions (such as the TV) may just help you to cut down on work time. I'm convinced the work/life balance doesn't mean doing both at the same time, rather it means doing one, then the other: some work, then some play. 

My pastor always says 'If you don't book it in, you book it out!' and it is true; booking in time on the life side of the balance is a better way to ensure you get it. By making deadlines you are carving out time for 'you' (and your family, friends, hobbies etc), which is essential for your wellbeing. By using time during the week whilst you're already caught in the momentum of busyness you will achieve more. And by dedicating time to work without distractions you will be more productive. Any one of these time-saving methods could be employed alone, but together they are a powerful formula for beginning to avoid weekend work.

This video (The Science of Productivity) has some more great tips for how to get more done in less time:

Tuesday 8 December 2015

Overtime: Are Teachers The Only Ones?

Teachers’ workload: two words bound to get any teacher on their soapbox. Articles abound on the issue. The DfE even challenged us about it (does anyone else find the use of the word ‘challenge’ strange?) I don’t need to tell you, the hardworking teacher, that the workload is great and I think even the stereotype of ‘Teachers. Huh! Cushy number; working 9-3.30!’ has died a death; even the non-teaching public know now that teachers don’t just work a. 37.5 hour week.

Evenings. Weekends. Holidays. Some of us work them all. Overtime pay? Not a chance. Lack of free time, family time, fun. Many a teacher has experienced this. But are we alone? I mean, are those memes that suggest teachers are the only ones working at home in the evening actually accurate? Well, there have been studies: its official! Teachers work more than any other profession!

However, I know some pretty hard working folk who aren't teachers and I decided to ask a few of them about their working hours. I asked them their role, contracted hours and overtime (either paid or unpaid). Here’s what I discovered:

Many of the workers I asked are contracted at around 40 hours, similar to teachers. Many of them said that they work around 20 hours extra, unpaid, on top of their contracted hours. Workers who answered in this manner included a Director of a water company, a Vice President of a manufacturing firm, an Associate Director of a political consultancy, an Enterprise Architect for a publishing company, an IT Consultant, an HR Business Partner in a telecoms company, an IT Architect in a small data consultancy and a Senior Finance Manager for a construction Services company. If my friends are representative of workers in those industries then that’s quite a lot of people around the world working similar hours to teachers without being paid overtime. Some of those I asked reported that working around 90 hours per week is sometimes necessary.

What about working from home? The IT Architect said “for me there is little to distinguish work and home. Holidays increasingly are measured on broadband quality. I don't think I really ever switch off from thinking about work.Echoing the sentiments of others, the Finance Manager remarked “My phone is on 24/7 and I'm expected to check email at all hours.” A number of those I spoke to revealed that they did extra work at home, others did not say whether their 20 hours of overtime was done in the office or at home. The Vice President stated “I'm always working: nights, weekends, vacations! I have found the saying "It's tough at the top" to be very true.”

Another major finding was that travel takes up more time on top of extra hours for non-teachers. Whether it’s being ‘at work’ 24/7 on foreign business trips away from family or sandwiching a week’s hotel stay with 15 hours of UK-wide driving, this is something most teachers don’t have to deal with.

It may be noted that those I spoke to all hold fairly senior positions and are likely to be paid well.  I didn’t ask for salary details simply because those who compare the workload of teachers to that of other professions never compare salary either. My anecdotal evidence is in direct reply to the blanket statements of ‘no-one works as hard as teachers’. Well they do. There are many men and women all over the country up late working, arriving at the office early to get an extra hour in, missing out on time with their children, spending every waking hour replying to emails, going on ‘holiday’ with a project to complete. Teachers are amongst those people but they do not have a monopoly on these characteristics.

One of my friends concluded: “It appears most people really enjoy the work they do and they do what is needed to be successful! I'm feeling lucky to enjoy what I do and that I have fun doing it!If you really are in teaching because you are passionate about it and you love working with the children, then surely this is the attitude to have. Imagining that you are the only one still up at 11pm preparing for the next day will not change the fact that teaching is a hard job with many demands and pressures. Knowing that everything you do can have a positive impact on the lives of others can make all the hard work worthwhile. Counting yourself as one of the many workers around the world who goes the extra mile for no reward could begin to take the edge off the pain you feel.

And if you are still up at 11pm preparing for tomorrow, perhaps you’d benefit from reading up on maintaining a good work/life balance. Although the pressures are high and the workload is heavy, I believe there are things we can all do to address the balance. Might I suggest you begin with a couple of my own blog posts?