Thursday, 23 February 2017

Not Just Teachers, But Human Beings Who Teach


"And what do you do?"

"I'm a teacher."

"But, what do you do?"

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

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

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

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

Sunday, 19 February 2017

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

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

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

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

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

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

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

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

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

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

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

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

Monday, 13 February 2017

Education Has Reached its Lowest; it's Time to Love it More


"When do you think it's time to love something the most, child?
When it's successful? And has made everything easy for us, huh?
That ain't the time at all.
It's when it's reached its lowest and you don't believe in it anymore.
And the world done kicked it in its tail enough that it's lost itself!
Yes, that's when: when nobody cares."

That's Jill Scott's introduction to De La Soul's latest album 'And The Anonymous Nobody'. Words, which when applied to education, should cause one to stop and think.

When we're talking about education we're not just talking about pedagogy and assessment. We don't just mean lessons and homework. It's not about behaviour management strategies or whether or not we set or stream or teach in mixed ability groups. Education isn't only about the distinction between early years, primary, secondary, higher or further. It's not about any of the arguments that rage on social media or the issues debated by academics. It's not even solely about the teachers, lecturers, classroom assistants or school leaders. You know what's coming: it's about the learners, be they children, teenagers, young adults or 'mature' students. 

And when education is on it's knees, crippled by lack of funding, ever-changing curricula, recruitment and retention crises and workload problems the ones who suffer are the learners, most of whom are children. The children suffer. Education needs some love right now - these children need some love right now. Now is the time for education to be loved the most - it has reached its lowest and so many don't believe in it any more. The world has kicked education in its tail and it has lost itself.

The love revolution must come from those who are closest to education. The vows need to be renewed by those already involved in education. If anyone knows what there is to love about education then it is us - the teachers, the school leaders, the classroom assistants, the lecturers, the lunchtime supervisors and everyone else who gets into work everyday and does so much more than 'a job'. Educator, you are in the best position to show education the love it needs.

We must not allow our profession to be dragged through the mud - we wouldn't allow it to be done to our partners. We must stand up and speak out for it. We must show others that education is worth caring about - we must sing its praises. We must love it. Until we do, those outside of education won't. 

Even when it seems that education doesn't love us back. Even when the relationship is rocky. Like anything, it's not always going to be easy. There are times when the loving takes more effort. But could it be that with a little bit of love, a spark will be reignited? With a little bit of proactivity and creative thinking, could the flame be rekindled? Could it be made to work? Is it just the particular school that's not working out rather than education as a whole?

It's not even that education demands a hopelessly devoted to you type of love - it doesn't demand infatuation or obsession. It just needs love, respect, nurture. And it needs all these for the good of the learners and their future.

It might seem like nobody cares - the government, the media, the general public, even your SLT -  and that is precisely why you, educator, need to care. You know what to care about and why caring about it is worth it. Educators, education needs our love most during these precarious times - can you give it the love it needs despite everything?

Two excellent responses to this blog post:




Friday, 10 February 2017

The Unexplainable Joy Of Comparing Books

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

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

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

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

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

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

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

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

Monday, 6 February 2017

Book Review: 'The Goldfish Boy' by Lisa Thompson

Lisa Thompson cleverly intertwines a truly intriguing mystery story with an entertaining study of how people respond differently to loss. Whilst older primary-aged children will be gripped by the plot, they'll also be receiving a masterclass in empathy.

As with any good crime novel there are a plethora of characters, each very different, and each with their own emotional issues. There's Matthew, the main protagonist, with OCD; Jake the bully with chronic exzema and allergies; and Melody who seems to be obsessed by graveyards and death. The story takes place almost exclusively in one street during one summer so as well as the aforementioned children, there are a whole host of adult characters too, again, all very different. Someone is responsible for the disappearance of a toddler - but who? As Matthew investigates, hampered by his worsening OCD, the reader discovers more about each of the street's residents.

This would be a 5 star addition to any classroom - the work that could be done on inference and empathy through this book could be invaluable to how a child views the different people they meet in life. The concept that everyone has potentially hidden reasons for how they behave is an important one for children to grasp - it's the basis for being non-judgmental and kind to others. By studying the varying characters as more information is revealed, children will begin to infer the reasons as to why the characters behave as they do. In doing this, important lessons could be learned about how to treat others who might appear to be different.

The fact that carrying out such studies would further involve the children in the plot is testament to the author's skill; the more the reader engages in the emotional side of the book, the more they will enter into detective mode as they attempt to solve this exciting whodunit.

Using 'The Goldfish Boy' as a class novel would also provide perfect opportunities for children to discuss and explore their own emotions and feelings - the book providing a safe and neutral foundation for children to consider their own response to the information and events in the story.

Now excuse me whilst I go and beg budget holders for a class set of these... I'll ask the English leader AND our PSHCE coordinator as this book falls solidly into both of their remits.

Lisa Thompson cleverly intertwines a truly intriguing mystery story with an entertaining study of how people respond differently to loss. Whilst older primary-aged children will be gripped by the plot, they'll also be receiving a masterclass in empathy.

As with any good crime novel there are a plethora of characters, each very different, and each with their own emotional issues. There's Matthew, the main protagonist, with OCD; Jake the bully with chronic exzema and allergies; and Melody who seems to be obsessed by graveyards and death. The story takes place almost exclusively in one street during one summer so as well as the aforementioned children, there are a whole host of adult characters too, again, all very different. Someone is responsible for the disappearance of a toddler - but who? As Matthew investigates, hampered by his worsening OCD, the reader discovers more about each of the street's residents.

This would be a 5 star addition to any classroom - the work that could be done on inference and empathy through this book could be invaluable to how a child views the different people they meet in life. The concept that everyone has potentially hidden reasons for how they behave is an important one for children to grasp - it's the basis for being non-judgmental and kind to others. By studying the varying characters as more information is revealed, children will begin to infer the reasons as to why the characters behave as they do. In doing this, important lessons could be learned about how to treat others who might appear to be different.

The fact that carrying out such studies would further involve the children in the plot is testament to the author's skill; the more the reader engages in the emotional side of the book, the more they will enter into detective mode as they attempt to solve this exciting whodunit.

Using 'The Goldfish Boy' as a class novel would also provide perfect opportunities for children to discuss and explore their own emotions and feelings - the book providing a safe and neutral foundation for children to consider their own response to the information and events in the story.

Now excuse me whilst I go and beg budget holders for a class set of these... I'll ask the English leader AND our PSHCE coordinator as this book falls solidly into both of their remits.

Saturday, 4 February 2017

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

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

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

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

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

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

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