tag:blogger.com,1999:blog-44032457678827078002024-03-04T20:05:08.466-08:00takenoheedofhershereadstoomanybooksGwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.comBlogger56125tag:blogger.com,1999:blog-4403245767882707800.post-7328774114428744282015-05-05T13:10:00.001-07:002015-05-05T13:10:31.483-07:00#TwitteratiChallenge<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">A quick post based on Twitter's newest viral blogpost topic (also guaranteed to drive Andrew Old bonkers as they appear on the Echo Chamber), I'd better crack on, as it is like a game of Pokemon, combined with Trumps (the old-school card game), meaning you can't pick a Twitter person already nominated by someone else. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">People I could have easily nominated, but no longer can:</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">@Chocotzar</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">@Betsysalt</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">@rlj1981</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">@KDWScience</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">@Ieshasmall</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">@tstarkey1212</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">@englishlulu</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">So, sulking and scratching my head, I have to think again, and think I shall pick some 'unsung' heroes amongst my mere 5. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">1. @deadshelly Jamie (Warner Lynne) coached and prepped me through more job interviews than I care to remember. Although we have yet to meet - goddamit - he has watched over me from affair, replid to inane and/or hysterical panic stricken emails; read through personal statements, job applications and interview lesson plans; as well as sending me a myriad of lesson resources upon request. We've not had much chance to be in touch much recently, but he has a place in my heart forever for all his brilliance and wonderfulness. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">2. @Treezyoung She is Scottish, but please don't hold that against her. Scottish and a mathematician, I know, right? Despite all that (you know I'm kidding lovely) she is a good egg, A stalwart of Functional Skills Maths teaching in FE, she has encouraged, advised, ranted with me via DM, met me for Costas and shares a frankly unhealthy obsession with pretty stationary. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">3. @annaworth Truly knowledgeable about how to teach children to read; even more knowledgeable about how to teach using phonics; organiser of the Reading Reform Foundation conference and someone who is relentlessly supportive, cheerful and positive. Thanks for all that you do. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">4. @Sezl Sarah (Ledger) is just a magnificent person. Her blogs detailing her 50 before 50 missions are just utterly brilliant, wonderful, witty, warm, courageous and wonderful. If you've never read them, then WHAT THE HECK ARE YOU THINKING. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">5. @bryngoodman I met Bryn for the first time at the most recent #Starkyfest this Easter, and is worth a mention for his participation in the following conversation:</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Tom Starkey, announces to the whole group, "They are serving squirrel next door,"</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">A little wary I ask, "In what format are they sold Tom?" </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Bryn, "Dead Gwen, dead." </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">A succession of squirrel related punning soon followed. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Bryn, we will always have 'the Paris of the North' (Leeds) and squirrels. I think you are ace. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Disclaimer: I have not knowingly chosen a person who I think has been nominated. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I will think of something lovely to say about you. (Offer stands for the next 24 hours)</span><br />
<strong><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">@teachertoolkit ‘s rules are: </span></strong><br />
<ol>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">You cannot knowingly include someone you work with in real life</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">You cannot list somebody that has already been named if you are already made aware of them being listed on #TwitteratiChallenge</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">You will need to copy and paste the title of this blogpost and (the rules and what to do) information into your own blog post</span></li>
</ol>
<strong><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">What to do?</span></strong><br />
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<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Within 7 days of being nominated by somebody else, you need to identify colleagues that you rely regularly go-to for support and challenge. They have now been challenged and must act and must act as participants of the #TwitteratiChallenge</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">If you’ve been nominated, please write your own #TwitteratiChallenge blogpost within 7 days. If you do not have your own blog, try @staffrm</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The educator that is now (newly) nominated, has 7 days to compose their own #TwitteratiChallenge blogpost and identify who their top 5 go-to educators are.</span></li>
</ul>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Rachel, I too totally agree with @chocotzar:</span><br />
<strong><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">As I am a rebel, I nominate everyone. You are not the last to be picked in PE again.</span></strong><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">NB I WAS that last child picked for a team in PE. Damn you wonky eyes...</span><br />
Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com4tag:blogger.com,1999:blog-4403245767882707800.post-2251310522724983542015-04-06T12:53:00.002-07:002015-04-07T03:41:24.661-07:00An FE Inspector (of dubious competence) Calls: Part 2<span style="font-family: Arial, Helvetica, sans-serif;">Before I document the lesson observation, the interrogation (yes, really) and the questionable feedback, I do not want this to be a 'tar the <i>whole </i>of Ofsted with the same brush' kind of post. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I may have mentioned this before, but what the heck, I'll mention it again:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I've been in the same room as Sir. Michael Wilshaw at Wellington Education Festival (terrifying); I've gate-crashed a meeting with Sean Harford, Andrew Old and David Didau in Ofsted Towers, Birmingham; got myself an invite to a meeting with 'Sir Michael of Cladingbowl' and several other teacher-bloggers in the Death Star, London and managed to compliment Mike Cladingbowl and insult Sean Harford (Mike nearly choked on his tea) while introducing them at Research Ed September last year in London, AND on Twitter publicly critiqued both their biscuit provision at said meetings, which I'm pleased to say, has resulted in Marks and Spencer biscuits being provided at said Ofsted and teacher-blogger meetings henceforth. That was a long winded way of saying - I have a great deal of respect for the Ofsted Grande Fromages I have met, and one Inspector of Dubious Competence does not mean the whole barrel of Ofsted apples are rotten. </span></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">On with the Lesson Obs:</span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>The Class:</b> GCSE re-sitters</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Time of Day:</b> Wednesday afternoon</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Duration:</b> 1.15 - 4.00 pm (it's a LONG afternoon)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Class size</b>: should be 20 at least, not all 20 always turn up every week (typical in FE I think)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Gender mix:</b> fairly even Stevens between male and female</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Ability based on CA's marked so far</b>: D to B. The majority of students get a Band 3 or 4 in controlled assessments I have marked so far. Those who got below a Band 3/C is down to poor attendance. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Behaviour</b>: Now - good, when I started, 'feral' wouldn't be fair, but sometimes I thought I couldn't teach and they really weren't learning. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>The lesson:</b> 3 hrs of Preparation for the Controlled Assessment for Creative Writing 2 task (based on the title of a poem from the AQA Anthology) - aiming to teach them after their writing-warm-up; specific grammar skills e.g. How to use a semi-colon to join two 'linked' simple sentences; to provide them with two poems as a stimulus ('The Blackbird of Glanmore' by Seamus Heaney and 'Cold Knap Lake' by Gillian Clarke) which were initially in a Word Cloud (don't shoot me Andrew Old and Tom Bennett!) then in their original form; ideas for how to respond and how to structure responses; how to use their planning sheets etc. So you see, it couldn't be, nor was it a 'jazz hands' kind of lesson. It was about them knowing precisely what they had to do in the Controlled Assessment the following week. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">So here, here was perhaps my Achilles heel, or Catch 22 or what other literary, or mythical analogy you can attach to it, because I <i>had</i> to do what I <i>had</i> to do that lesson, as the pupils <i>had</i> to write their controlled assessments the following week. It is a routine and kind of lesson the class are used to prior to a Controlled Assessment. If I were to deviate and do a 'special lesson' for the inspector, I'd be criticised (in my view, correctly) for not preparing them for their Controlled Assessment. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">The Inspector of Dubious Competence Calls</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The Inspector came in after the writing warm-up part of the lesson (words taken from a narrative we have read, or are going to read, they look them up in the dictionary, use them to write about something specific e.g. describe a room they know well, an opening to a horror story and so on - I participate in the writing task on the whiteboard) and part-way through the 'semi-colon' section - where I used a 'comic strip' from the Oatmeal to help explain how to use it as I find it fiendishly difficult - the examples given in there are quirky and memorable and the explanations very clear. I DID ask to see her identification lanyard as the female inspectors has a knack of hiding them under neck scarves. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The class were <i>golden </i>from the start of the lesson, and more so when she walked in. Despite the fact they clearly struggled with the whole topic of semi-colons, they did ask <i> a lot </i>of questions about how to use them in different ways, such as: Can you use them to join X and Y together? (I wrote their example on the board, tried it out, explained if it worked or not) and developed onto questions about using dashes and hyphens in words and sentences (not part of the lesson I'd planned so looked it up in front of the class and gave them examples). Although it was very difficult for them, they were clearly trying really hard to grasp it, and because they found it difficult, it told me that not a one of them had been taught how to use a semi-colon before; or there is the possibility that they had been taught semi-colons, but had not remembered a jot. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The Inspector remained for the introduction of the poems in Wordle form - where I had a few tricky moments of pupils asking me to define words for them. The first time got nervous and didn't explain one well (criticised in the 'feedback'), but when The Cheeky Lad asked me what 'frolic' meant I got him to look it up and later on asked him for the definition. In response confidently told the class and I, and then I asked him, "So, when was the last time you frolicked?" </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Student, "In my bedroom Gwen." </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Me, "You can stop there, I don't need to know any more." </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The class guffawed in unison. Literacy job done....or so I thought. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">During the word-cloud task (they had to put the words from a word-cloud into categories of their own choosing - thanks Jamie Warner-Lynne - I still use this!) we discussed their choice of categories; the words they had put in them and why; the assumptions and conclusions they had drawn about what the poems were about; the possible themes of the poems before we read the poems in their original forms; what kind of <i>story </i>is being told by the poet and so on. We then went back to what they originally thought, and what the poems could actually be about. We discussed them as best we could despite the fact the class were clearly flagging from the presence of the Inspector. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">All the time she was in the room, she did not move from her seat. She spent a lot of time thumbing through the paper-work, and showed complete dis-interest or indifference to the students. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">It was time for break so I let the students go for break, some of whom wanted to stay. She asked if I wanted feedback, so I said, "OK" (although, as you'll find out later, l should not have bothered) to get it over with even though I was:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">a)<i> desperate</i> for the toilet</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">b) <i>desperate</i> for a cup of tea and.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">c) <b>desperate</b> to get away from her and for it to be over. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">We walked down the corridor to an empty space near the 'posh bit' of the college where they have a conference centre. But, the feedback, didn't begin with feedback, but an interrogation (I can feel my blood boiling just thinking about it).</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><b>The Interrogation:</b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The first question, which she asked after having spent half an hour in my classroom with my students is what makes my blood boil, then evaporate a bit and I SO wish I was joking but here it is and it deserves making BIG and highlighting:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: yellow; font-size: large;">"Are you qualified to teach?"</span> and I did explain, "Yes." without using rude words, involving 'off'. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">(I wish I had said, "Yes, and are you qualified to observe me?" or, "Shouldn't you have known that before you stepped into my classroom?" or, the slightly censored version in my head being, "What the actual? Who the *bleep* do you think you are?"). </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">A consequence of this question is that, to use a rugby term, I felt on the back foot here from the off, having to justify myself to her as she didn't seem to like anything that I had done. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">"How long have you been working here?" </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"Have you had any training since you've been here?" </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"The boy in the middle?" (There were two, she had student profiles with pictures and names on)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Me, "Which one, there were two sat in the middle?"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Wagging her finger vaguely, "The one in the middle?"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Me, "His name would help."</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"He has a C in English" </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Me, after doing a 'Sherlock' and working out who she meant I explained that was an input error as he only had a C in his course work, but not his overall grade. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"Who inputs the information to the profiles?" (I didn't know and told her so)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">And so on. Eventually she got round to the feedback. It wasn't much of an improvement from the interrogation. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><b>The 'Feedback'</b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">She gave her criticisms whilst peering over her glasses like Umbridge from Harry Potter, whilst adopting a condescending tone (I know Andrew Old, I know): </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Inspector</b>: Some of your resources had literacy errors, like a capital 'S' on semi-colon' - that's not good modelling of literacy is it? </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Here I felt fairly patronised and embarrassed, then rallied and told her I usually use it to my advantage and correct errors in front of pupils. Or that often pupils spot-errors and correct them. I wish I'd said, "Have you never seen Geoff Barton's session on Literacy at Wellington Education Festival? Have you read his book, 'Don't Call It Literacy!" where he discusses why teachers should <i>share</i> their errors with pupils and share how to correct them too." I didn't say it, but still wish I had.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Inspector:</b> They hadn't quite got semi-colons had they? </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>My rebuttal: </b>No, which means I need to go over it again with them. Which I will. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I wish I'd said, "Do you know what that means? It means clearly no one has bothered to teach them semi-colons in the past 5 years of secondary school. They'd been given up on. That's what that means."</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Inspector</b>: Why did you use a resource from an American website? (referring to The Oatmeal)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Me</b>: I have used it before and it helps with difficult grammar teaching, as long as you point out the different terminology and what it refers to in British Standard English and grammar, I don't see it as a problem.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Inspector: </b>At times they looked a bit bored. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Me:</b> They are preparing for a Controlled Assessment, its the nature of the lesson before a Controlled Assessment which involves fairly didactic teaching. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I wish I'd said. "I am NOT paid to entertain. If I was, I'd be on an awful lot more money than I am now. Have you bothered looking at my classes Controlled Assessment results? If I was as bad as you are implying, they would not be achieving the Bands/Grades that they are." </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Inspector:</b> There was a missed opportunity when the student asked about the meaning of the word 'frolic' (I was baffled, what missed bloody opportunity?) - you should have checked the whole class understood. (I had, as far as I can remember). </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">At which point, I had utterly switched off and was taking less and less notice of what she said. There were a few positives about the use of the Word clouds but: nothing about the level of challenge; she didn't look at ANY of their work in the lesson, so no comment on that (their writing warm-up work was brilliant!); nothing about the good relationship I have with the class; nothing about the good behaviour of the students; nothing about how well they were achieving; nothing about the progress I KNOW they've made since September. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">She had a very fixed view of what she thought I should be doing, and how students at college should be taught literacy and GCSE English. I could see her literally ticking off boxes as she went on with the feedback. I don't think I could have 'won' no matter what I did. All this did was show me the fickleness of lesson observation gradings and why they are of no help to me as a method to improve my teaching. Nor is it any use if your observer has no credibility and the "Are you qualified to teach?" question lost her any credibility she might have had. Why on earth should I take notice of a<i>nything </i>she had to say to me after that?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Inspector: Grade?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Me: OK then. (knowing full well it wouldn't be a Good or better, it wasn't an Inadequate so knew what she was going to tell me)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Inspector: A three.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Me: OK...(I shrugged my shoulders and thought I'd better show disappointment then added)...I'd obviously prefer better. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I then shot off down the corridor to find a toilet and put the bloody kettle on. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">When I came back after break and thanked the class for being aweseome - WHICH THEY DARN WELL WERE, Cheeky Lad said:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"I didn't like her.....I think she had her head wedged up her *rse"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Did I laugh? Oh hell yes, of course I bloody well did. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>NB:</b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">I have since marked their most recent Controlled Assessment. What was lovely was seeing the more ambitious students using words from our writing warm-ups such as: grotesque, illuminate, atavistic, askance - along with new vocabulary from the poems they read - the kind of words I know they would not have used in September, as they a) didn't know what they meant b) did not have the ambition, or motivation to do so. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>A message for FE Ofsted Towers:</b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Somewhere on my 'phone, I have the name of the inspector involved here. If you would like to know who it was, please direct message me on Twitter and I shall pass it onto you. </span></div>
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Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com3tag:blogger.com,1999:blog-4403245767882707800.post-15938058894328587892015-04-06T10:40:00.004-07:002015-04-06T10:40:59.416-07:00An FE Inspector (of dubious competence) Calls: Part 1<span style="font-family: Arial, Helvetica, sans-serif;">I am part way through my first year in FE teaching mostly A-Level English courses, with a soupcon of GCSE English Language classes (1 evening class, and 1 class of re-sitters) and as the year has gone on, the 'OFSTED ARE COMING!!!!' heebeejeebees increased. Turns out, they were right, as on the second week of our 5 week half term, on the afternoon of Thursday the 5th March 2015, we had 'the call' telling us they would be in all of the following week, beginning Monday 9th March 2015. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I want to explicitly state that I do <b>love</b> my place of work - I work with great staff and students and do not want, through writing this blog - to damn anyone in my place of work. This is the first time I can say I've really and truly enjoyed teaching and working in an educational institution. Turns out, you don't <i>have</i> to feel stressed everyday when you turn up to work. Go figure. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">My fellow secondary school teachers will notice the, ahem notice, being greater than the secondary school standard procedure of a mere 12 hours. I believe the greater notice period is because FE institutions are generally quite large, often encompassing several sights (ours has six, all over Warwickshire with the 'Mother-ship' being in Leamington Spa) ergo the need for a slightly longer run-up time, to me, seems quite justified. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">By Friday morning the Principal of the college has prepared a video that we were to show to all our students and the numerous other leaders within the college began the 'deluge of emails' approach to Ofsted preparation - again, more due to the large number of sites, rather than an inability to communicate another way. However, 'deluge' remains the right word - the deluge was to the extent that, as the days wore on, I just didn't look at my work emails, and relied on office chatter to work out what I <i>really</i> need to look at, and what I can sensibly ignore. If I had spent all my time reading all the emails that were sent; I would not have had the time to do all the things I <i>actually</i> needed to do. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Prior to the Ofsted call we were given lists of preparation admin to do - running to at least 20 items - again I had to really work out what was <i>utterly</i> necessary to teach my classes, and safely ignore the rest. What did irk was the need to write out lessons on a pro-forma when the most recent FE Ofsted myth-busting document explicitly states that, 'Ofsted does not expect lecturers to plan in a different way than they do normally' (that is a paraphrased version of what is in the actual document) - but being a 'newbie' at my place I did not feel brave enough to day 'No' so I duly complied, but dear <i>God</i> did I hate filling out the colleges own '10 minute - but at a minimum it really takes 40 minutes - lesson plan' to the extent that on the first Monday after inspection week, I felt visibly lighter from not having to fill the darn things out. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Also on the Friday we knew which specific areas the college would be inspected for - from memory, they were: Business, Equine, English and Maths (Level 1 and 2 courses) ...I forget the other three areas, but 'A-Levels' was not a target area. Here the A-Level staff were just amazing - knowing pretty much definitely get seen with a GCSE class - I had so much support and offers of help - I had not a clue what to do with it all:</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Geography A gave me a talking to, 'Your are NOT to get all stressed and worried.' in her loving but also a little bit scary Northern way</span><br />
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<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Personal Learning Advisor C - asked if she could cover some of my classes so I could get ready for the Inspection</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Mentor and desk buddy T - TOLD me not to come into work over the weekend (I did work all day Saturday at home) and rang me on the Monday to check I was OK. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Boss K kept checking that I was OK every day.</span></li>
</ul>
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<span style="font-family: Arial, Helvetica, sans-serif;">That just gives you a wee flavour of 'Team A-Level' during the Ofsted inspection was like. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">For the record - our A-Level students were beyond marvellous - calm, supportive and even hugely defensive of us - to the extent that one lad that I teach in A2 Language and Literature - made a point of finding the Ofsted Inspector interviewing students to GRILL him about 'What the point of Ofsted was?' AND telling him, 'My teachers teach differently when you are not here [wait for it, it's good] - the teach BETTER.' </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">So, on Wednesday afternoon, with the GCSE re-sitters whom I have written about before <a href="http://takenoheedofher.blogspot.co.uk/2015/02/getting-to-grips-with-gcse-re-sitters.html" target="_blank">here</a> and <a href="http://takenoheedofher.blogspot.co.uk/2015/02/my-top-10-tips-for-gcse-english-re.html" target="_blank">here </a> I was observed by The Inspector of Dubious Competence. A more detailed account will follow in part 2 of this blog. </span>Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com1tag:blogger.com,1999:blog-4403245767882707800.post-57642515209258958342015-02-22T14:06:00.000-08:002015-02-22T14:42:04.079-08:00My Top 10 Tips for GCSE English Re-Sitters<span style="font-family: Trebuchet MS, sans-serif;">I'll not waffle but just crack on with it, this SHOULD be short and sweet.</span><br />
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<ol>
<li><span style="font-family: Trebuchet MS, sans-serif;">For them, YOU represent all that has gone wrong for these students before in GCSE English. It is not YOUR fault, but expect a wave of resentment and apathy coming in your direction. It isn't really aimed at you, you are just a painful reminder of what went wrong before. If that doesn't happen - EXCELLENT. Enjoy it!</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Because of what went wrong before, you have a room full of mainly fragile egos. Some might appear arrogant, this is more than likely a front. Walking in and barking orders like the Stazi will do you no favours, but firm and fair management of them will. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Some WILL be more able than the prior grade indicates. Things go pear shaped for students for many, many, many reasons. Sew them the idea of the possibility of doing even better than a C. The C is definitely what they need, but if they can do better, you need to let them know that they can. Keep drip feeding the idea, they'll take the hint eventually. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">This is a no-brainer really, but, your students are likely to have weak literacy skills. Poor sentence construction; inability to punctuate those sentences, a limited and weak range of vocabulary; lack of literary and non-literary writing techniques; unable to paragraph, and a very limited range of conjunctions in their writing. Each lesson must involve some explicit grammar teaching, but do it in baby steps. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Homework - my adult evening group aside - getting homework from such classes is VERY difficult. My suggestion is to provide grammar worksheets, then within the next lesson, set a task that links to the homework, giving the students the opportunity to apply their grammar skills in the lesson. Take this work in to mark then you can easily find out who did the homework or not. Also, by marking the work, your relationship with the students grows. It is VERY important you mark honestly, but positively. They REALLY need to know what they CAN do, whilst letting them know what they need to do to get better. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">If you want students to focus on a particular technique or skill in their writing, attach a points system to it. E.g. adjective - 1 point, personification - 4 points, and congeries (yup, done that with my re-sitters) 6 points - according to level of difficulty. It should also prevent a 'death by adjective listing' form of creative writing. Get students to self-mark or peer mark before you even clap eyes on it; it will get them into the habit of checking their own work, and reading it carefully. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Going back to that lovely rhetorical term 'congeries' - rhetorical figures is something I have been doing a lot of with my A-Level classes. One lesson, while looking at the description of 'Dr. Roylott' from Conan-Doyle's "The Speckled Band", I reasoned, why the hell-not expose them to it? So I did. We looked at the definition, how it looks on the page, what it DOES, and how such long sentences are constructed and why. Using the points system, pupils were keen to try it. Some of them succeeded. I also told them it came from my A-Level lessons, making sure I told them that if I didn't think they were capable, I wouldn't bother. So, going back to those fragile egos, that's them starting to wag their tales right there. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Another no-brainer. Turn up. Always, turn-up. This will be, eventually, rewarded with their loyalty. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Have a sense of humour, by GOD you'll need it, along with this, be relentlessly nice, even in the face of their apathy and truculence. You will wear them down, because when you are relentlessly nice, they find less and less reason to be truculent and unpleasant. If they were to continue being mean, it would be like kicking a puppy. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Be patient. Very, very patient. They will come round to you once they have got used to you, and learned to trust you. Like skittles in a bowling alley, it is won't be a strike, but one or two skittles at a time. Eventually, the bowling ball that is YOU and your teaching, will knock them over. (Dodgy metaphor now over). </span></li>
</ol>
Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com1tag:blogger.com,1999:blog-4403245767882707800.post-13096615565809863822015-02-16T09:00:00.001-08:002015-02-16T12:24:33.763-08:00Getting to grips with GCSE re-sitters<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">When I started at my college and saw my timetable, I made predictions about which classes might prove the most tricky. As most of my timetable is A-Level teaching, it didn't take long to suss out that Wednesday afternoons with full-time students re-taking GCSE English at college would be the most challenging. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><b>Why did I make this assumption?</b></span><br />
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<ul>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">They HAVE to do it to remain on their chosen course</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">They have not got a C, yet, so will feel disappointed by that.</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">They MAY have sat the GCSE exams at least 3 times prior to coming to me.</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">They are quite likely to feel let down by their previous institution, or GCSE English teacher due to not getting that C.</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">English is unlikely to be their favourite subject, if it was, I'd be teaching them A-Level English</span></li>
</ul>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Now, anyone who has taught a low ability Year 11 class on a wet and windy afternoon, will not be unfamiliar with the words, 'truculent' and 'apathy'. It is a cross that all we core subject teachers have to bear, so have to use all of the tools in our box, and much nicked from other people, in order to overcome it. That said, teaching students GCSE English as a re-sit class is a new experience for me, and I have had to learn a lot over a short period of time. There is very little that is the same in FE as it is in Secondary School when it comes to teaching GCSE English.</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><b>As well as the issues mentioned above, we have:</b></span></div>
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<ul>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Behaviour issues, usually work avoidance tactics, which essentially down to a lack of confidence in this subject</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Teaching them 'Of Mice and Men' at the start of the year, when they are, bless them, frankly sick of it. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Issues with attendance and punctuality - meaning that, apart from a core of affable students, you can get a different class each week depending on who turns up (I do not think this is unique to my college at all). </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Lessons are once a week and 3 hours long, with a break in the middle - these last two points making planning lessons, and even doing a seating plan, or trying group work, very difficult. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Chasing up lateness and punctuality is much more difficult in a much larger institution - I am slowly getting to know the people I need to talk to about this. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Some pupils have a deeply in-grained all pervading, overwhelming, feeling of negativity about their ability in this subject, which you can sympathise with, but also question whether your amateur psychology built upon years of teaching in different schools, can help these individuals. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Getting in homework, and ergo, having something to mark, assess and praise is a nightmare. </span></li>
</ul>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><b>The first term: the long slog up to Christmas. </b></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">This was the 'Of Mice and Men' term, and I think this made things difficult for the students and I. The majority had studied it to death, whilst a small minority didn't know it at all. We read (or re-read) the text doing some fairly simple comprehension exercises and built up to constructing the good old, 'Point, Evidence, Explore the language' paragraphs. It is easy to knock PEEL paragraphs, however, with students who have no confidence in their ability to write, and write about writing, this kind of structure IS useful. I made sure to tell the more able ones it was adaptable. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> However, their over-familiarity with the text, made my prediction of my Wednesday afternoons being bloody hard work absolutely spot on. Neither had I mastered the art of planning a GCSE lesson over 3 hours - mainly via not pitching or pacing it right. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> On Thursdays I felt visibly lighter and practically skipped into work as Wednesday was over with, meaning I had a joyous day of A2 and AS Language and Literature ahead. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Towards the end of December the 'Of Mice and Men' CA was sat - all done properly in exam conditions. It is an epic slog with 1 hour for making notes, and 4 hours writing. One pupil kicked off in spectacular fashion, complaining that he could not do it. He had attended less than 50% of lessons, so I can't say I was overly sympathetic, less so when he shouted at me in the classroom and in the corridor. The rest, thankfully, did not join in and knuckled down and got on with the long slog. Afterwards, other pupils told me how silly they thought his behaviour was...making one of those precious little moments that make you realise the class are coming around to your side, and will eventually stop fighting you. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><b>Spring Half term. (WHY do we call it that, when we are still in the DEPTHS of Winter?) and the gradual decline of apathy. </b></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Fortunately, I managed to mark this classes' CAs over Christmas before I got horribly ill with a sinus infection. This meant that, due to the most of the class achieving a C, and one pupil getting at least a B, we could begin the year on a positive footing. Those who GOT their C where pleased, if not a bit relieved, the lad with a B was pleasantly surprised, whilst those who got Ds took it on the chin (they had terrible attendance) and are keen to re-sit so they can achieve a C. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> There is a notable and visible sense of relief that 'Of Mice and Men' is OVER WITH, whilst the new CA task of creative writing is much more enjoyable to teach, and gives the students a refreshing change of direction. With huge thanks to a delightful Twitter lady (your name escapes me, SORRY) I used an extract and stills from Danny Boyle's '28 Days Later' which the class grew increasingly more interested in as lessons went by. </span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Here I also used 'slow writing' cards and devised a points system for using different literary and grammar techniques in practise pieces of writing; plus I compiled a table of model sentences using Alan Peat's 'Exciting Sentences' app for pupils to experiment with.</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> I made them write in silence to a range of stimulus, gave them different sentence types and techniques to use each week, then made sure I took in class work (rather than homework) to mark each week, so that they were getting regular constructive feedback. In class they also peer and self-marked to see how many 'points' they accumulated, based on the variety of techniques, and range of vocabulary they could use. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> One pupil's was so 'wowsers' I read it out to my friends and colleagues in the A-Level office, which received appreciative 'Oooooos' and 'Ahhhhhhs' as a result, which I passed onto the student. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><b>The Second Controlled Assessment</b></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">They were an absolute delight whilst they had their note-making lesson and preparation. I made sure they used a thesaurus to compile a bank of vocabulary to use in their CA. They worked with quiet diligence and real focus. Frankly, I could hardly believe it was the same class I had been teaching in September. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Before the CA I gave them a pep-talk, reminders of what to do when stuck, told some pupils to write double spaced as their handwriting is as bad as mine, and let them crack on. I also told them, in no uncertain terms, they were not finished until they had checked their work for errors at least twice or until they were sick of it. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> As in the note-making session, their effort and behaviour really could not be faulted. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> I bought them Jaffa cakes which were gently plopped on their desk mid-way through the CA and (I tweeted about this) REFUSED a second Jaffa Cake on the way out, REFUSED. What is with that? </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><b>An attempt at an 'autopsy' -why I think things have changed (there's nothing remarkable here):</b></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span></div>
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<ul>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I came back after each holiday.</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I turned up each week (bar the evil sinus infection week).</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I sent some out who were persistently disruptive, one has even been removed to another class (who has since BEGGED to return to my group).</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Got the hang of chasing up poor attendance and punctuality.</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Weekly marking of classwork improved relationships between the class and I.</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Taking the 'be relentlessly nice' approach seems to have worn them down.</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">My planning and pacing of lessons has got better - and easier - the better I know my pupils.</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The first CA marks gave many a confidence boost AND enabled them to trust me.</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I am a stubborn sod and don't give up easily.</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">We have had some lovely funny moments in class, I've laughed with the student so at least they know I am human. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Because of all of the above, and other things I may have missed, some are now more motivated than when they were in school, and certainly more motivated since September. </span></li>
</ul>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">It is hugely satisfying to now be at the 'enjoy teaching them' stage considering I gained new grey hairs every week when I started teaching them in September. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I was hugely cheered by a comment a student made at the end of his creative writing CA last week:</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Students looked up from his CA, bleary eyed but pleased, "I am really pleased with what I've done and my effort."</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">"Good," I reply, smiling, "So you should be."</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">"You know what the difference is this time?" he asked me, more rhetorically really.</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">"Compared to school you mean?" </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">"Yes. It's motivation. I just got things done quickly to get them out of the way. Now I want to do it well." </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Well, I could hardly contain my joy and told him, arms aloft, "You have TOTALLY just made my day. Thank you." </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Continuing in this lovely manner, the pupil was then a total poppet and helped put the classroom desks back to normal before he left. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">That was a VERY satisfying way to end the half-term with this class. </span></div>
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Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com1tag:blogger.com,1999:blog-4403245767882707800.post-55285594908207640112014-12-24T09:27:00.001-08:002014-12-26T15:43:20.705-08:00#Nurture 1415<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">This year had been an interesting one, and initially, not all for the best of reasons. This time last year I was signed off work, and could not contemplate the thought of stepping into a school again, even worse the last thing I wanted to do was teach. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Thankfully, things got much better and choosing a mere 5 from all the good stuff that eventually happened will actually be quite hard, so please forgive me a wee bit of cheating. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><b>Good Stuff of 2014</b></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>1. The de-singlification of the Nelson. </b></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I started teaching in my late 20s, and to be honest, in terms of a personal life and a love life, both were in short supply over those 12 years. As far as the love life thing is concerned, I may as well have joined a convent. I'd bantered with my now OH on Twitter for a good few months before we actually met (initially, I had even blocked him as I found him a bit scary) in October 2013. Out of which came the most tentative of friendships. To use the phrase 'slow burner' would be a severe understatement. But, after a MAMMOTH cleaning session of his house (I was off work, and wanted to feel useful), which was frankly a HORRIFYING mess when I first encountered it, we became much closer friends, Later on, this lead to a Muppet Movie night where friendship changed into cosy coupledom. Nine months later, we are still together despite nearly giving him multiple organ failure when he bought me a Vivienne Westwood handbag for my 40th. Something he reminds me of OFTEN. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>2. Being published in a real-life bonefide book! </b></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Firstly, in 2014 I stayed with Rachel Jones many times, who on one occasion was BUZZING after becoming a Google Certified Educator. Rachel had an idea of asking various edu-Twitter types to send her 10 top teaching tips that she could compile into an e-book, selling for a nominal amount with proceeds going to a children's charity. I helped a tiny bit by asking a few people to contribute, whilst Rachel constructed a Google form for us to use, and later formatted it into a beautiful e-book on some clever bit of Apple software. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> As well as I, who is a petite fromage in the scheme of things, there are such Twitter grande fromages as Vic Goddard, Andrew Old, John Tomsett, Alex Quigley, Tom Starkey, Chocotzar, and the lovely Rachel Jones herself. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Before long, Crown House got wind of it, got in touch and offered to publish it into a real book! A REAL BOOK called '<a href="http://www.amazon.co.uk/Dont-change-light-bulbs-switched-/dp/1781352119/ref=sr_1_1?s=books&ie=UTF8&qid=1419438342&sr=1-1&keywords=don%27t+change+the+light+bulbs" target="_blank">Don't Change the Lightbulb</a><span style="color: purple;">s</span>.' proceeds of which go to charity. Click on the link to get your own copy. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> The book launch was great, and somehow I managed to talk to the whole of Twitter about literacy, and more inexplicably, told Twitter to 'grow a pair' and just get on with it. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> The launch became a mixture of Edu-Twitter-Pokemon, the mission getting fellow contributors to sign their pages, and a selfie-a-thon getting your self snapped with the grander fromages. I'm STILL dead chuffed that I met Vic Goddard. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Right, in a typical English teacher way, I've been quite verbose. Succinct Nelson, be succinct! </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>3. Published again - but in picture form! </b></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">This is down to two remarkable forces of nature, @Chocotzar who wrote a really moving blog about a pupil at her school who needed and deserved a holiday, sadly the likelihood of that actually happening was zero. @Cazwebbo quickly cottoned on, and whipped us up into posing for holiday themed pictures frenzy, in order to create a calendar to raise money for the Family Holiday Association. Thus was born the '<a href="http://www.familyholidayassociation.org.uk/sweet_dreams_diary" target="_blank">Sweet Dreams Desk Diary 2015</a>'. Still available to purchase! (Carol, my mum bought a job lot, meaning my sister got one, whether she wanted it or not.)</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> A few of us clubbed together for a photo-shoot in Manchester - thanks LOTS to Carol for organising, Cherryl and Carolyn for helping this camera-phobic through the photo shoot. The combined efforts of these friends, the photographer and make-up artist meant I did not look like a grimacing corpse. Miracle. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Still not succinct...sigh...</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>4. Maintaining and building various Twitter friendships, and making the most of opportunities.</b></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">2014 meant attending quite a few Twitter edu-events: Pedagoo London, Policy Exchange bash, a few Teach Meets, Research Ed, the London Currries, Wellington Education Festival and Starkeyfest in Leeds; whilst also meeting up with old and new Twitter friends individually. Out of which has grown an increasing amount of strong friendships, a sisterhood - you know who you are - who have seen me through my darkest of days; even better pulling me away from my walk with The Black Dog.</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> This has also lead to great opportunities - most memorable being getting into the Master's Lodge at Wellington due to my OH being a speaker at the festival. I ate lots of good cake, I saw numerous famous types, which was bewlidering, and Oliver Beach from Tough Young Teachers (see what I did there Oliver), who, it has to be said gives a very fine hug indeed. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Later on, I gate-crashed a meeting with Sean Harford (the new Ofsted head honcho), Andrew Old and David Didau, and later on attended a meeting with Mike Cladingbowl (the out-going Ofsted head-honcho) and various other Twitter folk at Ofsted Towers in London. At Research Ed in September I introduced Mike Cladingbowl and Sean Harford (to be interviewed by Andrew Old) to a huge hall full of people, during which I called Mike the 'Grande Fromage' and Sean 'a not quite so Grande Fromage' of Ofsted. Mike nearly spat out his tea, Sean virtually choked on his biscuit, Andrew stared at the floor, my knees nearly buckled. Kev Bartle told me he loved it. The tumble-weed response of the rest of the hall suggested the potential idea of a stand-up comedian being a second string to my bow, blew slowly away with the forlorn tumble-weed. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>5. Getting back to work</b></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">In May I found a part-time FE post teaching A-Level and GCSE English. By that point I had been off work for 7 months, my salary would end for definite in August as literally a few days prior to applying for this job, I had resigned from the old one. As interviews go, it felt very high stakes. However, the stars were aligned and I got the job! For the lengthy version, click <a href="http://takenoheedofher.blogspot.co.uk/2014/07/the-one-about-interview-part-first.html" target="_blank">here</a>. The response from Twitter after I tweeted I'd got the job, was AMAZING. My timeline went bonkers with lovelieness for HOURS. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> In short, the move to FE and being part-time was exactly the right thing to do. I love students, staff, colleagues and my boss is sound as a pound. Although, thanks to the hideous road-works on the A5, the commute home is a real ARSE. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">Bonus Bit</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Oh and this is too memorable not to mention. I had the FUNNIEST time on Twitter after Stuart Lock tweeted a picture of a fox in his garden, which none of us could see. Thus ensued what is fondly known as #Foxgate - well fondly for everyone except Stuart that is. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">One more Bonus bit</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Over the past 18 months to 2 years I have participated in @ieshasmall's photography journal of people who have had, currently dealing with, or recovering from depression. It is also on Twitter as <a href="http://www.mindshackles.co.uk/" target="_blank">@mindshackles</a> - do click on the link to view. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Other participants I know are Rachel Jones and Andy Knill. It has been a really rewarding experience. Iesha is great company, knows her medium of photography, and documents our stories with heart and diligence. Our last sesssion was at The Globe on The Southbank, where as gronudlings we watched a great production of A Comedy of Errors. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Thank you so much for asking me to participate Iesha, it has been life affirming. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><b>Hopes for 2015</b></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>1. To celebrate a proper anniversary with 'im indoors. </b></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">We are but 3 months away dearest, what shall we do to celebrate our 12 month adversary (that was a typo in a text to him a while back, but 'adversary' seems to have stuck)? I'm thinking something Muppet related. Just an idea. I think another Vivienne Westwood handbag might give him actual multiple organ failure. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>2.. To spend more time with friends, to nurture those friendships better</b></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I am fortunate that I have great friends. I know some wonderful people. I don't see or talk to them as much as I'd like. My past 18 months or so walking with The Black Dog has not helped these friendships much, neither does my phone-phobic nature. Friendships need nurturing, I need to nurture them far better. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>3. To grow my confidence back as a teacher</b></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I'm getting there, really I am, but after being off work for 10 months and the after-shock of being in an untenable situation at work, epic levels of stress and the stuffing being knocked out of me, it doesn't take much for the insidiousness of self-doubt and anxiety to creep in. Also, I'm teaching all new texts (to me) in my A-Level courses, it's terrifying. BUT SO MANY Twitter folk have Drop-boxed me resources, and I would have sunk into a pool of my own stress dribble if not for their help, I am HUGELY grateful. Next year is new A-Level Specs' so, it is no easy ride next year either, but it's the challenge I like. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Already I am thinking of how to teach better, much better. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> I'd like to start attending Teach Meets again, and have a crack at presenting once more. It terrifies me, but it will get easier the more I do it. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>4. To go on holiday in the school summer holiday</b></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Not something I've actually done. Ever. The main hurdles are: money and to persuade the OH that not ALL foreign places 'smell of wee' so that we can at least get out of the UK on said holiday. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>5. Do some more tutoring</b></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Currently this is a bit of an experiment, but recently I have done some 1:1 tutoring with the son of the folk who run my local sub-Post Office. I tell you, an hour barely seems long enough. It's very enjoyable, it's a little extra pocket money, it's another string to by bow and it could be developed. My pay is much less than it was, so I'll have to see how it goes. Plus I need to keep Mr. Tax Man in mind if this little venture is to grow. (If there is anyone who can give me advice on this, please do so. I am Mrs. Clueless here). </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Hurrah, finished! Well done for getting to the end! </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">There are a few other things I'd like to do, many no less important than the ones above (cheating, sorry):</span><br />
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<ol>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I want my new students to better than both they and I expect in their exams in May and June. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Hear the words 'lesson observation' without tumbling into the well of anxiety and almost lurching into the zone of panic attack. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Do bloody awesomely in said lesson observation - by that I mean get through it without panicking. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Go on the super-long zip-wire in Blaenau Ffestiniog and do Bounce Below (boinging on trampolines in a cave) also at Blaenau wiith a group of friends. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Do something else wacky - like a parachute jump, or a hot-air balloon ride. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Get another discrete tattoo, Welsh and Wales being the theme. It's my 40th year and it will also be 10 years since dad passed away in November 2005. Ergo, it seems sort of right. Suggestions welcome. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Do more Yoga - it helps with my rubbish feet and general aches and pains. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Get more comfortably into my size 12 clothes - cosy coupledom has equalled weight gain. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Do an assault course again. I don't think I'd survive Tough Guy again, but something in the 10K region would be do-able. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Exercise at least 3 times a week, 4 if I can. (Which will help with No. 7)</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Write on this blog more regularly. I've been very cautious since behaviours of certain people at my old work meant I knew I was being 'monitored' - but they never openly admitted it, just mentioned stuff I'd tweeted or blogged about in passing. Way to make you paranoid, huh? Being in a new job has also made me cautious of using this blog, which, initially, I think was wise. I mustn't be scared of using my voice. </span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Continue teaching a GCSE English class in the evening. It's very enjoyable, the students are smashing. </span></li>
</ol>
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<br />Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com5tag:blogger.com,1999:blog-4403245767882707800.post-21710846646759111552014-09-30T13:56:00.002-07:002014-10-02T11:38:42.992-07:00My defection to FE: Notable differences<span style="font-family: Arial, Helvetica, sans-serif;">After 12 years at the chalk-face of three state secondary schools; I was done in. Many of my friends here on Twitter have seen me broken, battered and bruised, teetering on the edge of a dark, potentially terminal abyss. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Here I am, 5 weeks of teaching and 7 weeks in total into my FE teIaching career (and I really DO hope this is the start of a new career in FE for me) and the differences between FE and the state secondary school sector are numerous. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">So, to borrow the words of Dylan Thomas, 'to begin at the beginning':</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>1. I started at my college two weeks before the students began. </b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">In secondary schools, if you're lucky you get two days INSET, at least one of which is a 'death by meetings and PowerPoint' day and the other a Faculty day. If particularly unlucky, you just get one day of the former, with no real time, or motivation to get yourself properly sorted for the first day's teaching. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Here I had a week to get settled in, find resources, get 'inducted' by my manager and I WAS left to my own devices to get myself sorted, as much as I was able, having not met any of the students yet. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> The second week involved enrolement of students, where I was repeatedly told it would be 'manic'. All I can say is that the FE version of 'manic' is clearly very different from the secondary school version. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>2. I work for a large 'Corporation'.</b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"> Frankly, this really unsettled me. The last time I worked for a 'Corporation' it was for The Abbey National, in their Visa Disputes Department where I was miserable, bored and little more than a battery hen. Education, a BUSINESS? What the....???</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> This 'Corporateness' was bought into stark relief when I was booked into, and attended my 'Corporate Welcome Day' where we had many presentations by senior managers of the college - most of which were at least useful in integrating us into the FE way of things; and learning about the vast range of courses and students the college caters for. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> What was nice was that most of them made the effort to chat to us in the breaks, and get to know who we were, at least a little. This was where I nearly, but I didn't quite have the gumption for, said that I was, 'kind of a big deal on Twitter'. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>3. The manager to lecturer (teacher) ratio </b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">In my previous secondary school, in my English Faculty there were: Head of Faculty, Head of KS4, Head of KS3, two Heads of Year, leaving a part-timer and I as the only non-manager types. God knows what the actual ratio is, but managers clearly outnumber 'normal teachers' by a big margin. Furthermore, in the climate of a school in a certain category, this leads you to being micro-managed to within an inch of your sanity. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Here I am part of the 'A-Level Academy' section of the college, and above me is the 'A-Level Manager' for our site, then above her is an overall 'Academy Leader' for A-Levels across all sites that offer it. Here, the atmosphere is much more like when I started teaching, where your Head of Faculty was 'first among equals' - a teacher who happened to have to deal with all that admin you didn't have the stomach for, who just let you get on and teach. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> So, in effect, I am 'Head of English'. I was most amused, whilst munching on my ready-meal prior teaching my evening class, to open correspondence addressed to the 'Head of English'. Ok, so I manage myself, but that feels really rather good. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>4. I can say, 'No' to things on my timetable I am not yet ready for</b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I applied for the post at the college because it was part-time, and I could have had a full FE timetable if I had wanted to. However, I said, "No" because a) I didn't want to work full-time in a sector I was new to, and b) It was ANOTHER course I've not taught before (A vocational Media Studies course). </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> I could also say, "No" to a third GCSE class I was offered on another site. The fact that I could do this was, well, a revelation! </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>5. My timetable - It's not bonkers! </b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Last year, I had a timetable that I just could not get on with. All KS3 (bar a year 9 class) and KS4 and 5 classes were split. Split KS5 classes are the norm in secondary education, but ALL of KS3 and 4? I saw those classes for 2 hours a week. It made building relationships, the positive kind, infinitely more difficult, as with marking, and planning lessons. That was one of the nails in my secondary teacher coffin. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> This links to the point above - it is not entirely dictated to me. I teach 18 hours in total, 15 are part of my contract, and 3 hours are paid hourly - again my choice. MY CHOICE! I have, as part of my contract, 8 'On site hours' which is the FE equivalent of PPA time. Some of which you can complete at home. I had to keep asking permission to leave on my half day on Tuesday, until I got the message that, 'No one clock watches around here'. There IS such a thing as 'give AND take' not 'take, take, take'. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> In total, in my 18 hours teaching I have 5 classes: 2 GCSE, 2 AS and 1 A2 class, meaning I spend 6 hours a week with each A-Level class and 3 hours a week (all in one chunk) with each GCSE class. This huge increase in contact time for the majority of classes means:</span><br />
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<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">I know all their names already after 4 weeks of teaching, even the massive AS Lang/Lit class of 25 and NEARLY my massive GCSE class of 35. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Planning lessons is SPEEDY. I know my classes. I am not swamped with data but I know my students pretty darn well already.</span></li>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>6. The 'work-load' and marking hot-potatoes</b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">As previously mentioned, I teach for 18 hours, which is not much less than a full-time teacher's full time-table load. Perhaps, one class less? However, the marking policy is much different to secondary school where exercise books must be marked every two weeks, assessments and feedback given also within two weeks of the assessment being given (given, it's not much of a 'gift' is it?) along with homework, for each teaching group - which with that crazy shared group timetable, your number of classes nudges into double-figures, while your marking load slowly, but surely, saps the very life-blood from you. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> Here, the expectation is that you set homework, for each group, mark it and grade it so students have weekly 'working at' grades. The only real 'extra' to this is the half-termly mocks. However, as the pupils can and want to do a good job if it, you can sit and mark while they work in silence, meaning you can start marking once classes mocks while the one you are with are doing theirs. </span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"> So, I am busy, there is plenty to do each day and week, but here is the crucial difference - I am not overwhelmed, permanently over-whelmed and constantly defeated by the work--load. It is actually manageable. I am tired at the end of the week, but not sapped of all strength. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;"><b>7. My team is 'A-Level' not my subject</b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Now, this I really like. It is much more like the Swedish Gymnasium 16-19 school I visited in Ystad, where teachers were in teams of courses, not necessarily curriculum areas. This means a wider range of personality types, and none of the potential 'insular' or superiority complexes that one curriculum area can lord over another. Plus, no one seems particularly stressed, so this does not feed into the kind of 'stress vortex' you can find in over-worked secondary school faculty areas. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> It's great to look discuss different subject areas and learn stuff in the process. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b><br />8. There is LOTS of admin:</b></span><br />
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<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Lecturer's record book - basically a teacher planning system to record lecture notes and marks</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Pen Portraits - notes are to be made for each pupil in each class about their needs, or difficulties as learners and how you intend to meet their needs in your planning. It is OK to do this later on when you have got to know your classes</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Each class has a spreadsheet for you to record homework marks. This is monitored to see if pupils are meeting the college's high standards for their pupils. The emphasis here IS on the monitoring of the students and THEIR progress.(Although I'm sure it's something to do with monitoring teaching too, but there isn't a big deal made about this.)</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Lots of admin is require for lesson obs - lesson plan, pen portraits, Scheme of Work you are using. </span></li>
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<span style="font-family: Arial, Helvetica, sans-serif;">At the moment I'm really focusing on the teaching and the marking. Am just starting to get to grips with some of the admin. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;"><b>9. Lessons are still graded and Ofsted are in for a week</b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">It's a bit of a step back in time! As a new member of staff I'll get a developmental, ungraded lesson observation prior to a graded one. If that's the system, so be it. However, I'll not plan lessons on the basis of worrying about a one-off lesson observation or 'what Ofsted might want'. Having said this, my mentor/buddy type person is also the UCU union rep and is steering 'The Powers That Be' into un-graded lesson observation process. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> When I started teaching, Ofsted visits lasted a week and it is likely you'd be seen more than once. Thinking about this, I think that part in particular is FAR less stressful than the '20 minutes to prove your competence under untenable pressure' system we have had to deal with in Ofsted's recent history.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;"><b>10. I am not a form tutor</b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Here, pastoral responsibility is with a PLA (Personal Learning Advisor) on each course. They act as a Head of Year and form tutor rolled into one. Ours is a force of nature and brilliant. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> You don't notice or realise how much time a tutor group takes up until you don't have one any more. Therefore, I am free (yes FREE) to focus on what I am employed for - the teaching of my courses. I love that I can focus on this. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>11. How I don't feel - I am not:</b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Stressed, frustrated, overwhelmed, exhausted, paranoid and neurotic about errors I may make, scared of speaking to my boss, frightened to express an opinion, in a constant state of worry, miserable, defeated, lonely, isolated, or undermined. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>12. Lastly, but most importantly, the students</b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">They are:</span><br />
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<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Very compliant - not in the 'Stepford Wives' sense of blind obedience, but they pretty much do as they are asked by lecturers. This is taking some getting used to. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Part of a very wide and different catchment to Coventry - Rugby definitely seems more 'well-to-do' than the catchment of my previous place. Even walking around the nearby Tesco and even just walking around the college site, the LACK of expletives in general conversation is very noticeable. (The most swearing has occurred in my History Boys lessons - ALL Alan Bennett's fault). </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">That is not to say they are spoilt and none are vulnerable - there are plenty of students with a range of potential barriers to learning, but whatever that barrier might be, they don't seem to want to let it get the better of them. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">They seem to have higher expectations of themselves than the pupils that I have taught over the past few years. Is this to do with them making the choice to come here? Surely it must be a factor. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">They call me by my first name, 'Gwen' which is odd, but rather nice. It is all part of the expectations of them behaving like adults. I'm getting used to it and think I like it more than 'Miss' - a perennial reminder of my potential to mutate into Miss. Havisham. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Are here for a second, or even third chance at A-Levels and know they are in the 'palace of second chances'. I love that. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">They are patient - they know I am new to the college and many have passed on resources about our texts to help me out. I thought that was really sweet! </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">They want to have feedback and can take a bit of harsh marking and detailed, honest feedback on the chin. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">A stern 'bollocking' - no shouting - is really enough to get them back on track when they are not quite at their best. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">They are very, very, very likeable. I think I've bonded really well with all my classes, even the tricky, truculent reluctant re-sitters in my GCSE night clas</span>s. </li>
</ul>
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<span style="font-family: Arial, Helvetica, sans-serif;">In short, it's damn lovely. I am still busy, but I am more productive because I am less stressed, much, much, much less stressed. I wish I'd done this years ago. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">For an FE to Secondary Education transition - please read my dear, beloved friend @rlj1981's blog <a href="http://createinnovateexplore.com/learnt-working-school/" target="_blank">here</a>. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com2tag:blogger.com,1999:blog-4403245767882707800.post-85186407639071360142014-08-31T09:11:00.003-07:002014-09-01T12:55:14.957-07:00Stepping into the Death-Star (Ofsted HQ)<span style="font-family: Trebuchet MS, sans-serif;">Now, I see myself as very much an 'ordinary classroom teacher' - note the avoidance of the phrase 'bog standard' - as I've been told off for that before. I have been through, and survived with varying degrees of success, at least 6 Ofsted inspections in 3 very different secondary schools, and that does not include 'mini-inspections' e.g. for subject specific ones or SEND or HMI visits. As a coping mechanism (along with chocolate, ready-meals and binging on vegetables and fruit once an inspection is over) I have taken to nicknaming Ofsted inspectors 'Death-eaters', because by the end of the inspection visit, your very soul, your essence, your being is sucked out of you leaving you dribbled, exhausted and questioning why you ever went into teaching in the first place. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">So, to find myself within the company of Ofsted GRANDE FROMAGES - Sean Harford in June (I gate-crashed a meeting set up by @oldandrewuk and @LearningSpy) and having the cheek to ask to attend meetings set up the the GRANDEST of GRANDE FROMAGES (bar Mr. Wilshaw himself) Mike Cladingbowl it seemed my world had taken a rather surreal turn. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">To give you some further context (or a re-cap for those who know me) - I have not long left my school due to stress, depression and things that occurred within that school and in my department that I can't really comment on here. Nevertheless, over the previous months of stress and anguish over my future as a teacher, I felt that I had lost my voice. I had become frightened to express an opinion or even show a facial expression that was not in-keeping with someone else's point-of-view. Yet here I was, about to attend a meeting with Ofsted big-wigs and mostly people I didn't know. I've bolted out of a friend's Christening after party thing due to not knowing people there, and wimped out of wedding receptions for fear of turning up on my own, which gives you some clue as to where I was about 10 months ago. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">So, back to the matter in hand. The meeting, which was at 11am at Ofsted HQ, Aviation House in London. My train arrived from Middle Earth, into Euston at 10.50am meaning a serious squaddie like route-march down to the venue, whilst making sure I didn't get knocked over by a London black-cab, or provoke whithering sarcasm from a savvy London cyclist on my way. It all got a bit John Cleese from 'Clockwork'. I arrived at Aviation House about 11.20 cursing my tardiness, and wishing I had some emergency deodorant in my rucksack as I had got a bit warm and sticky. Fear of 'teachers arm-pit' never leaves you. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">After an all too long wait in reception, and once again being briefly in the vicinity of Mr. Wilshaw (Count Doku?), I was collected and taken into the 'Death-Star'. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">To continue the Star Wars theme, I arrived warm, sweaty and a bit flustered, in jeans and and a reasonably smart top, while everyone else looked considerably smarter than I. I was the rebel alliance. After clumsily pouring myself a coffee and making a mess, I was introduced to people and we cracked on with the meeting. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Attendees: </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Mike Cladingbowl</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Another Ofsted chap whose name I forget</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chris Andrew (@kitandrew1)</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">@kingston314 (Maths teacher from Portsmouth)</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Laura Ellenor (VP in a school in London)</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Jo and Steve - Governers</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">and erm, me. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Plus Graham Spicer who is Ofsted's Social Media Yoda</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Thanks are due here to @kingston314 for the extensive notes he has emailed me today. Most of this next section is based on his notes, which are far more legible than my own hand-written scrawl. There will also be some cross-over and duplication with blogs people have already written about their meetings so do forgive me for that. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">1. Mike opened with discussions about Ofsted and issues over the reliability of inspections. For those of us on Twitter we have known that this has been an issue for some time, whilst teacher bloggers @oldandrewuk, @StuartLock and @HFletcherWood have written about this issue at some length. Here he stated that his point of view was that inspections must have some element of flexibility, because not every school is the same. It is a simple point and hard to disagree with. However, this brings to mind a discussion @oldandrewuk had with @HarfordSean back in June, where reliability of inspection teams took up a large chunk of the discussion. Andrew suggested that, for the purposes of standardisation of Ofsted's assessment of a school, two parallel teams should inspect the same school so that the reliability and validity of the judgements of inspections teams AND the new framework can be tested. Sean was very interested by this idea and reacted in a way that suggested this had not occurred to him before. Teachers, exam boards and departments are expected to standardise their marking so as to ensure reliability of results, therefore shouldn't the same kind of process be used to standardise the 'marking' of Ofsted inspectors? </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"> Here I eventually butted in with a none-too friendly question about how Ofsted judges SLT - how is that SLT teams can be judged 'Good' or better when: they spend 99% of their time in their office, except when Ofsted are in; there is a high staff turn-over; there area succession of staff absent due to long-term sickness with stress etc, or that work-place bullying is evident? There wasn't time to really answer this in the meeting, but I have emailed Graham in the hope of a response at a later date. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">2. The school's curriculum is also going to be a more prominent feature of Ofsted inspections - more specifically: curriculum design, accessibility, depth and breadth, SMSC, assessments and through reviewing the work of the students. If the curriculum is too narrow, Ofsted will be concerned. I can't help but wonder if this is a direct response to the recent Trojan Horse scandal in Birmingham schools, or concerns that have been raised over how Free Schools operate. I think it is here that Mike also suggested that personal development - of staff and pupils - should be a focus for schools, curriculum development and CPD.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">3. Lesson Observations, key points discussed were that: Work does not always reflect ability, especially at the beginning of a topic or a unit of work, and this cannot be assessed in short lesson observations. Therefore, Inspectors will be looking at a wide range of evidence to form judgements about teaching. Mike was keen to dispel myths about that there should be: progress every 20 minutes; there must be an 80/20 % Student/teacher split regarding 'who does the most' in lessons; that Ofsted DO NOT HAVE A PRESCRIBED TEACHING METHOD; if pupils need to do 'XYZ' then they do 'XYZ'; that 'didactic teaching' doesn't mean boring learning; that VAK is nonesense, and personalised learning is not necessarily feasible every lesson. Here I think I butted in to make the point that is feasible to hit the 'Good' and 'Outstanding' criteria over a series of lessons, but to do so in one lesson rarely is. Progress IS over time so show the inspectors that using your data. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">4. SLT and lesson grading: Mike was very forthright here, stating that SLT should not be using 'Ofsted' as a stick to beat teachers with; that they shouldn't be conducting 'Mocksteds', or learning walks to make judgements about teaching and learning, or to justify grading individual teachers.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"> I think I butted in again here as a recent defector to the FE sector, and having just been through 2 days staff training, one of which was about teaching and learning. I was told, in no uncertain terms, that I will have a formative observation and a graded one in my 9 month probation period, and the emphasis here was that to get 'Good' or better was on 'active learning'. I've signed my contract, this is what I have agreed to, I'm not going to launch into a barrage of criticism.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"> However, I did point out that I was coming out of a sector that is now, slowly getting rid of graded lesson observations, and where didactic teaching methods doesn't necessarily mean career suicide, into one where lesson grading is still very much a 'thing' and that 'Outstanding' appeared to mean 'bells and whistles' lessons. My question was, 'Shouldn't there be parity across sectors for Ofsted inspections?' </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"> Pleasingly, Mike told me that non-graded lesson observations in FE inspections are now being piloted with the hope that this will be sector-wide later on. Fortunately, my mentor at college is also the UCU rep, so I made sure I told her of this as soon as I could Friday morning. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">5. IGCSE/GCSE/Early entry. This discussion was quite brief and Mike would not be drawn on school league table performance measures. However, it was a agreed that schools gaming the exam system via multiple and early entry was a bad thing and needed to stop. Often these decisions are made on the basis of the league table results desired, not what is necessarily best for the pupils. IF a school does decide to continue with early entry, this must be justified to the inspector. I have never understood the logic of early entry for my subject, English, for it seems a nonsense to enter pupils for an exam when they are minus another 9 months exposure to more vocabulary. Vocabulary is KING for English exams. I also think it is ludicrously expensive - where else could that money be spent I wonder?</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">6. Inspectors and inspector training. Here Chris Andrew had much to contribute as a recently trained Ofsted Inspector (with Tribal). In short he thought his trainer was great, but the materials appalling. Chris asked Mike if, 'Two days was really enough to get a fully rounded picture of a school?' Here he spoke about the high stakes and the pressure from an Inspector's point of view, stating that he would prefer more time to do a better job. Mike also spoke about how inspections of 'Good' or better schools would be more 'light touch' more akin to a HMI visit, in order to see that the schools' trajectory is still upwards. Here Laura also spoke about the intense pressure of being in a Category 3 or 4 school and that in reality, it can take about 5 years to turn such a school around, and that frequent interference from Ofsted wasn't necessarily a help. Here I asked if 'normal' teachers (non-managers) could be seconded to Ofsted for CPD - why only the proviso of leaders? </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">7. The school Governors both brought up the demise of the standardised SEF - as they seemed to give schools a focus and mechanism for self-improvement and voiced concerns over the standard of Governor training (a 'free for all' according to Jo) and if Governors would receive a separate judgement. Mike noted down the concerns over training and stated that Governors are an integral part of a school so should not receive a separate judgement. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">8. Inform Ofsted - if you are unhappy with the how an inspection in conducted, or you cannot fathom how a judgement has been reached. Although, ultimately, it IS the Head-teacher's and SLTs' responsibility to get on with the Lead Inspector. Also there needs to be greater communication between teaching unions, Ofsted and SLT. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">9. Mike seems to get frustrated how Ofsted inspections or schools over complicate the process, so thought that the following should keep people focused:</span></div>
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<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">Does the school promote improvement?</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Is the school value for money?</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Are state funds being used properly? </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Pupil Premium - do you have a clear breakdown? There is Ofsted guidance online for this.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Does the school listen to teachers, student, parents and Governors? </span></li>
</ul>
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<span style="font-family: Trebuchet MS, sans-serif;">10. Lastly, the biscuits we all wish we had in the meeting. I give you, McVities Chocolate HobNob - which should be the minimum standard of biscuit for future Ofsted meetings. (Bourbons are also acceptable). </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Finally, huge thanks to Mike Cladingbowl for having us all there, for being welcoming, listening, for having a sense of humour, for being an English teacher, and for wanting the best for teachers as well as pupils in schools. As I thought about the meeting on the train home, I thought that I'd have enjoyed working for Mike Cladingbowl when he was a head teacher. Sir, I can give you no better compliment than that. </span></div>
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<br />Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com0tag:blogger.com,1999:blog-4403245767882707800.post-36185250073824841392014-07-05T09:29:00.003-07:002014-07-07T08:06:15.680-07:00The One About the Interview: Part the Second<div class="separator" style="clear: both;">
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<span style="font-family: sans-serif; font-size: 18pt;">Preparation the </span><st1:street><st1:address><span style="font-family: sans-serif; font-size: 18pt;">Twitter Way</span></st1:address></st1:street><span style="font-family: sans-serif; font-size: 18pt;">: The interview. </span><br />
<br />
<span style="font-family: sans-serif; font-size: 18pt;">With a spot of
Googling.</span><br />
<br />
<span style="font-family: sans-serif;">The Monday after I'd submitted the
application, I found a message on my voice-mail requesting that I come for
interview Thursday that same week. THAT. SAME. WEEK. CRIKEY. The interview
would comprise of: </span><br />
<br />
<span style="font-family: sans-serif;">a) a 15 minute 'micro-teach' - (What
the flock was that?) about 'An introduction to Spoken Language Analysis'
although no information was give as to WHO I'd be teaching or as to what level. Cripes. </span><br />
<br />
<span style="font-family: sans-serif;">b) an interview</span><br />
<br />
<span style="font-family: sans-serif;">Like Goose in THAT bit of "Top
Gun" I went into a bit of a tail-spin. I had to go for a walk or have a
swim to clear my thoughts, and work out how best to prepare. I think I emailed
the HR lady several times asking, 'Is that really it, REALLY?'.</span><br />
<br />
<span style="font-family: sans-serif;"><em>Thankfully, Twitter once again proved
invaluable.</em> </span><br />
<br />
<span style="font-family: sans-serif;">I started by Carolyn O'Connor (@Clyn40)
who I had met at #StarkeyFest in </span><st1:place><span style="font-family: sans-serif;">Leeds</span></st1:place><span style="font-family: sans-serif;"> in
the Easter holidays. She suggested I read the 'Wolf Report' which was about how
FE needs to develop for the post-16 sector. I also had to ask her "WHAT
the heck is a 'micro-teach' and what are they looking for?". I think she
told me to make sure your objective is clear, keep it focused and just teach.
They are looking for how you interact and potentially develop relationships
with your pupils. Sound advice. </span><br />
<br />
<span style="font-family: sans-serif;">I then set about contacting Sarah
Simons (@MrsSarahSimons), another ace person I'd met at #StarkeyFest tweet up
in April, about both the interview and the blessed 'micro-teach'. Sarah gave me
ample advice about the interview, advising me to think about barriers to
learning in the post-16 sector.</span> <br />
<br />
<span style="font-family: sans-serif;">My other FE saviour was Dan Williams
(@FurtherEdagogy) who sent me DM after DM about what to expect in the interview
- typical questions, what they actually mean, things to consider, what they are
looking for and once again, like Tom Starkey, got me to think about how my
range of skills in Secondary Education can transfer easily into FE. </span><br />
<br />
<span style="font-family: sans-serif;">Still in a mild state of panic I
contacted Jamie Warner Lynne (@deadshelley) about the lesson content for the
micro-teach, and god bless him, he sent me some resources containing 3 very
short conversations, and told me how he used them. Embarrassingly, I spent
about 3 hours faffing around with the resources, (my GOD planning a lesson is
hard when you don't know WHO you are delivering it to) and wrote what can best
be described as the most epic lesson plan ever written for 15 minutes of
teaching. Ironically, neither my interviewers or I even looked at it or
referred to it on the day. Talk about over prepared. </span><br />
<br />
<strong><u><span style="font-family: sans-serif;">The Googling bit:</span></u></strong><br />
<br />
<span style="font-family: sans-serif;">1. I found and read their Ofsted report
- which was very positive - and gave me a sense of some of the differences
between sec' ed' and Post-16 education. </span><br />
<br />
<span style="font-family: sans-serif;">2. I looked for 'FE Teaching interview
advice' on Google and found a great Pdf document from an established FE
trainer. It contained much good advice about what the interview is actually
like, and the kinds of questions asked. I made notes of the questions - merely
so I could think about them, rather than write scripted responsed. </span><br />
<br />
<span style="font-family: "Trebuchet MS", sans-serif;">3. The Wolf Report - easily Google-able and a useful read, thanks Carolyn. </span><br />
<br />
<span style="font-family: sans-serif;">Lastly, I read the College website very
thoroughly, both for writing the application letter and for interview
preparation. </span><br />
<br />
<span style="font-family: sans-serif;">I stopped interview faffing at around </span><st1:time hour="21" minute="0"><span style="font-family: sans-serif;">9pm</span></st1:time><span style="font-family: sans-serif;">, watched some kind of television, got out the
interview outfit ready (for the fashionistas: a cotton navy shift dress and linen nave jacket)and went to bed in a futile attempt to sleep. </span><br />
<br />
<span style="font-family: "Trebuchet MS"; font-size: large;"><strong>Interview Day: 15th May 2014</strong></span><br />
<strong><span style="font-family: Trebuchet MS; font-size: large;">Interview Time: 10:30 am </span></strong><br />
<strong><span style="font-family: Trebuchet MS;">(I feel that deserves a Patrick Stewart as Jean Luc Picard voice-over).</span></strong><br />
<span style="font-family: "Trebuchet MS";"></span><br />
<span style="font-family: "Trebuchet MS";">I got up stupidly early to do my
ablutions, then force fed myself some breakfast. Knowing and feeling my anxiety
bubble up, I thought it wise (or OK, or at least not a bad thing) to take some of the anxiety medication I'd been presribed
months ago, but had yet to use.</span><br />
<br />
<span style="font-family: "Trebuchet MS";">I arrived at the college, a good 40
minute drive away from me, just after 10:00 am and sat in the car to: check my
'phone and found lots of lovely good luck messages (thank you @rlj1981,
@Chocotzar and @betsysalt and for @oldandrewuk's Vulcan like logic telling
me,"It's your first interview for a job for September, so no need to put
all your eggs in one basket and worry."; look through that stupidly epic
lesson plan, my notes about possible question, and do some calming breathing exercises before walking to
the college reception. I signed in at reception, got my ID badge thingummy, waited then figited, just a little. </span><br />
<br />
<span style="font-family: "Trebuchet MS", sans-serif;">One of my favourite good luck messages was from @fleckneymike - who is normally ascerbic, cynical, arrogant and a damn fine Media Studies teacher. If you easily take offence at @oldandrewuk, for God's sake don't follow @fleckneymike. However, his tweets were so LOVELY I took a screen shot of them: (Forgive me for this Mike!): </span><br />
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<span style="font-family: Trebuchet MS; font-size: large;">Observations about the FE Interview process</span><br />
<br />
<span style="font-family: "Trebuchet MS";">Now, what is worth noting here is
that no other candidates were waiting with me. If there were any, we were being
seen consecutively as individuals, rather than the secondary school "Hunger
Games" approach. This very much gave me the impression that I was being judged
on my own merits, rather than pitched against others directly. </span><br />
<br />
<span style="font-family: "Trebuchet MS";">The interview lasted, literally
(and I am using the word correctly here @oldandrewuk) just over an hour and
went as follows:</span><br />
<br />
<span style="font-family: "Trebuchet MS";">1. Met in reception by the A-Level
admin support lady. I tried to engage her in chat as we strode up the stairs to
the next floor. She struck me as supremely efficient through her economy of
language, when I asked her what she did, she replied with, 'Everything to do
with A-Levels.' When I pressed her for more information, once again, I had, 'I
do everything.' So then preceeded with admiring observations about the
building, which, built in 2012, to my eyes looked very sparkly and new. </span><br />
<br />
<span style="font-family: "Trebuchet MS";">2. I was taken to the A-Level
teaching corridor and met my interviewers J and K. They were (I'm wording this
so very carefully) mature ladies, who were not suited and booted, who turned
out to be welcoming and friendly. </span><br />
<br />
<span style="font-family: "Trebuchet MS";">3. J and K explained to me the
running order to the interview (note, NOT day) which was 1. Micro-teaching and
as the students were all busy with exams, they were to be my pupils. (Here I
think the anxiety medication really did me well, for I did not panic, smiled and
replied with an, "Oh, excellent, how interesting, I think I'll enjoy this." and did not flap too much).
2. The interview which would comprise of a standard set of questions that would
be asked to all candidates.</span><br />
<br />
<span style="font-family: "Trebuchet MS";">4. The Micro-teaching synopsis: a)
read through transcript 1 between black man and police officer, can they work
out which is which speaker and why? What else did they notice about the
relationship between speakers</span><br />
<br />
<span style="font-family: "Trebuchet MS";">b) Read through transcript 2, from
a play, what did they notice about the dialogue, what indicated it is constructed
rather than spontaneous speech? Disucssion ensues. </span><br />
<br />
<span style="font-family: "Trebuchet MS";">c) Hand out a small spoken language
terms glossary, work in pairs to find examples of forms of spoken language in
transcipts read so far - point out identifying features is a lower order
thinking skill, higher order stuff to follow. </span><br />
<br />
<span style="font-family: "Trebuchet MS";">d) read and analyse 3rd transcript,
2 men discussing football, what does the language tell us about the
relationship between speakers? How do they know? Compare to transcript 1.</span><br />
<br />
<span style="font-family: "Trebuchet MS";">e) Draw conclusions - have they
changed their minds about any of the transcript/speakers/language from
assumptions made at the beginning - an interesting discussion ensued! </span><br />
<br />
<span style="font-family: "Trebuchet MS";">f) I thanked them for being good
students and said how much I'd enjoyed teaching them - both of which were true.
I was SO happy I had enjoyed teaching for those 15 minutes. </span><br />
<br />
<span style="font-family: "Trebuchet MS";">5. Interview questions: There were
about 10 in total. Most not too different from secondary school ones e.g.
Describe a lesson that showed stretch and challenge (or something like that) -
where I narrated Year 8 analysing the 'Lonely as an oyster' simile from
Scrooge, taken from my blogpost <a href="http://takenoheedofher.blogspot.co.uk/2013/11/lets-keep-things-shrimple.html" target="_blank">'Let's Keep Things Shrimple'</a> (ahh, the benefits
of blogging, so good for memory!) and a lower ability Year 10 class's
fascination with Oliver Twist. I nearly came a cropper on the 'Safeguarding'
question about a pupil seen to be consuming alcohol during a school production,
almost forgetting to say, 'and refer the incident to the member of staff with
Safeguarding responsibility' but got it in there before the final question on
'barriers to learning' which I found easy to answer, and the answer came very
fleuntly. The interview ended, telephone numbers were exchanged and I was told
I'd find out that evening or the following morning. </span><br />
<br />
<span style="font-family: "Trebuchet MS";">6. I asked to have a tour around
the site as that had not happened earlier on in the day, so the uber-efficient
A-Level admin lady showed me around the rather nice building and its
facilities. (It has a gym I can use for free!). I felt she had softened a bit
the second time she met me and we had a much warmer chat as we walked around.
We bid each other goodbye and she told me she had to get ready for the next
candidate. </span><br />
<br />
<span style="font-family: "Trebuchet MS";">7. I signed out and ambled back to
my car quite content as I could feel it in my bones that it went as well as I
could have hoped. PLUS the nerves and anxiety, although present, had not lead
me to self-sabotage my way out of a possible job. All I could do now was hope
that the other candidates, were, *cough* a bit pants. </span><br />
<br />
<span style="font-family: "Trebuchet MS";">I came home and lord knows what I
did to occupy myself the rest of the day. I think I went to the gym or swam
that evening to distract myself. Later that evening, as I had just finished
eating my dinner, my mobile phone rang. It was J. I briefly stopped breathing
and my heart thudded a little too loudly. </span><br />
<br />
<span style="font-family: "Trebuchet MS";">J, "Hello, Gwen?"</span><br />
<br />
<span style="font-family: "Trebuchet MS";">"Hello J, thank you for
calling."</span><br />
<br />
<span style="font-family: "Trebuchet MS";">J, "I am pleased to say, we'd
like to offer you the position of Lecturer for GCSE and A-Level English."</span><br />
<br />
<span style="font-family: "Trebuchet MS";">Slightly too high pitched and
excitable, I respond with, "Oh REALLY? You've just made my day!"</span><br />
<span style="font-family: Trebuchet MS;"></span><br />
<span style="font-family: Trebuchet MS;">I think I may have punched the air at this point. <o:p></o:p></span><br />
<br />
<span style="font-family: "Trebuchet MS";">J, who was a little taken aback by
my enthusiastic response replies with, "Oh. Well, my pleasure." This next bit surprised me a little, "the others really didn't come close to you, so you have nothing to worry about there." </span><br />
<span style="font-family: "Trebuchet MS";">A little taken aback, I reply, "Oh, goodness, thank you." </span><br />
<span style="font-family: "Trebuchet MS";"></span><br />
<span style="font-family: "Trebuchet MS";">J, "We'd like
to start you on the upper end of the Lecturers scale and we maybe able to offer
you more hours. The start date is mid August, is that OK for you?" </span><br />
<span style="font-family: Trebuchet MS;"></span><br />
<span style="font-family: Trebuchet MS;">In an attempt to regain some composure, I finish with, "Yes, of course, I'm sure that will be fine. Thank you very much for calling and letting me know."</span><br />
<br />
<span style="font-family: "Trebuchet MS";">Even lovelier than this, was after I
tweeted my successful offer of the job, I received hundreds, LITERALLY hundreds
of congratulations messages, all so full of warmth and joy for me. I LITERALLY couldn't keep up with my timeline. Just utterly
wonderful. Thank you team Twitter, thank you. </span><br />
<br />
<span style="font-family: "Trebuchet MS";"><o:p><span style="font-family: Times New Roman;"> </span></o:p></span><br />
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Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com0tag:blogger.com,1999:blog-4403245767882707800.post-46526278934637934552014-07-05T09:27:00.001-07:002014-07-07T07:37:35.893-07:00The One About The Interview: Part the First<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>I hope you forgive me, as this all occured over a short space of time in May, however the timing to write and post about this is just about right, right now. </em></span><br />
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br />
<span style="font-family: "Trebuchet MS", sans-serif;"><span style="font-size: large;">A little context.</span> </span><br />
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br />
<span style="font-family: "Trebuchet MS", sans-serif;">At the start of May I had decided to resign from my school (for reasons that are too complex and too sensitive to put on here). I had written the letter and handed it to my Headteacher without a job YET to go to. It was all getting rather frightening. That same week I found a job advertised for a near-ish FE college wanting a 'Lecturer for GCSE and A-Level English' 0.7 of a full timetable. It was very appealing because it was a totally new educational sector to me AND it was part-time. I can honestly say I am totally drained from teaching a full time-table in Secondary Education for the last 12 years. I wanted this no more. I'd take a lower income over a higher one that invlved working in a way that is bad for my health. </span><br />
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br />
<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;">The terror of teaching interviews....</span><br />
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<span style="font-family: "Trebuchet MS", sans-serif;">OK, the sub-heading is a tad hyperbolic, but if you narrate the experience of a teaching interview to a non-teaching friend (I DO hope you have some of those, they do keep you grounded amongst the storm of education-land) they will look at you askance, whilst thinking about their own experiences of being sat in an office having a chat with people behind a desk. </span><br />
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<span style="font-family: "Trebuchet MS", sans-serif;">So, for those of you unfamiliar with the process, I shall give you a quick run-down. So, here it is, "The Hunger Games" of job interviews.</span><br />
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<span style="font-family: "Trebuchet MS", sans-serif;">1. Arrive, exhausted because you have not slept at all, and sign in at reception. </span><br />
<span style="font-family: "Trebuchet MS", sans-serif;">2. You'll sit and chat awkwardly and warily with the other candidates, asking questions about where they are from, how long they've taught etc. It appears to be idle chit chat, but essentially, like Katniss Everdean, you are weighing up their strengths and weaknesses against your own. </span><br />
<span style="font-family: "Trebuchet MS", sans-serif;">3. Meet the head teacher or SLT member in charge of the interview day. They sat out their stall, or vision of the school. You are scrutinising their words for subtext and how often the word 'Ofsted' or 'Outstanding' is mentioned, they are scrutinising you like you are bacteria on a petri dish. </span><br />
<span style="font-family: "Trebuchet MS", sans-serif;">4. A tour of the school is given by a chirpy pupil on the student council. You can look at the state of the school buildings, mooch past classroooms to see how ordered or not they are and interrogate, I mean chat, to the pupil about their opinion of the school and teachers. </span><br />
<span style="font-family: "Trebuchet MS", sans-serif;">5. You teach your lesson. This may involve two observers staying for the duration or a few people nipping in and out of your lesson. It could be part of a lesson, or a whole lesson (I prefer the latter). As with performance management lessons observations it is all highly contrived and even more difficult because you a) don't know the pupils in front of you b) you are controlling your nerves and urge to vomit bile into the nearest bin. </span><br />
<span style="font-family: "Trebuchet MS", sans-serif;">6. Break time - an 'un-assessed' part of the day (yeah, right) where you once more chat awkwardly with the competition and potentially meet members of the faculty you maybe working in. </span><br />
<span style="font-family: "Trebuchet MS", sans-serif;">7. Interview 1 - Student Council members will ask you various questions about you and you as a teacher.</span> <br />
<span style="font-family: "Trebuchet MS", sans-serif;">8. Interview 2 - with a member of SLT or Head of Faculty discussing how your subject is run. </span><br />
<span style="font-family: "Trebuchet MS", sans-serif;">9. Lunch - where you force feed yourself the dinner provided whilst simultaneously trying not to regurgitate it out of stress. Then, like the Velocirapotors in "Jurassic Park" you once again suss out your competition, and your potential new colleagues. The Velocoraptoring (made up word) flows strongly between candidates and school staff. </span><br />
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<span style="font-family: "Trebuchet MS", sans-serif;">If the field is large, it is here that some cutting of the wheat from the chaff may occur. Some will stay for the final interview with the Headteacher, SLT & governers, others will be sent home or may choose to pull out. If you are lucky, you can get interview feedback before trudging back to your car. </span><br />
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<span style="font-family: "Trebuchet MS", sans-serif;">10. The final interview with the Headteacher, SLT and governers - which can feel like being up a gainst a firing squad. not always, but it is nevertheless intimidating. </span><br />
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<span style="font-family: "Trebuchet MS", sans-serif;">11. You wait, and wait, and wait, to find out who has been appointed. The first person called for in the staff room will be the sucessful candidate. The rest of you do the 'Leonardo Di Caprio: I'VE STILL NOT WON AN OSCAR' smile and nod. </span><br />
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<span style="font-family: "Trebuchet MS", sans-serif;">12. You make your way home. Get home, eat whatever comes to hand, and like HAL from 2001: A Space Odyssey slowly power down as the stress adrenaline leaves your body, and you...are...utterly....exhuasted. And lo! You begin an epic 12 hour sleep. </span><br />
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<span style="font-family: "Trebuchet MS", sans-serif;">So, this is what I know of teaching interviews. Sometimes I have coped admirably, sometimes I have been utterly overwhelmed by nerves s and anxiety (the Huntington interview last academic year was definitely that) and sometimes it's all rather serendipitous and goes swimmingly.</span> <br />
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<span style="font-family: "Trebuchet MS", sans-serif;">THIS is merely for a classroom teacher's position. A Headteacher's interview can last at least two days, imagine, TWO whole days! Actually, don't imagine, read Keven Bartle's blog, 'Secruing Headship as a Member of SLT' <a href="http://dailygenius.wordpress.com/2014/05/22/securing-headship-as-a-member-of-slt/" target="_blank">here</a> or talk to @ChocoTzar who got through an equally gruelling two day Headship interview in Bristol, whilst in the throws of the most EVIL of stomach bugs. Heroic, no? </span><br />
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<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;">Preparation the Twitter way: The Application</span><br />
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<span style="font-family: "Trebuchet MS", sans-serif;">The application for this post was all online - sometimes it saved my content, sometimes it didn't, so sometimes I wanted to throw my laptop out out of the window. The 'data' part of the process (qualifications & work history) I had grown quicker at, although it still felt laborious. The nub of the application still rests on your personal statement (or application letter if done the old school way), and thanks to quite a few previous applications and LOTS of input from @deadshelley and @Xris32, I had quite a few versions of a letter of application to draw on. The structure and body of the personal statement came from these previous drafts while the opening and ending paragraphs that book-ended the statement or letter, were edited more specifically to suit the place I was applying to and the post I was applying for. </span><br />
<span style="font-family: "Trebuchet MS", sans-serif;"> Cheekily, I once again drew on the help of @deadshelly and badgered new Twitter chum @tstarkey1212 (an FE stalwart of many years) to check though my personal statement. I had some useful feedback from Tom Starkey about tweaking the letter to show awareness of the FE framework and how my Secondary School background would be advantageous to a move into FE. That done, the statement was copied and pasted into the online form and I clicked 'submit' a good 48 hours before the Friday deadline. Then gulped. </span><br />
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<span style="font-family: Trebuchet MS;"><strong>Part the second to follow in the next blog post.</strong> </span><br />
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<br />Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com1tag:blogger.com,1999:blog-4403245767882707800.post-68034177279296880822014-05-22T13:02:00.001-07:002014-05-22T13:02:58.013-07:00#WhoIamWhatIdoHappyStuff<strong><span style="font-family: "Trebuchet MS", sans-serif; font-size: large;">It's not all doom and gloom! </span></strong><br />
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<span style="font-family: Trebuchet MS;"><span style="font-family: Trebuchet MS;">After my initial posting of this, I thought there was a little too march 'darkness' in it, probably something to do with that old 'black dog' still luring around the periphery of my consciousness. SO, I just wanted to do a list of things I loved experiencing and/or that I am proud of. </span></span><br />
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<span style="font-family: Trebuchet MS;">I loved Brownie & Guide camps (my mum was an ace Brown Owl) and took part in the Girl Guides 75th Anniversary International Camp with the great acronym of 'PANIC'. I loved playing ladders and broom hockey!</span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">Doing a sponsored abseil down Angle Church tower - I forget what we were raising money for - whilst in the Guides. I think I was the youngest to do it on the day - around 11 or 12 and loved it so kept going up the tower to do it again. </span></div>
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<span style="font-family: Trebuchet MS;">Being a member of County Orchestra whilst at school (2nd violins) and going on a trip to The Black Forest with them. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">Completing my Music GCSE in my lunch breaks. Along with several others, I was quite determined to do it so the school enabled us to. We achieved 10 GCSEs while most achieved 9. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">Thanks to what is best described as a ruthless female drill sergeant in the ATC, I can still remember how to march and do left, right & about turns correctly. Plus I got to go up in a glider - the ones that are catapulted from a vehicle on the ground. Magic. </span></div>
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<span style="font-family: Trebuchet MS;">A waterfall walk in the Breacon Beacons with The Prince's Trust where we saw the waterfall that Blue Peter used as some kind of initiation for presenters. We got to walk behind a waterfall - a girlhood dream since reading Rupert the Bear annuals. Amazing. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">Winning two weeks aboard The Brig Astrid, (a tall ship) aged 16, to compete in the first leg of the Cutty Sark Tall Ships race from Milford Haven to Cork. We had a training week from Weymouth to Milford Haven, we left Weymoth harbour on a hot humid day to sale straight into the most spectacular thunderstorm. We could see the pink hued lightning cleve the sky open. </span></div>
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<span style="font-family: Trebuchet MS;">My first experience of live music was also at 16 - going to the Reading Festival with school mates, camping, getting covered in mud and.....and......the headliners were NIRVANA. I came back looking like a mud monster. It was exhausting and brilliant all at once. </span></div>
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<span style="font-family: Trebuchet MS;">A 6th form trip to the Pelena Mountain Centre in the Black Mountains, Wales, in which I spent ALL weekend laughing and formed close friendships with Mia and Fiona that are still going strong today. </span></div>
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<span style="font-family: Trebuchet MS;">in the 2nd year of Uni queueing up in the BAKING heat outside Milton Keynes bowl to make sure we were near the front of the REM 'Automatic for the People' gig. Support acts were Sleeper, The Cranberries, and Radiohead. Watching 'Everybody Hurts' at dusk, lighters flickering in the breeze, was magical. </span></div>
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<span style="font-family: Trebuchet MS;">Climbing Ben Nevis and the Aonach Eagach ridge, and The Three Sisters in Glencoe wth the Uni mountaineering club. We saw a stag, a sentinal guard of The Three Sisters, whilst we clambered up, meanwhile, I could hear Clannad as the soundtrack in my head. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">Starting to run regularly in my lunchbreaks at Abbey National, going from zero to running 10k comfortably in 50 mins whithin a few months. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">Getting my mum up the Rhyd Ddu route of Snowden when she had just turned 62. She was SO chuffed to have made it she rang her dad from the peak. Incerdibly, the Welsh sky was clear, we could see for miles and miles. </span></div>
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<span style="font-family: Trebuchet MS;">Completing the London Marathon in 2005 - the same year as my first ever Ofsted inspection (I mistyped that as 'infection' initially, analyse that English teachers), and just 7 months before dad died. He came to watch me run it and we met at the finish. We both looked awful - him through chemo' - me through exhaustion. I was chuffed to bits he saw me do it before he died. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">Caring for my dad in the last two weeks of his life, being with him as he took his last breath (then farted, true story). I did not cower or run away from it. There is nothing that could be more difficult than that - the exception being going through the same again with my mum heaven forbid. </span></div>
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<span style="font-family: Trebuchet MS;">Twice entering and completing the 'Tough Guy Nettle Warrior' assault course in the July of 2010 and 2011. It is by FAR the most exhuasting thing I have EVER done. The only part of my body that did not hurt (the hurt lasting for 10 days at least) afterwards was my face. I looked and felt like I'd been in a car crash but LOVED it. </span></div>
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<span style="font-family: Trebuchet MS;">Getting an 'Outstanding' observation the first time I had ever taught a) the A-Level Lang/Lit course and b) Hamlet. I know the label, like 'Required Improvement' does not define me entirely as a teacher, but it felt blooody GREAT! The class were just wonderful. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">My first ever tutor group who had tutored from my NQT year and their Year 7 up to Year 11 and when I left my first school. They are either happy in jobs they wanted to do or are about to graduate from Uni. Even better, they left school as great young people, warm, kind, mature, likeable. Lovely young adults. </span></div>
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<span style="font-family: Trebuchet MS;">I've paid a mortage on my own for the last 11 years without a defaulted payment. I've struggled, I've lived out of my overdraft for most of the time, run up some debts but also cleared them. I now have some form of equity in my property. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">My Twitter Summer holiday of love last year - lots of lovely day trips and visits with just wonderful people. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">I had an interview today and did not let my anxiety jeopardise it - no self-sabotage this time Alex Quigley. I was calm, my 'micro-teach' went well because I adapted things as I went and I think I answered the interview questions well. Whatever the outcome, I can hold my head high. I did my best.</span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">I only gone and GOT THE JOB! *beams* </span></div>
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</span>Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com0tag:blogger.com,1999:blog-4403245767882707800.post-48242562657500555502014-05-19T08:27:00.001-07:002014-05-22T13:13:42.516-07:00#WhoIamWhatIDo<br />
<span style="font-family: "Trebuchet MS", sans-serif;">I offered to write this AGESSSSS ago, and have been pondering what on earth to write ever since. So here goes, a potted biography of me and my journey to 'teacher'. </span><br />
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<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><u>Home is where the heart is #clicheklaxon</u></span><br />
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<span style="font-family: "Trebuchet MS", sans-serif;">The majority of my growing up, or at least the bits I can remember most clearly, was done in Pembrokeshire. If you're not familiar with this particular 'shire' then it's the peninsular at the VERY South West of Wales. You cannot get any more South West in Wales then Pembrokeshire. Fact. It is a rural community whose industries are farming and tourism, and not really a great deal else. It is however, exceptionally beautiful. In my memory, I think of it as very much like "Hobbiton":</span> <br />
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<span style="font-family: "Trebuchet MS", sans-serif;">Lush emerald green, quaint, a little bit peculiar, perhaps rather romanticised since I have been living in the Midlands these past *gasp* 20 years (that does go to explain my Midlands twang, which I am less than fond of). </span><br />
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<span style="font-family: "Trebuchet MS", sans-serif;"><strong>I grew up just 4 miles from this beach:</strong></span><br />
<span style="font-family: "Trebuchet MS", sans-serif;"><strong>Picture from 'empireonline'.</strong></span><br />
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<span style="font-family: "Trebuchet MS", sans-serif;">Freshwater West Beach, which as you can see, is the location for Shell Cottage from "Harry Potter and the Deathly Hallows Parts 1 & 2". Pre-driving days, I used to cycle to it often. I drove to it recently, and was rather astonished at the hilliness of the route, so became confounded as to how my teenage legs ever coped with it. I remember, as I drove up to the beach after over 10 years of not visitiing it, tears pricked my eyes due to a mix of its sheer beauty and fond but painful memories of home. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;">I grew up in this pub, The Speculation Inn:</span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">"Ahhhh, growing up in a pub, how thrilling!" you say. Well, no, not quite. Mum and dad worked like pit donkeys to keep the place going, very rarely made anything resembling a profit and money was always tight, to the extent that dad took on a second job, doing his original profession of "Chemical Engineer" (Big plumbing, with nasty chemicals as far as I understand it) at the local oil refinery - which on at least two memorable occasions - blew up; more accurately, bits of it did. The first occasion was a massive round tanker of oil; the second was the 'Cracker'. Each time what seemed like the ENTIRE Welsh fire service 'Ne naaaaaed' past our pub in order to put it out. On each occasion I think it took about 3 - 4 days. When the Cracker exploded, it shattered numerous house windows in Milford Haven, the opposite side of the estuary. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> Nearby was Castlemartin Barracks, so afternoons were often punctuated by the sound of tankers practising on the firing range. Not as peaceful as the pictures might lead you to believe. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> The coastline is just spectacular, Stack Rocks and the chapel of St. Govan were favourite places to go on a stormy day. There's nothing quite like the sight and sound of ginormous waves crashing against an ancient cliff-face. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">Picture from: marlaine.com</span></div>
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<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><strong>Junior School</strong></span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">I joined Orielton School at the age of 7, after we moved there from Chepstow. Joining a small, close knit rural school is no easy task for a chubby, hamster-cheeked, bespectacled, ENGLISH SOUNDING outsider who is VERY keen to learn. Oh no siree. Making friends there was very difficult indeed as everyone already knew everyone else and were quite happily settled into their friendship groups, thank you very much. I think I made some eventually...</span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> The main building was an old Victorian school house, with the main teaching room, the Head Teacher's room was large, dark and intimidating. We sat at those old fashioned wooden desks, with hinged tops where we kept our school books and stationery. They were arranged in rows and the teacher taught from the front. We were drilled in times-tables and we read often. I'm sure I was forced to learn the recorder at some point and HAD to perform in a Christmas concert. Oh the joys. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> The canteen and the 2nd classroom were pre-fabricated buildings, the playground was hard tarmac with a sand pit, a rather cool climbing frame, and we had the luxury of a field at the back of the playground to roam around in on breezy Summer days. Summer being the time when the compulsory red gingham dress had to be worn, a painful occurence for an out and out Tom Boy. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> Boys out-numbered girls quite considerably, so I was 'forced' to play football with the lads at break time. I LOVED it! I was a mean tackler on the pitch - no one's shins were safe, NO ONE''S. Perhaps it is here my competitive edge, that I don't often acknowledge, was developed. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><strong>Secondary School</strong></span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">I am a product of Britain's Comprehensive School system. In rural communities, the notion of parental choice for your child's school is laughable. You go to the school that is geographically nearest with a school bus, regardless of what kind of school it might be and what kind of results it may achieve. I began at the this school pre-National Curriculum days - THAT LONG AGO! Hard to believe that was ever the case these days isn't it?</span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> The intake was geographically and numerically large with something like 1400 pupils, and I ground to a halt writing this section for about a week. Much of my early years at secondary school were a blur of unhappiness. I was bullied, fairly relentlessly and mostly by girls, on the bus, in the playground, lessons, everywhere. One memorably unpleasant incident was in a CDT room, in Year 7 or 8. I was sat on the benches on the outside edge, on my own, wishing for invisibility. The lesson got underway and the teacher popped out of the room, giving an ample time window for the bullies to come over to kick and punch me in the kidneys. I just sat there, not reacting, not giving any indication that they had hurt me. Of course, inside was rather different. A mix of misery and anger, steely determination not to show my feelings, helplessness. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> At the same time, my home life was distinctly unpleasant, due to complex family politics. My parents argued constantly, displaying not just verbal aggression to each other, but very occasionally physical. One night I sat bolt-up right in bed and screamed at them to stop fighting. My sister had shut herself off from us, so we didn't speak really for over a year. I was often in the position of referee for my parent's argument, which on reflection, was my 'normal' but put me in a terrible position of choosing sides. I remember a painful but matter of fact request to my mum asking them to get divorced. No one in our family history had ever been divorced, so it wasn't going to happen. Years later, when dad died of liver cancer, I was proud of them for fulfilling their 'When death do us part' wedding vow.</span> </div>
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<span style="font-family: "Trebuchet MS", sans-serif;">As for lessons and teaching? French lessons with a young NQT were a blur of chaos, as was Maths. With my wonky eye, I dreaded any PE lesson that involved the use of a ball - and as girls had to do netball, hockey and tennis, I detested much of it. I was much better in athletics and in the pool where I could at least co-ordinate my limbs well enough. I had a mean sprint at the end of a Cross country run and won the Shot Put on Year 7 Sports Day. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> Educational solace came in the busier lessons of Science where I enjoyed the practical and investigative nature of it, whilst English and Art lessons were an oasis of calm. The teachers were more competent, kind and inspiring, my class mates were less vicious and I felt safer. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> I did end up forming good friendships (re-ingnited via Facebook as a grown-up) and achieved 10 GCSEs 5 As, 3bs and 2cs in Year 11. I think I jumped 4 foot in the air when I read my results. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> Unfortunately, (or fortunately) I discovered that thing called 'a social life' and had a late rebellion. I hadn't chosen my A-Levels terribly wisely - I've always regretted taking Geography instead of History especially in my later career as a teacher. History would have been far more useful. Geography A-Level became tedious for we did far too much on Urban Geography whilst we were surrounded by the beauty and drama of the Pembrokeshire coastline, I grew bored of it very quickly. As a result I left Year 13 with decidedly average results of C, C, D in English Literature, Art and Design and Geography. I was disappointed in myself, and my mother was visibly disappointed on results day. I've never forgotten that moment and how it felt</span>. </div>
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<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><strong>A Year Out</strong></span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">I'd had enough of education for a bit, and very unwisely, in the August of 1993, on my Mum's birthday I told her I didn't want to go on the foundation Art course I'd applied to. I wanted a year out. This did not go down well and there was a sense of panic that I would not go on to University. I re-assured them I would and set about finding something else to do instead. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> I enroled in our local Prince's Trust scheme which involved team building via Outdoor Pursuits, or in the case of Pot-holing - indoor pursuits, the most memorable moment was going pot-holing on my 19th birthday. We got through the infamous 'letter-box' passage in the Breacon Beacons cave, switched off our headlamps to experience true pitch black (or as Thomas would say, 'bible-black') and my team sung 'Happy Birthday' to me in the dark. We exited bruised, exhausted, and covered in clay. I think I was nicknamed 'Mrs. Hedge-backwards' afterwards. My team contained members in my school group, lads who I didn't really know at school but had a real giggle with here. There was 12 boys and 2 girls, the other girl having the most chromic verbal diarrhea, ergo, I got on much better with the lads than she did. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> I applied for a 3 month extension on the scheme so I could continue working in a local stables. I received very basic pay and got a grant to buy riding equipment. Working with horses was lovely, physically draining and my god did I build some muscles. Learning to ride was fabulous. Nothing beats a gallop at full pelt across an empty beach, even if the 5 hour total ride rendered me incapable of walking for at least 2 days afterwards. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> Meanwhile, I thought about what to study at University more carefully, and applied for English courses as far afield as Belfast University, Glamorgan University and Northampton. I plumped for Northampton as the campus was green, leafy and village like, whilst the course was a Combined Studies where I chose to major in English, with Drama, (Equine Studies as a subsiduary - turned out to be dreadfully boring with no horse-riding) and Media Studies. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><strong>Higher Ed - Northampton.</strong></span> </div>
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<span style="font-family: "Trebuchet MS", sans-serif;">Ok, so I wasn't studying anywhere fancy, my A-Level results did limit me here, but vowed to learn from my mistakes in Year 13. Having said that, beginning the course with James Joyce's "The Portrait of the Artist as a Young Man" , T. S. Eliot's "The Wasteland" and modernism felt like an unachievable leap after my A-Level English Literature. The English course was heavily bound up with theories: Maxism, Psychoanalysis, Feminism, Post-Stucturalism, Linguistics (a massive struggle having never been taught grammar in my own schooling), Post-Colonialism, Post-Modernism, Renaissance Self-Fashioning, Allegory and The Faerie Queen (thoughts of which just makes me shudder). Our Post-Modernism lecturer was Professor Peter Brooker - who is Charlie Brooker's dad. He was a fabulous Prof' - cool, witty, charming, knew his subject inside out, warm and friendly. Later on he was my dissertation tutor, who helped me change it from a near car-crash of a dissertation to something workable and interesting. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> Drama was, well, full of drama queens and I felt very uncomfortable through most of the course. But I saw some fab produtions: Lysistrata, The Alchemist, The Three Sisters (actually, that one was baffling and I think I may have fallen asleep) and did a damn fine job of playing a corpse in one of our group productions. The study of Greek drama and comedy has been very useful in the teaching of Shakespeare. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> After dropping Equine Studies - I picked up Media Studies in my final year and was taught the sociological theories by Prof. David Wragg, a big hairy man who was hugely confident in his own intellect, whilst at the same time showing a distinctive disdain for his students. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> The first year was a struggle and I only just passed, I got better and in my final year achieved a strong 2:1 being only 4 marks away from a 1:1.</span> </div>
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<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><strong>Some Wilderness Years.</strong></span> </div>
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<span style="font-family: "Trebuchet MS", sans-serif;">I graduated during the last major recession, so getting a graduate job was so very difficult. I had so many rejections from graduate positions I nearly lost the will to live. However, being instilled with a stong work ethic, I knew I wanted to work rather than claim benefits so moved back to Northampton and took a job in JJB Sports Plc. It wasn't without its challenges, especially in the Summer months, in a non-air conditioned shop serving people with the most ATROCIOUS foot odour who wanted to come in and try on trainers. I stuck it out for a year, if only to prove to others that I could hold down a job for a decent period of time. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> Due meeting a chap (it all went horribly wrong much later on) - I ended up moving to Milton Keynes, and decided to get work as an office temp' which begun 4 1/2 years working at Abbey National HQ's Visa Dispute centre. Whilst there I decided to study for my MA Modern English Literature, part-time, back in Northampton. It was largely self-funded from my meagre £12k wages, with the exception of a small scholarship in my 2nd and final year of study. I used up all my flexi-time and holidays for essays and my dissertation. My dissertation topic was a tad morbid - I focused on Autobiographical narratives of the terminally ill, combined with 'taking on' Barthes Post-Structuralist theory of the metaphorical 'Death of the Author'. My head hurts to even think of it now. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> Two and a half-years later, I passed my MA with Merit, I remain quite chuffed at that.</span> </div>
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<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><strong>Becoming a teacher</strong></span> </div>
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<span style="font-family: "Trebuchet MS", sans-serif;">I remember very distinctly, after finding out I had been awarded with my MA, sitting down at my desk in Abbey National and sobbing, Big, heaving, over-powering sobs. I was lost, hated my job and realised all too well that my MA in Modern English Literature had no real value in my rather numerical place of work. I needed to make a decision about what to do with my life and I was rather over-whelmed by it. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> I could do a Phd - but could not afford to. I thought back to my time at Sealyham Activity Centre in my year out, working with teenagers (and horses) and remembered how much I enjoyed it. So began the investigation into teacher training courses near Milton Keynes. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> I eventually found Northampton School for Boys' SCITT course via a friend who was doing it at the time, applied and got in so began in September 2002. The course was only 3 years old at the time, was good in places and poor in others, somehow, despite constant self-doubt and a general lack of confidence I passed with at least a 'Good' rating, found myself a job in the February of the course (at the same school my sister taught at) and so my life changed completely. d</span></div>
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<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><strong>It's not ALL doom and gloom</strong></span></div>
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<span style="font-family: Trebuchet MS;">After my initial posting of this, I thought there was a little too march 'darkness' in it, probably something to do with that old 'black dog' still luring around the periphery of my consciousness. SO, I just wanted to do a list of things I loved experiencing and/or that I am proud of. This got a bit epic, so if you WANT to read more chirpy stuff, click on the link <a href="http://takenoheedofher.blogspot.co.uk/2014/05/whoiamwhatidohappystuff.html" target="_blank">here,</a> if not, by all means stop here, put the kettle on and open a Kit Kat and take a break. Thanks for reading this far. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><strong>What now?</strong></span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">I have been a classroom teacher of English for most of my 12 years at the chalk-face. A short experience of middle management in a tough inner city school in the Midlands, nearly </span><a href="http://takenoheedofher.blogspot.co.uk/2013/12/the-doctors-note.html" target="_blank"><span style="font-family: "Trebuchet MS", sans-serif;">broke</span></a><span style="font-family: "Trebuchet MS", sans-serif;"> me. The last 18 months at my current school, for differing reasons, has nearly done the same. (Some of which was my own errors, some of which down to the behavour of others at work which I can't and shouldn't explicitly comment on here). </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> Starting with the death of my </span><a href="http://takenoheedofher.blogspot.co.uk/2012/11/cariad.html" target="_blank"><span style="font-family: "Trebuchet MS", sans-serif;">father</span></a><span style="font-family: "Trebuchet MS", sans-serif;"> in 2005, thus followed for the following 9 years a constant barrage of difficulty: including an abusive relationship with a man who was definitely </span><a href="http://takenoheedofher.blogspot.co.uk/2013/12/in-presence-of-psychopathy.html" target="_blank"><span style="font-family: "Trebuchet MS", sans-serif;">psychopathic</span></a><span style="font-family: "Trebuchet MS", sans-serif;">, to a burglary by my </span><a href="http://takenoheedofher.blogspot.co.uk/2013/04/neighbourgate-or-miss-nelson-marple.html" target="_blank"><span style="font-family: "Trebuchet MS", sans-serif;">neighbours</span></a><span style="font-family: "Trebuchet MS", sans-serif;"> and a stalker. Do click on the links of you'd like to read more about these things, but don't feel obliged. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> Not only that, the economic crisis increased my financial worries whilst I continue to pay for a mortgage on my own, my house and mortgage began to feel more and more like a noose. This, combined with pressures at work increasing to levels I was just unable to cope with, left me on the verge of a total breakdown in December. I had to go to my doctor for help and I needed out. I wasn't perpared to be sectioned (which I think I was only a small step away from) due to work. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> I was very honest with my Headteacher - the analogy I used was this: A succesful Formula 1 driver has a team of people behind him - to build the car, test it, fuel it, change the tyres and so on, which enables him to win races. Being a teacher requires the same level of support. All the time I have been teaching I have lived on my own - no back up team within my household. Financial pressures and responsbilties are mine, no one to off load to after a good or bad day, no one to help with cooking or cleaning. I am also my support team - so I am going to burn out far quicker than people who are not on their own. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> Sadly, I came to realise that teaching English full-time under current outside pressures AND maintaining my health and well being has become an impossibility. It's not as if I haven't tried my best to do so after the past 12 years. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> So, I have been off work for some time, visiting the Nurse Practitioner once a month for a check up, receiving counselling through Occupational Health and healing physically and mentally. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> I am also seeking work for September - I know that I want something very different from Secondary School teaching, but still working within the educational field. I worry very much how my length time off of work is going to affect my employability. I don't want all those 12 years of teaching English to go to waste. I have been looking at and applying for FE posts, I am also looking at Independent Schools (whilst wondering if my 'non-posh' education may go against me) and keeping a steely eye on the 'Other Workplaces' in the TES for roles that are in education but a totally different experience to my last 12 years in Secondary Education. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><strong>Twitter, blogging and hope</strong></span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">Firstly, this is rather epic I had not intended it to be, so well done if you have got this far! You hero! Twitter has offered me HUGE help and support while I've not been at work thanks to my #BDAmigos - you know who you are. I have attended Teach Meets, Pedagoo London and Research Ed events in order to keep my eye on the educational ball. I've been to the Edu-Bloggers curry in London, the #Starkyfest Tweet up in Leeds and met some brilliant, warm and funny people. I've made new, fruitful and supportive friendships and maintained them, whilst also trying to repair more established friendships that have been damaged during my mental health difficulties. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> Thanks to @rlj1981 I am soon to be published in her collaborative book "<u>Don't Change the LightBulbs" (</u>Crownhouse Publishing, available to pre-order on Amazon </span><a href="http://www.amazon.co.uk/Dont-change-light-bulbs-switched-/dp/1781352119/ref=sr_1_1?ie=UTF8&qid=1400512219&sr=8-1&keywords=dont+change+the+light+bulbs" target="_blank"><span style="font-family: "Trebuchet MS", sans-serif;">here</span></a><span style="font-family: "Trebuchet MS", sans-serif;">) - you can find me in the 'English' section - this really is quite a thrill. Ironically, the copy editor really had her work cut out in my section, *blushes*. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> With good luck and a following wind, I maybe working with @ThinkingReading training teachers how to deliver her Phonics reading programme to schools in the Midlands or further afield; and I am hugely flattered to be thought of as so capable - thank you Dianne and James. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> I AM NO LONGER SINGLE!!!! It takes some getting used to after most of my adult life being single, however, I quite like it now and he is largely tolerable. ;-) </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> I'll be going to Wellington Education Festival FREE thanks to my Other Half, and in September I'll be a Helper Elf at Research Ed National Conference in September 2014. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">I have a mild sense of panic about finding work for September - but at least that motivates me to DO SOMETHING about it, but Twitter, if you know of any 'non-standard' eduactional jobs I maybe suitable for DO let me know - seriously, please do let me know. (My email is: <a href="mailto:gwen.nelson@virgin.net">gwen.nelson@virgin.net</a>).</span></div>
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<span style="font-family: Trebuchet MS;">Fin - at last. </span></div>
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<br />Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com0tag:blogger.com,1999:blog-4403245767882707800.post-79759961924146000392014-03-11T07:27:00.001-07:002014-03-14T03:48:46.274-07:00Pedagoo London 2014<span style="font-family: Arial, Helvetica, sans-serif;">Last year at Pedagoo London 2013, I pitched up with Daniel Harvey more than a little nervous at being amongst so many people I didn't know, and to be meeting people I had tweeted with for many months, nor was I sure what to expect. It was also the first time - and I'm grateful it wasn't the last - I'd met Jon Curley (@MrPalomar1) who really did embody the term 'gentleman'. </span><br />
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<span style="font-family: Arial;">I have to confess that my motivations for attending this year were more social than professional, oddly I think I enjoyed it more as a result. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">This year was to be much different in that respect alone - for during the course of the last 12 months I had met an ever growing number of Twitter teachers, and many becoming great friends and people I am genuinely fond of: Kev Bartle, Helene, Rachel Jones, @oldandrewuk, @Chocotzar, @betsysalt, Daniel Harvey, @cazzypot, @KDWScience, Chris Curtis, Lisa Farrell, @85teachergirl and Lucie Golton to name just a few. Each, either through funny Tweets, DMs, texts, phone-calls, Costa meet ups, cinema trips, curry nights, and even having me as a guest in their home have prevented me slipping to the very deep and dark murky depths of my issues with stress, anxiety and depression, being off-work and the feelings of epic failure that inevitably ensues. More dramatically, several of the above named quite literally saved me from myself one night when I was having a quite frightening panic attack. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Anyway, on with the day! It was lovely to travel down from Welwyn Garden City with Iesha Small, arriving at King's Cross in good spirits and enjoying the walk down to Russell Square in the warm Spring sun. Here I met @KDWScience and @aknill for a coffee, croissant and a chat, later on meeting @englishlulu, @Xris32, @agwilliams, @FranNantongwe and @oldandrewuk. After making sure our caffeine levels were suitably high, we pottered off to the IOE to arrive at 12pm. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Of all the buildings I have been into in London, I think the IOE is best suited to that of surviving a Nuclear attack, a shrine to concrete sturdiness. That aside, it was lovely to see some graduates floating around in their gowns and mortar boards whilst proud family members took numerous photos. Cue lots of conversations about our own graduation ceremonies and the inevitable feeling of being old.</span> <br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Even better, they had a Costa on-site. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Before things truly started @Debsgf was sat behind me and proceeded to give me a heartfelt pep-talk about how my blog (a small wee clown-fish amongst a shole of bigger, tuna-fish sized bloggers) had helped her teach her students and within, showed evidence of a good teacher (I'm welling up a bit writing about this). Thank you Debs, thank you.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><strong><span style="font-size: large;">Key-Note by Rachel Stephens</span></strong> </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">This was a great start to the day. Rachel's most astute moment was to remind of us - Twitter teachers and bloggers - of our rather unique place within the larger population of teachers in Britain. A small needle amongst haystack of teachers who go through their days and weeks knowing little of what seems to consume us on Twitter. Perspective is always a useful thing to grasp hold of, as it is too easy to lose in the current climate. Other highlights included a quote that is 'probably by Hallmark rather than Einstein,' the video clip of the Grange Hill cast singing (to various degress of success) 'Just Say No' - reminding us we can and should do so with graded lesson observations - and a classic track from Pulp - the name of which escapes me (help me Twitter) which made me feel both nostalgic and old all at the same time. </span><br />
<span style="font-family: Arial;"> A real highlight, garnering visible murmers of support was the mention of @cazzypot's blog, detailing her battles against an absurdly rigid and detrimental observation system at her school. I only wished she was there to see that herself. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> I was sat with Andrew, whose nerves for his own talk grew a little more visible before Rachel had finished. Oh how I could empathise, as public speaking quite literally makes me vibrate with nerves. All I could do was whish him good luck before I was off to my first session.</span><br />
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<strong><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Jo Facer - Cultural Literacy</span></strong><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I have met Jo a couple of times before more in a pub & curry related circumstance rather than a professional one, and on both occasions had found her bright, enthusiastic and charming, therefore I was very much looking forward to see her speak. Once I'd got past the, "My God you are so young to be a Head of Faculty" thing in my head, I settled down for her session. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> What I particularly enjoyed here was the way Jo had selected apt sections about Cultural Literacy from the 2007 and 2013 National Curriculum documents, enabling us to notice and discuss the shift in emphasis about cultural literacy from one to the other. Such a useful exercise to gain a better understanding of the new curriculum, I wondered why I'd not come across this before in previous INSET session as the various schools I have taught at. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">I was chuffed to be sat with @rlj1981 where we really entered into the spirit of the discussions together, and I was once again reminded how damn clever our Rachel is. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Later on Jo presented us with two 'case studies' of pupils - one whose cultural literacy was profoundly better than the other, asking us what we could do to improve matters for both pupils. Here ensued lots of useful discussions about the school's responsibilities to both pupils, and which kind of strategies would enable better success for each. I remember being quite talkative here, I think I even called myself, 'gobby' or similar but I relished the opportunity to express my opinions with regards to teaching. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><strong>Harry Fletcher-Wood. (Sorry Harry, I can't remember the title of your session).</strong></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Similarly to Jo, pub and curry venues have been my main interactions with Harry - who I liked immensely each time I had met him. I think this is due to the mix of clear intelligence, combined with wit and humility - which was exactly how Harry presented his session. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Harry presented us with various ideas and questions that could enable the classroom teacher select a strategy to implement in our classrooms. If you attend Teach Meets, you are often presented with a range of ideas about classroom practice you may have not come across before, you may even have some wacky ideas of your own. It is therefore moot to be very selective in what you choose to try out. I liked Harry's emphasis on always returning to what the positive impact on the students might and should be, the tricky question that remained was how that should be measured. A pretty colour coded spreadsheet is not always the answer, neither are pupil questionnaires or feedback, such is the nature of teaching. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><strong>A quick note about Teach-Firsters</strong>:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Both Harry and Jo are products of the Teach First programme. Sometimes the very mention of 'Teach First' on Twitter or in a blog post can provoke a 'Helm's Deep' style battle on Twitter - pitching the PGCE-ers and BEds against them, whilst insecurities about the quality of your own education are brought to the surface. I went to a Comprehensive school in Pembrokeshire - there was no real choice in the matter, geographially, it was the only school I could attend, so I could be guilty of the latter. However, Harry & Jo are clearly good teachers and leaders in their school, displaying:</span> <span style="font-family: Arial, Helvetica, sans-serif;">expert subject knowledge, the ability to question the validity of their own practice and others, enthusiasm, a keen interest for providing the best for their pupils, humility and a sense of humour. Why wouldn't you want them as your colleague, or in the classroom? I urge any Teach First doubters to engage with these two people, for they might well set your mind at rest and you may learn a great deal from both of them. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><strong>Break:</strong> This involved a dash to the cafe for sustenance, loo break, and a brief check to see how Andrew's talk had gone. I was pleased to find out that a) he was still standing b) it had gone well and c) he was quite chirpy as a result. Relieved on his behalf, I set off for my next two sessions. </span><br />
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<span style="font-family: Arial;">Dashing between sessions it was also lovely to meet @JoBaker9 for the first time - the work her students produce is simply stunning, and @mrlockyer who aided the increase in my hug tally. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><strong>Debbie and Mel @TeacherTweeks - Taking the Temperature of Your Classroom.</strong></span> </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I'd been looking forward to seeing and meeting these two for some time as they are Teaching & Learning Assistant Heads doing wonders for teaching and learning in a school in similar circumstances to mine. </span><br />
<span style="font-family: Arial;"> A lovely moment before the session began was starting a conversation with a young lady who sat next to me, upon introducing myself and my Twitter handle, @AnnaPalmer74 introduced herself for me and promptly gave me a packet of luxury Walnut Whips - how lovely was that?? They survived the journey home Anna, and I have yet to open them, maybe tonight after Boxercise class. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> The session started with a post-it note exercise to jot down how we knew if pupils were panicking about the work or working in their comfort zones. I think after years in the classroom we all came up with similar ideas - fidgiting, requests to go to the toilet, spit balls, off talk chatter etc. As left to put up my post-it note, a chap (don't know who you are) asked me to take his for him. Cue a few, "What's wrong with your legs?" and "What did your last slave die of?" comments (classic teacher cliches) in response.</span> <br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Debbie and Mel showed us examples of how we could set differentiated tasks using a sort of 'chilli' scale of: medium, hot and scorching with the proviso that students are encouraged to choose a task that will stretch them. Mel (was it Mel?) showed is a beautifully simple spreadsheet that colour coded pupil's choice of task for each lesson, enabling you to keep track of and asses pupil's choices of task and levels of confidence in what they are doing. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Later on we were asked to discuss - or as I said to my 'Put up my post-it note for me' pal - get someone to discuss it for you - questions we could ask, or things we could do to either get a coasting student to push themselves, or remove panic from the student who is stuggling. Here reference was made to 'C3B4ME' strategies, thus provking @katiesarahlou to ask, "Why shouldn't pupils be able to ask the teacher, the expert in the room?" </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> The point I failed to make on the day, but was lurking in my head was - beware the possibility of encouraging learned helplessness. Much like a new stream that has formed after a downpour, some pupils will always choose the path of least resistance, enabling that is not necessarily good for you or them. I don't think that this is what Katie was referring to at all, but it is something to be mindful of. To some extent, we must encourage pupil's indepedence from us - but as ever, when that is approriate. As a classroom teacher, that is entirely your call. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><strong>Chris Curtis - #50ShadesofProgress (My title - not yours Chris!)</strong></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Here is another friend and speaker who I know is a great teacher, full of good ideas, is modest and humble and clearly knows his English onions. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Chris's main theme or question was: does marking for effort, or indeed paying too much attention to it, mask observable pupil progress? It is a great question to ask as most school or department marking policies will make reference to effort, and have a grading system for it. Marking for effort is common practice, but is it actually useful? What do the pupils gain from it? Chris, by focusing more explicitly on the pupil's progress on a given skill, observed noticable and consistent improvements in his pupils' work.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Here Chris also made a useful point about target setting for pupils - our teacher error being setting too many of the damn things meaning that neither the pupil or the teacher can remember them, so what use are they? Instead, Chris limits the number of targets he sets, or allows the pupils to choose from, allowing him to make much more precise comments to pupils in his marking and giving them a better means to self and peer assess. It is laser like and so full of common sense you can't help but think, "Oh of course!". </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><strong>Plenary - Kev Bartle</strong></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Ever one for writing in extended metaphor - Keven did not disappoint us here at all. The theme of his Plenary tied in nicely with Rachel's Key Note - focusing on the what the journey of a year actually meant - focusing our attention on the distaance we travel through space, not just time marching away from us. Referring back to his wonderful Key Note of last year's Pedagoo - the Trojan Mice - he encouraged us to take away a sense of empowerment from the day - to act upon advice proferred and new skills learned, to claim back autonomy so that the journey of the next 12 months is a fruitful one. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Keven finished off by reminding us that Jon Curley was unable to make the full journey of the past 12 months, dying suddenly and brutally from a heart attack in early September last year. Jon was a truly lovely man, cultured to the eyeballs, and overloaded with modesty. Thank you so much for reminding us of him in such a wonderful and poignant way. He is still very much missed. </span><br />
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<strong><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Evening TeachMeet </span></strong><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">This post is far more epic than I intended so I will rattle through memorable highlights, some in relation to the presentations, some from the people I met or spoke with or just through the joy of people watching. </span><br />
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<li>@<span style="font-family: Arial, Helvetica, sans-serif;">JoBaker9 finding me to hand me a mini Salted Caramel Costa Coffee syrup- my Costa addiction is so very well known on Twitter. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">@aknill battling the atrocious PA system to try and teach us a simple Mindfulness technique</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">@joeybagstock letting us English teachers know it's OK to use Multiple Choice questions in lessons, and to not feel bad if they are not, y'know typically esoteric. Plus showing us how to use Google forms to take the toil out of assessing the pupil's understanding. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Oliver Quinlan telling us about IT type tools to aid teachers develop their pedagogy, the biggest murmers, gasps and even looks of horror were about the tool that could somehow do subtitles of your lesson. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Athena Pistillis' talk about using 'The Boy in the Striped Pyjamas' as a transition tool for new Year 7s starting at Canon's high involving a real cross curricular approach. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">@StuartLock - probably at least 5 pints into the evening, telling us what was 'sh*t' and great about the things he has observed as a school leader - telling us that opportunity cost must be considered. I loved it when he said, "It's OK to use an interactive whiteboard as a glorified OHP." (pretty much how I've used them). A particularly funny moment was watching Andrew do a small punch in the air and grin when Stuart mentioned using margins in Maths exercise books, followed by an, "I LOVE margins!"</span></li>
<li><span style="font-family: Arial;">@JillBerry - being as supportive and inspirational in person as she is on-line. A real joy to meet and watch in action. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Sitting with @englishlulu, downing Diet Cokes like they were going out of fashion and chowing down on a range of crisps whilst waiting for the buffet to come out, people watching, chatting and giggling. We had the bestest of hugs when Louisa, high on Diet Coke, crisps, buffet food, support and mutual affection, left to catch the nightbus home. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">The buffet - it was lovely and I apologise for loading my plate up into a small hillock - I really was quite peckish. Request for next year - puddings. :-))</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Joe Kirby swooping into the pub, like X-Men's Xavier checking in on his fellow Teach Firsters. Now that doesn't mean I think you are all mutants by the way, more that Joe Kirby has a 'Xavier-ness' about him. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Apologies for yet another mention Andrew - but this was lovely. When I asked Andrew how he felt about the day, he responded with, "It's been brilliant!" with the enthusiasm of a Year 11 being reminded of that there's an INSET day and no, they don't need to come to school tomorrow. Total respect to you for confronting your abject fear of public speaking, not only that, but thoroughly enjoying the experience. A hit, a palpable hit. </span></li>
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<span style="font-family: Arial, Helvetica, sans-serif;">Finally, thanks to Helene for organising such a wonderful day, it really was a joy to be present. More thanks are needed to Kev and Helene for giving me a bed for the night and Karen W for providing the late night laughs telling us all about the Condom Olympics lessons she teaches at her school. Karen, please blog about it as there were so many brilliant anecdotes!</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I started the day keeping a hug tally - but lost count within a few moments of arriving at Pedagoo London. I confess to feeling a bit of a fraud attending as I've not been at school for some months now, the hugs were lovely and full of warmth and support, not one of you making me feel self-conscious about my situation. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Finally, finally - there were far more people I met, talked to, hugged, and laughed with than I have mentioned here. To all of you - it was great to either a) meet you once again, or b) meet you for the first time. I'm a rubbish mingler within large groups of people - which is shyness, not rudeness. All of you made the day for me as lovely as it was. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com1tag:blogger.com,1999:blog-4403245767882707800.post-83202120847693195592014-03-10T09:02:00.000-07:002014-03-11T04:54:14.470-07:00Die Fledermaus<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>This caricature was devised during a similar wine fuelled conversation with @rlj1981 and LONG before I had met the real person. In fact, I never thought I'd meet the real person behind this post, but I have and publishing this is potentially a BIG gamble. As with 'The Velvet-Smoking Jacket' it was written with affection (not malice, never malice) and I hope, pray and beg that this doesn't back-fire. </strong></span><br />
<strong><span style="font-family: Arial;"> This is also important to note - this is a caricature of what little I knew of this person via Twitter from about 8 months ago. </span></strong><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">With not a hair out of place, Oberon surveyed his class, all of whom stood like the finest of the Queen's regiments behind their desks. Chatter was fading so that the silence could overtake the room. Inching at the same methodical pace it always does, the minute hand travelled to 3.30pm. Seconds before it reached it's destination, the silence won. The room was still. Oberon fixed his pupils with a gaze that would make an aggressive cobra stop swaying, and, like Pavolov's dogs, the class stood up straight, returned his gaze for a brief second, and uniformly and subtely bowed their heads in deference to their master. <br /><br />A subtle nod of the head was all the signal the class needed to file out (for they had been trained using Pavlovian theory) beginning with the first row, whilst the next flowed immediately after, snaking out in serene silence. Oberon surveyed the rows looking for any kink in the straight edges of the desk. Typically, Jacob's desk was the cause of the kink in the third row. Oberon withdrew his notebook, resembling that of a police officer's, and wrote down the culprit's name purposefully, jotting down, 'litter picking' next to it. He smiled. <br /><br />All that was left for him to do was to cleanse the room of the day's work, so that he could begin again at the crack of dawn tomorrow. The blackboard was freed from the scars of chalk, and the over head projector was carefully dusted; whilst the day's acetates were neatly filed into a leaver arch folder entitled 'GCSE Maths, Higher Tier'.<br /><br />Weary footsteps echoed as Oberon marched out of the school with purpose. He arrived at his sleek black Daimler convertable, (second hand, of course), greeting it with a barely percabtable smile. it wouldn't do his reputation any good if his smile was noticed. Should you take the time to look carefully enough, in an even darker shade of matt black, 'Die Fledermaus' was visible in a Gothic font along the boot of the car, just above the bumper. Neither pupils, nor colleages had ever noticed this. <br /><br />Mercifully, the traffic flowed fairly fluidily, so Oberon did not have to engage any of his traffic avoidance hardware. This had been specially installed some months ago, and yet again, casual obervers, pupils and colleagues were blissfully unaware. That is exactly how he was told it should be. <br /><br />The Daimler was coaxed carefully on the drive of his isolated, imposing house, the garage door, also subtely emblazoned with 'Die Fledermaus' opened gracefully so that Oberon could ease his car into what evetually turned out to be a vast, Cathedral like cavern. <br /><br />As soon as the engine stopped, the bank of LCD flatscreen televeisions and Apple computers came alive. Cold, blue light flooded the cave, to only just make visible the dagger like stalactites that clung on the damp ceiling overhead. Unusually, the constant drip of the cavern's water was a comfort to Oberon when he had returned from his day job. <br /><br />An automated voice began a conversation, "How was your day, master Oberon?" The voice had a subtely masculine tone, whilst the delivery resembled that of the Star Trek Enterprise years William Shatner. It had taken some years for Oberon to become accustomed to the odd pauses, and a good six months before he stopped interjecting between them. <br /><br />Before he could work out whether he should reply or not, the voice asked another question, "How did the lessons I planned go? Did the Year 13s finally grasp the Fermat's Thoerum?" This time there was a sense of anticipation lurking behind the unnerving pauses. <br /><br />Oberon stood squarely in front of his car, and replied, "As you predicted, Robin," Oberon's voice was flat and resigned, "the pupils did not put a foot out of line. I think we've finally cracked snake wrangling, I mean classroom management. As for that Thoerum, well, thank ye gods and little fishes that you taught me 'ninja' algebra the night before, or I'd have remained clueless in that Year 11 lessson"<br /><br />"Well done Fledermaus," for this is who Oberon had become, come nightfall, "now, I've written this week's blogpost. Ofsted have issued yet another report about another area that teachers are failing in, this time it is dress sense, which is hardly news is it? As usual it's been thoroughly deconstructed. Time to do your homework and read it, you'll be live tweeting this later."</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Whilst in his specially allocated changing room, Oberon, also as well trained as Pavolov's dogs, quickly removed his tired tweed jacket, crumpled Marks and Spencer shirt, his greying suit trousers that had originally been the deepest of blacks, his favourite colour, and what he hated most of all, his pale grey, tasselled loafers. He opened the wardrobe to find his freshly cleaned, and tumble dried 'Die Fledermaus' uniform. <br /><br />It has been fashioned from the highest quality neoprene, he really had drawn the line at rubber. This has been the only time he'd ever answered back to Robin who he knew, although he had never acknowedged it, was the real master. He had never, and would never, do it again. <br /><br />Years of training in the dojo had paid off, for he was far more muscular than his school costume ever alluded to and the neoprene Die Fledermaus completed the transformation. He was ready to complete the night's mission. He waited patiently for his companion, for tonight, Fledermaus and Robin were to meet in the flesh for the first time. <br /><br />A door far above him opened and closed. He awaited the sound of footsteps for sometime. Only when he? It? They? seemed to be near the bottom of the steps that had been carved into the cave by hand (whose? He had been to afraid to ask) did there seem to be the sound of movement. <br /><br />Robin padded calmly down the staircase and spoke, "Time for us to finally meet Fledermaus, are you truly ready?" </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Oberon's stomach clenched briefly, he stepped out of the changing room, standing at ease as Die Fledermaus. He looked around the cavern, which seemed to be oddly empty.<br /><br />"Good evening, Fledermaus." Robin's greating was firm, but not yet said with any warmth, despite their proximity.<br /><br />Die Fledermaus again, glanced around the cavern confused.<br /><br />This time, the instruction from Robin was quite abrupt, "Down here, by your feet." <br /><br />Against his better judgement, for occasionaly he did have some of his own, Die Fledermaus did as instructed. At his feet was a dog, a dachshund, whose coat was a glossy bright red, whilst he had a natuaral it seems, (although neither Oberon or Die Fledermaus were experts on hair dye) yellow 'belt' around what would be his, erm, waistline. <br /><br />Fledermaus studied the dachsund's coat and markings carefully, thinking to himself, 'At least the name makes some kind of sense.'<br /><br />Robin's collar flashed as he barked, but a bark did not emerge, these words did, "So, shall we crack on with the homework or are you going to stand there open mouthed all night? Log into Wordpress and Twitter, check the blog for anything that maybe perceived as a little canine biased, I know that's caught you out before, and tweet it as soon as possible." <br /><br />Die Fledermaus eventually formed some words of his own, "No explanation? You are a dachshund with an intellect to rival Einstein, the pedagogical knowledge that I can but dream to aspire to, and you CAN TALK!" <br /><br />Robin sat on his haunches, and looked him squarely in the eye, dog to man, and said, or was it barked? "You're not the brightest bulb in the box are you? You think we have time for lengthy explanations about meta-cognition and nano-robotics using lego, as usual, when Ofsted are up to their old tricks?"<br /><br />"Point taken," Die Fledermaus replied, still with some confusion in his voice. <br /><br />He sat down, logged into Wordpress and began proof reading Robin's blogpost. Annoyingly, apart from the odd reference to four legs, rather than two, the blog was almost faultless. The night's work had just begun, explanations would just have to wait. Twitter was about to go into melt-down. </span>Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com0tag:blogger.com,1999:blog-4403245767882707800.post-77162465075626979242014-03-10T08:38:00.001-07:002014-03-11T04:54:33.043-07:00The Velvet Smoking-Jacket<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>This was originally written under a pseudonym in the summer holidays of 2013 whilst I was staying with @rlj1981. We had consumed a fair bit of wine m'lud. It is about two of my favourite people on Twitter, and now in real life and is a caricature but written with lots of affection for them both. So, can you work out who they are?</strong></span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><em>Adopt Morgan Freeman voice*<br /><br />Pupils imagine that, within school, lies a basement full of coffins in which teachers are placed at the end of the day, after all the marking, planning and preparation is completed of course. </em></span><i><br /></i><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><i>At night they believe we are plugged into the teacher Matrix, downloading new knowledge to fox them with the following day. Knowledge IS nutrition, what need do they have for mastication?</i></span><i><br /></i><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><i>What if, this were not what happened at the end of the educational day? What if, teachers led double lives, like much loved superheroes, or, indeed, a lot less loved politicians and footballers? What DO teachers do after dark?</i></span><i><br /></i><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">The key turned in the lock and he entered his enclave, his sanctuary, his domain. All was peaceful, for now. Children's voices, questions and interrogations briefly echoed around his head until it was swiftly drowned out by the noise of the football match on his 42", flat screen, smart television, the metro-sexual's true symbol of domestic masculinity.<br /><br />It's Newcastle's last match of the season, this was serious 'man points' time. It was even scheduled into his school diary, iPad and iPhone. It was THAT important. His man friends were waiting at the local, Newcastle shirts on, Newcastle Brown Ale in hand, tabs tucked behind ears, builders bum cleavage on show. This particular transformation was almost complete.<br /><br />'Ace of Spades' blasted from his iPhone, his best boozing mate rang telling him to, "Get your hairy arse down the pub for the rest of the match." Seconds later the door slammed, he moseyed on down to the Cathedral of testosterone.<br /><br />All that was left for him to complete this part of the transformation, was for the referee to make an appalling decision close to the dying embers of injury time. As soon as this occured the Southern twang would ebb away, and the North Eastern beast took over in a torrent of spittle, phlegm, indignation, incomprehensible Geordie-ness rammed with expletives that would make Roy Chubby Brown blush and say more "Hail Marys" than he has done in the previous decade of his existence. <br /><br />The match had finished. Injury time had played out like the greatest of Shakespearian tragedies, for they had lost, again. He, along with his burly, tattooed friends wept openly into the dregs of their Newcastle Brown Ale. Within seconds he had gone from a testosterone fuelled elation, to hiding under a cloud of desperate gloom.<br /><br />There was only one thing for it, there was only one person who could pull him out from the dense, clagging grey of dejection, that would surely suffocate him unless he took action. Only Catarina, his raven haired Italian muse, the woman who taught him how to love, and lust again, could chase the oppressive cloud away.<br /><br />Before he knew it, he withdrew his iPhone from his pocket, texted his muse with, "See you at mine in an hour." He did not wait for a reply, he did not need to.<br /><br />He left the pub at the pace of a highly trained long distance Olympic walker, without the effeminate swagger, for his heart began to race and the butterflies were reawakened in his stomach. An hour was just enough time to complete the finishing touches to the latest poem inspired by his muse.<br /><br />Before he knew it, he had arrived home. There was just enough time to check that his most loyal pet, Trojan the tortoise, was indeed still happily hibernating and that he had not expired altogether.<br /><br />Within seconds the Newcastle football top was off and in the dirty laundry basket, so he could hop in he shower to cleanse away the stench of beer, tobacco and his team's crushing failure. <br /><br />Towel dried and fully cleansed, Jean Paul Gaultier after shave was liberally applied, blood-red silk lounge trousers were pulled on followed by his most loved, lush, velvet smoking jacket. It was a deep, plum red, enriched with the aroma of long gone patchouli joss sticks which enhanced the overall effect of the North East's version of Noel Coward.<br /><br />A new joss stick was lit, creating a purple fug resembling the Opium dens of old.<br /><br />Glancing at the clock there was just enough time to review his latest poem, inspired by his unswerving love for Catarina, and their shared passion for the finest artisan Gelato. His latest work was entitled, 'Tiramisu You'.<br /><br />A gentle tap at the door meant that Catarina was here.<br /><br /><br />One final check in the mirror, yes, he was fully colour co-ordinated, he smelt divine, his poem was ready. The butterflies beat faster within as he opened the door. Era arrivata.</span>Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com1tag:blogger.com,1999:blog-4403245767882707800.post-1010177712342032302014-02-28T09:05:00.000-08:002014-03-03T12:23:23.333-08:00'Sexy Poetry' or 'ways in' to Marvell's To His Coy Mistress<strong><span style="font-family: Arial;"></span></strong><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>I originally wrote this post by request of @ASTSupportAli - thanks, it was lovely to be asked - he wanted it short and pithy, and I produced this. Ah well, excuse my prolixity, but I hope you find some of these ideas useful!</strong> </span><br />
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<span style="font-family: "Arial Narrow";">I love teaching
poetry, but I can’t say I enjoyed learning about it as a pupil.<span style="mso-spacerun: yes;"> </span>I remember sitting quietly and non-plussed
while my English teacher discussed poems with the class, whilst my silence was
a symptom of my bemusement. So don’t be overly surprised if your pupils feel
the same, and therein lies the joy and the challenge of teaching poetry. They
can assume it is, “Effort, man” so you must make them know that they CAN do
it.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "Arial Narrow";">If
you have a middle to low ability group, it is not unusual for the class to be more boy heavy,
who are often more confident at Maths than they are at English. So if they can
confidently solve an equation through use of deductive thinking, they can apply
that thought process to poetry. Tell them this.<span style="mso-spacerun: yes;"> </span>Whilst teaching an all girls
class in Year 10 and 11, I found the girls were openly insecure about poetry,
desperate not to get it ‘wrong’. The beauty of poetry is that there are several
ways to skin this linguistic cat. You can teach the same poem over and over,
but each class will read it differently with you. (Remember ‘Reader Response
theories English scholars? Here it is, in action). </span><br />
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<span style="font-family: "Arial Narrow";">To give this post
some focus, for poetry is a sea of wonderment, I am going to focus on one of my
favourite poems to teach, Marvell’s “To His Coy Mistress”. <o:p></o:p></span></div>
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<span style="font-family: "Arial Narrow";">Had we but world
enough, and time,<br />
This coyness, lady, were no crime.<br />
We would sit down and think which way<br />
To walk, and pass our long love's day;<br />
Thou by the Indian Ganges' side<br />
Shouldst rubies find; I by the tide<br />
Of Humber would complain. I would<br />
Love you ten years before the Flood;<br />
And you should, if you please, refuse<br />
Till the conversion of the Jews.<br />
My vegetable love should grow<br />
Vaster than empires, and more slow.<br />
An hundred years should go to praise<br />
Thine eyes, and on thy forehead gaze;<br />
Two hundred to adore each breast,<br />
But thirty thousand to the rest;<br />
An age at least to every part,<br />
And the last age should show your heart.<br />
For, lady, you deserve this state,<br />
Nor would I love at lower rate.<br />
<br />
But at my back I always hear<br />
Time's winged chariot hurrying near;<br />
And yonder all before us lie<br />
Deserts of vast eternity.<br />
Thy beauty shall no more be found,<br />
Nor, in thy marble vault, shall sound<br />
My echoing song; then worms shall try<br />
That long preserv'd virginity,<br />
And your quaint honour turn to dust,<br />
And into ashes all my lust.<br />
The grave's a fine and private place,<br />
But none I think do there embrace.<br />
<br />
Now therefore, while the youthful hue<br />
Sits on thy skin like morning dew,<br />
And while thy willing soul transpires<br />
At every pore with instant fires,<br />
Now let us sport us while we may;<br />
And now, like am'rous birds of prey,<br />
Rather at once our time devour,<br />
Than languish in his slow-chapp'd power.<br />
Let us roll all our strength, and all<br />
Our sweetness, up into one ball;<br />
And tear our pleasures with rough strife<br />
Thorough the iron gates of life.<br />
Thus, though we cannot make our sun<br />
Stand still, yet we will make him run. <o:p></o:p></span></div>
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<o:p></o:p> </div>
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<span style="font-family: "Arial Narrow";"><span style="mso-spacerun: yes;"> </span>I could go on for hours about this – so will
just focus on ‘ways in’ to the poem that pique their interest and remove the
sense of apprehension pupils can often feel about reading and analysing poems. <span style="mso-spacerun: yes;"> </span>These ideas, I hope, are easily adaptable to
all kinds of poetry. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhziLsZO5FievpzHGWAbe4HCCasw6RJjDD5lH3o-ewH78Ewh20FPNgfhD0UBRb5BcgNUNhBVSTxKtxSePLbZdfDpEKd-gnl7MiFCueGUY3UQV92wo0D6nI1SYvI0kwItvH2Zj5FcojXQXmp/s1600/Dead-poets-society.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhziLsZO5FievpzHGWAbe4HCCasw6RJjDD5lH3o-ewH78Ewh20FPNgfhD0UBRb5BcgNUNhBVSTxKtxSePLbZdfDpEKd-gnl7MiFCueGUY3UQV92wo0D6nI1SYvI0kwItvH2Zj5FcojXQXmp/s1600/Dead-poets-society.png" height="320" width="229" /></a></div>
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<span style="font-family: "Arial Narrow";"><o:p></o:p></span> </div>
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<span style="font-family: "Arial Narrow";"><o:p> </o:p></span></div>
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<span style="font-family: "Arial Narrow";"><o:p> </o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: "Arial Narrow";">Prior
to teaching this I had ‘made’ my girls class watch “Dead Poet’s Society”, this
was more by accident than design. <span style="mso-spacerun: yes;"> </span>Keating’s introduction of his class to the
true power of poetry – y’know, to seduce girls; as well as the Metaphysical Poet’s
philosophy of ‘carpe diem’ to the heavily institutionalised boys in his class. Not forgetting its unintended consequences, enabled the class to grasp the ‘seize the day’
concept well enough to find it in the poem without too much prompting. <o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: "Arial Narrow";">A
colleague’s ‘way in’ to this was by looking at chat-up lines, which were good,
funny, downright lame, then she used a Word Cloud before looking at the poem as
a whole. She did this for a lesson observation which I believe was ‘Good’ – I know,
I know – shouldn’t be graded etc, but there you are. <o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: "Arial Narrow";">As
a short-cut the new Apple commercial lifts dialogue straight from “Dead Poet’s
Society” – the part about, "sucking the marrow out of life" – you could show
them the commercial, give pairs or groups phrases from the voice over, get them
to mind map possible interpretations of the words. <o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: "Arial Narrow";">We
have the *clenches teeth* text speak version of carpe diem with YOLO – do they
have example from own lives where the have followed the YOLO mantra?<o:p></o:p></span></span></div>
<br />
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: "Arial Narrow";">The
concept of a ‘Bucket List’ could also be useful here as a pre-reading activity.
You could get pupils to generate their own, justifying choices which can make
for a good group or individual Speaking and Listening activity. Take it a step
further and question why we are only prompted to do such things if death is
looming large – shouldn’t you live every day like it’s your last? How can we?
Why don’t we? What stops us ‘seizing the day’ in the first place? <o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: "Arial Narrow";">You
could also place the poem’s title in John Sayer’s question grid and ask them to
formulate a range of questions about the title, and after some analysis of the
poem, return to them at the end of the lesson to find out which Qs have been
answered, which have not and use the left over ones to inform you planning of
subsequent lessons. This could work equally well if quotations selected by you were placed in the grid, given to pairs or small groups, and a series of questions are generated about the quotations, some of which the class maybe able to answer, some not yet. </span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: "Arial Narrow";">Place
the poem in ‘Wordle’ (this is SO stolen from @deadshelley) and make a beautiful
Word Cloud, hand the word cloud out and <i>without </i>even mentioning the
words ‘poem’ or ‘poetry’ – ask the pupils questions like: What might the
original text be? What could it be about? When might this have been written?
Gender of writer? What might the narrator be thinking about? Why do you think
so? Or get them to group the words from the word cloud into categories of their
choosing – and hey presto, the class are finding the semantic fields present in
the poem – then use interrogative questioning to get them to justify choices. You can also get the pupils to write poetry (or another form of creative writing) based on the words in the word cloud. After that, reveal the poem to them. </span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: "Arial Narrow";">Get
the old felt pens or colouring pencils out – get them to colour code the poem
e.g. ‘vegetable love’ may be coloured in green – either you set criteria or
they do – and again, choices must be justified. Then get them too look for
patterns created by their choice of colours – what do they notice? This can
bring out the themes in the text without too much effort on your part. <o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: "Arial Narrow";">I
often call poetry *cliché klaxon* a painting with words- so get yourself on
Google images and find a painting, a photograph or a graffiti art that is a
‘best fit’ for the poem, or the stanzas of the poem, ask pupils to interpret the image. You could give them
some words or phrases from the poem and ask them to find connections between
the words and the image.<span style="mso-spacerun: yes;"> </span>Create a
collage of images based on imagery from the poem, again get pupils to make
links between them, construct a narrative, rank order them or give them
Marvell’s structure of: thesis, antithesis and conclusion and get them to
arrange images accordingly. You could then ‘gallery critique’ (Ron Berger) each
other’s efforts then ask them what they need to keep, change, improve and why? The
lovely @kerrypulleyn has an excellent post on use of images with Pre -1914
poetry on her blog.<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: "Arial Narrow";">Now,
when it came to reading the poem with the girls, I didn’t actually read it at
all to start, we just looked at its shape on the page. Here I was a tad on the
risqué side and made a statement before reading it out:<o:p></o:p></span></span></div>
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<span style="font-family: "Arial Narrow";"><span style="mso-spacerun: yes;"> </span>“The
poem is written by a man, and it is in the shape of a column.<span style="mso-spacerun: yes;"> </span>I put it to you that this is no coincidence.”
<o:p></o:p></span></div>
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<span style="font-family: "Arial Narrow";"><span style="mso-spacerun: yes;">
</span>Cue some gasps, some giggles, some, “Miss, are you well?”, some resigned
groans and indecipherable mutterings.<span style="mso-spacerun: yes;">
</span>Once that finished, I read them the poem. Here I think, just like Dead Poets’
Keating, the teacher should read this poem to them first of all, not just read,
perform. You just can’t help but love reading this out! <o:p></o:p></span></div>
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<span style="font-family: "Arial Narrow";">When I had finished, I returned to my
original statement and asked them whether I was right or wrong - as ever - opinions need to be justified and expanded upon. It is easy enough to do this as a whole
class, or in pairs or groups (not that I’ve ever been brilliant at teaching
using group work). Always get them to justify decisions, choices, ideas to you
– be it verbally, in books or mini-whiteboards.<span style="mso-spacerun: yes;">
</span>This grows their confidence when writing about poetry for a controlled
assessment. <o:p></o:p></span></div>
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<span style="font-family: "Arial Narrow";">Afterwards, our time on “To His Coy
Mistress” was nicknamed ‘Sexy Poetry’ lessons<span style="mso-spacerun: yes;">
</span>- with the level of suggestive imagery in the poem, and double-entendres
a plenty – "My vegetable love should grow" *gasp* - that was almost inevitable. </span><br />
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<span style="font-family: "Arial Narrow";">Now I have a confession, for a good few
lessons, we were rather old fashioned and ‘chalked and talked’ the poem, using
questioning – mine and theirs, to analyse and annotate the poem with the pupils.<span style="mso-spacerun: yes;"> </span>That said, their knowledge of it
was thorough, they preferred it to the subsequent poem, Gillian Clarke’s “My Box”
and the majority of the class wrote essays that were B grade or above. One of my girls wrote a comparison of "To His Coy Mistress" and "My Box" that was the best I have ever read in my 12 years of teaching; in fact, I think it went beyond the A* grade descriptors. She now has a conditional offer of a place at Cambridge. The
end result clearly justified the means. </span></div>
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Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com1tag:blogger.com,1999:blog-4403245767882707800.post-26237796692449181472014-01-27T04:15:00.001-08:002014-01-27T16:16:09.473-08:00Dear Mr. Tristram Hunt #Blogsync<div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Dear Mr. Hunt, </span><br>
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<span style="font-family: Arial;">I have been a state secondary school English teacher for the past 12 years, in 3 very different schools. In some of them I have gained some experience of middle-management, but in all honesty, I disliked it as there was a shift into administration dominating my workload, not teaching. I made a conscious decision to return to being a classroom teacher; I left my low paid administration job in a bank to teach, so teaching is what I want to do. </span><br>
<span style="font-family: Arial;"></span><br>
<span style="font-family: Arial;">However, the past three years working under the new Secretary of State; the over-powering fronds of Ofsted influencing my everyday practice - to the negative - and the predominantly negative rheotoric from policiticians about education and teaching, have all taken their toll. I am off work with stress, depression, and no end of other health problems. You would be wrong if you thought I am revelling in my absence from work. If you were able to obtain statistics from GPs about which professions are currently their most frequent visitors and medicated on anti-depressants, I predict teachers would be high on the list. Would you want to be medicated, just to turn up to work? Do you think that is morally right? I do not. </span><br>
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<span style="font-family: Arial;">You see, Mr. Hunt, I am capable of 'Good' and 'Outstanding' teaching, lesson observations (oh the horrific anxiety they cause me, but that's another story) have proven as such. How did I achieve them? At the time I had a Head of Faculty who, unique and eccentric in her character, was very much a humanist. She never lost sight of the fact that I and my students were more than the sum of our data spreadsheets. During a working week, teachers never get much time to go to the toilet (Mr. Hunt, we have bladders of steel) nevermind converse, however confidence was built by gentle encouragement and modest praise. Like all good teachers, she drip-fed me self-belief. However, trying to do so in a school placed into a Category 4 is no easy task and I have found the pressure completely unbearable. </span><br>
<span style="font-family: Arial;"></span><br>
<span style="font-family: Arial;">Now here I sit, mourning the profession (I can now only use that term loosely, as our professional status has been swiftly and brutally eroded by. Mr. Gove) that I once loved, adored and cherished. So what has changed? Almost everything, Mr. Hunt, almost everything. Mr. Gove, through his pace of breakneck changes to the teaching of my subject at GCSE has moved me, and many like me, from 'expert' to 'novice' - for we are learners too Mr. Hunt. A new GCSE Specification takes a huge amount of time to plan well for, to learn the intricacies of the exam board's requirements, to use and internalise their mark schemes, which enables us then to teach our students well. When change is so frequent, all we are able to do, given the limited time we have to mentally process the changes is - to be frank - muddle through the best we can. It is a most unpleasant situation to be placed in Mr. Hunt, for it feels fraudulent. Here I find myself alluding to your proposal for a 'Licence to Teach' - where you think that the label of 'Good' or 'Outstanding' teaching is cut and dried. It is anything but. Good teachers can teach poorly if they are in the wrong school, if they have an unbalanced time-table, if they are managed poorly by Middle or Senior Leadership teams, monitored in a way that would make George Orwell blanche, or no end of catastrophic difficulties may occur in their personal lives. Conversely, a 'poor' teacher can blossom when managed positively, when their time-table is balanced, their marking workload is at least achievable, when, their professional development IS supportive in the true sense of the word, so in short, they feel valued Mr. Hunt. Do you feel valued by your political party Mr. Hunt? If so, what is that makes YOU feel valued? What at work, makes you feel that you are more than your payslip number? </span><br>
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<span style="font-family: Arial;">I think what I am asking of you here Mr. Hunt, is to look beyond the data, to allow your socialist and humanist side into your decision making for education. </span><br>
<span style="font-family: Arial;"></span><br>
<span style="font-family: Arial;">There also seems to be a great misconception amongst the political elite as to what motivates teachers. The move to Performace Related Pay and the removal of QTS status as a requirement to teaching in UK state secondary schools suggests that the Tory Party just don't 'get' what makes teachers tick. Why do we want to teach?</span><br>
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<li><span style="font-family: Arial, Helvetica, sans-serif;">Somehere in our educational past we had a teacher or teachers who were great; these, unsurpringly were my English teachers. They were obviously intelligent, real experts in their field, gently encouraging and gave me what I lacked in most areas of my life - some self-belief.</span></li>
<li><span style="font-family: Arial;">Somewhere in our educational past, we also had some teachers who were woeful. My GCSE Geography teacher dictated every single lesson. Every. Single. Lesson. My GCSE maths teacher wrote down the pages of our text book to use on the whiteboard then sat down at his desk and I presume, got on with his marking. I can't say I was 'taught'. Our French teacher, un-affectionately nick-named 'Onions' was a red faced, ranting dictator. We remember these teachers, knowing we want to do a far better job. </span></li>
<li><span style="font-family: Arial;">The great teachers of our favourite subject enabled us to complete A-Level and degrees in our beloved subjects. Our geekiness about our subject, in my case: language, Shakespeare, novels and poetry was allowed to blossom and our characters to really develop. </span></li>
<li><span style="font-family: Arial;">We have a social conscience - teaching is very much a socialist profession - for we know what we do contributes positively to society at large. </span></li>
<li><span style="font-family: Arial;">There is a certain amount altruism required - it is a job that requires sacrifice - often sacrificing time with your own family while you mark 30 or more controlled assessments, or subsidising the courses you teach from your own salary, giving up evenings and weekend to plan lesssons, days of holidays to do revision classes, or to run school trips. It is done willingly because you know it matters, that it will go far beyond these pupils' exam results; it is about playing a part in building a well-rounded person. </span></li><li><span style="font-family: Arial;">We know, that in schools of all categories, that for some of our pupils, teachers are the most constant, positive force in their lives. </span></li>
<li><span style="font-family: Arial;">It is about our relationship with our pupils, there is nothing, nothing quite like it. When it is good, there is a joy from a great lessons that cannot be obtained anywhere else. Or, when a few years after teaching Macbeth to the most difficult class you have had to date, they can quote some dialogue from Macbeth at you, spontaneously in a lesson, completely taking you by surprise; or the class that teaches you something about a poem you've taught for years. Or the marking of an essay which you know is truly remarkable, because it has little to do with you, but is entirely that pupil's ideas and the ideas are wonderful and you know it was an honour to read it; or the pupil who has spent most of his time in class mute, too shy to speak but when he reads his first paragraph aloud from a novel, the whole class smiles, wills him on to succeed while I try not to skip around the room. Or the pupil who's late dyslexia diagnosis stripped him of his confidence, who was working at an 'E' when you started teaching him, but does achieve his 'C' in his GCSE English at the end of year 11. Oh but when it is bad, Mr. Hunt, it is awful. We all get classes on our timetable that @tombennett71 coined as our 'Nemesis' class - where a myriad of factors combine to make it a painful experience, that 'cracking' the class and getting them learning seems an impossibility, that drives you to despair and tears, but that does <em>not</em> prevent you trying each and every lesson. </span></li><li><span style="font-family: Arial;">We are proud of what our pupils achieve when they leave us. Many of my first ever tutor group are in their final year of University, one of whom is going to do her English PGCE next year. A VERY bright boy from my first ever A-Level Media Studies class (who taught a great lesson to us in Year 13) is now a fabulous English teacher in Sutton Coldfield. Then there's a lad who found himself in one if my 'Nemesis' classes, with no coursework to speak of in Year 10, but achieved his C grades in Language and Literature and is now a Radiographer at one of our local hospitals. Or the pupils in your A-Level classes that choose your subject to study at university. Then the A* year 11 pupil of 2012 who has now got a place at Cambridge University. Many I have been lucky enough to teach are not just working, but have <i>careers. </i>They WORK Mr. Hunt, they contribute to the tax coffers and so much more. </span></li><li>Teaching is not just about our pupil's learning, but about our own learning. We learn <i>every </i>day, about our pupils, our subject, our pedagogy. </li>
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<span style="font-family: Arial;">I am nearly finished, but will show you some comments from pupils, in their own words, about the difference a teacher can make to them: </span><br>
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<span style="font-family: Arial, Helvetica, sans-serif;">These are not on here to boost my oh so fragile ego, rather to demonstrate what I mean by relationships between teachers and pupils. It is unique amongst work places, and I hope shows you what motivates us and them. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">It IS NOT big literal or metaphorical sticks.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">It IS NOT money.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">It IS NOT fear.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">It IS NOT Machiavellian self-interest. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">It IS NOT crippling and crushing pressure. </span></div><div class="separator" style="clear: both;"><span style="font-family: Arial, Helvetica, sans-serif;">It IS NOT merely manufacturing data. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">But it IS about knowledge, love, care, compassion, potential and dare I say it, eccentricity of character (pupils and teachers) and the joy of learning. </span></div>
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<span style="font-family: Arial;">No one. No one, sets out on their teaching career with the amibiton to be mediocre. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Do you have the conviction of purpose to remember the people behind the data, Mr. Hunt? Do you have the courage to do what is right for the pupils, not your career ambitions? Do you have the steel to truly oppose Gove's policies that damage, not enhance teaching and learning in our schools? Do you have the will to reform Ofsted so its role is less punitive, more supportive and <em>fair</em> to the schools it inspects? Do you have the gall to <i>really </i>make teachers feel <i>valued</i>? Lastly, Mr. Hunt, do you have the integrity to listen to us, not to just pay lip service, but <i>listen</i>? </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Yours Sincerely, </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Miss. Nelson </span></div>
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<span style="font-family: Arial;">To view more letters to Tristrum Hunt, click <a href="http://blogsync.edutronic.net/" target="_blank">here</a></span></div>
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Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com0tag:blogger.com,1999:blog-4403245767882707800.post-73025125504046238072014-01-08T09:18:00.003-08:002014-07-28T03:25:46.826-07:00Reading Journal 2014<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Inspired by @readingthebooks, @Xris32 and a good few other Twitter bibliophiles, I am reading more. I also want to keep a track of what I read, along with brief notes of what I thought of each book. The aim is for at least a book a week. Much more easily achievable while not well enough to work. </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>1. The Redbreast - Jo Nesbo Started 20/12/13 Finished 03/01/14</strong></span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">This is my 5th Jo Nesbo book, previous books have been: Headhunters, The Bat, Phantom, Nemesis and The Snowman. I am reading them out of sequence, so my interpretation of the central protagonist's - Harry Hole - character development is a little warped. However, Nesbo writes with wit and pace, in this instance using dual narrative strands of a WWII and contemporary narrative, which converge in a dramatic climax. The final reveal, for me, wasn't quite as logical as I'd hoped, mainly due merely considering what the age of the main antagonist should be and how he connected to other characters. Having said that, I rattled through the book due to well-rounded central characters, evocative descriptions of setting and action, witty dialogue. I'll no doubt read the rest. Thanks to @Xris32 for introducing me to these. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>2. Mega top-secret novel - Malcom Pryce Started 04/01/14 Finished 08/01/14</strong></span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Through what can best be described as serendipity and great good fortune, I was asked to read a first draft of an author's new novel along with my great friend Lisa (@Dyskadores). It is a new departure for the author concerned, who was anxious about how his novel would be received. Writers are inherently neurotic, no? I'm not allowed to discuss it, even with Lisa! However, it would be utterly criminal if it wasn't published. </span><br />
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<span style="font-family: Arial;">He asked for feedback purely as a reader, so had to switch off my English teacher brain for when I gave him his feedback. I confess to being a tad intimidated by this, I mean feedback to a bone fide, talented published author who I am a big fan of is quite a big deal. I emailed him this afternoon and got a 'brilliant, thanks, I agree and think my editor would agree with you too.' response. I nearly fainted with relief. </span><br />
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<span style="font-family: Arial;"><span style="font-family: Arial;">Update 08/01/14 PM So, the author, Malcolm Pryce (@exogamist) has tweeted his thanks for my 'beta testing' of his work in progress to two other readers and I. So don't have to be <em>quite </em>so secret squirrel. What a total honour and a privilege, huh? </span></span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>3. Dark Matters - Michelle Paver with 'Wreck this Journal' Keri Smith</strong> </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Paver Started 08/01/14 Finished 09/01/14</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Image credits: Dark Matter image from amazon.co.uk Wreck This Jounal image from justjillsblog.wordpress.com</span> <br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Well, the Paver novel did not take me long at all, and at only 240 pages, it's not a tome by any stretch of the imagination. Various adjectives such as 'spellbinding'. 'afraid', 'blood-curdling' and 'mistress of suspense' are used on the blurb. I can't say that I agree. I didn't dislike it, but neither did it make my pulse rate increase. </span></div>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> The narrative, vocabulary and sentence structures are all very simple, perhaps giving away the author's roots in writing fiction for children. It lacked the real subtelty required of a truly frightening ghost story, there was not enough for the reader to do. For example, there is far too much revealed about the 'ghoul' and its appearance far too early on in the narrative, thus removing much potential for suspense to the writer. </span></div>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> She is sensible in limiting the characters in the novel, but for me they are not fully three dimensional. One could argue the landscape and the dark are also characters, offering some menace to the story. Although, for the Northerm Lights to just be named in passing is an occasion where the author misses a trick. </span></div>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> Having said this, due to the simple way in which it is written, it would serve as a useful introduction to ghost stories for younger readers, serving as an ego boost for children or teens who lack confidence in reading, for they would be reading a book for 'grown-ups'. </span></div>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> In short an enjoyable, but an un-taxing read. </span></div>
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<span style="font-family: Arial;">The Keri Smith journal is great fun, I spent HOURS colouring in a two pages by 'taking a line for a walk', something I've not done since I was at junior school! My tongue was poking out of the side of my mouth an everything. </span></div>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Right, now to decide the next book to read. </span></div>
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<span style="font-family: Arial;"><strong>4. 'A Kind of Intimacy' Jenn Ashworth Started 9/01/14 Finished 14/01/14</strong></span></div>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Borrowed from @LisaFarrell3 </span></div>
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<span style="font-family: Arial;">As Lisa told me upon passing me the novel, don't be fooled by the 'Richard & Judy' style book cover. The novel is set in a generic town suburb, that is full of well meaning, but slightly cliquey neighbours. </span></div>
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<span style="font-family: Arial;"> The protagonist, and our narrator, moved in to this haven of 'normal' and is morbidly obese and with that comes all sorts of potential reader prejudices. An intriguing premise. Much of the narrative is our protagonists stream of consciousness, her intermal monologue recounting what she thinks and feels about what goes on around her, and justification of her actions. </span></div>
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<span style="font-family: Arial;"> The novel begins calmly and with a certain sense of innocence, you initially feel real sympathy and empathy for our narrator and protagonist. However, as more detail is drip fed to us about her past, along with the recount of her present day behaviours and actions; the reader begins to piece things together, growing increasingly disconcerted, uncomfortable and uneasy. Sometimes I could not continue reading as I needed a break from the squirming. </span></div>
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<span style="font-family: Arial;"> The increasing darkness of the narrative culminates in a compelling and dramatic finale, although interestingly, even at her very worst, you are never completely devoid of sympathy for our protagonist. </span></div>
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<span style="font-family: Arial;"> A very intriguing, well structured, uncomfortable and intriguing read. Thoroughly recommended. </span></div>
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<span style="font-family: Arial;"><strong>5. 'The Snow Child' Eowyn Ivey Started 14/01/14 Finished 19/01/14</strong></span></div>
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<span style="font-family: Arial;">Christmas present from Chris Curtis (@Xris32) 212 pages in and I say, "Well chosen sir, well chosen." </span></div>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">This afternoon I decided to ditch whatever else I had intended to do until I had finished reading this book. Yes, it is THAT kind of book. </span></div>
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<span style="font-family: Arial;"> Set in the wilds of Alaska, featuring an old married couple Jack and Mabel who arrived there, to use a Lennie-ism, "Live off the fatta the land." and escape, well, grief. Grief knots and binds the couple together stiffly; their cabin is essentially Mabel's self-defined prison, while Jack literally fights the landscape to earn a living. </span></div>
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<span style="font-family: Arial;"> Then the snow girl enters the narrative, but intermittently. She is small, delicate, ethereal and born of fairy tales; she inhabits the Alaskan wilds, and her timid other-worldly presence thaws the frost between Jack and Mabel so awakening them to life.</span></div>
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<span style="font-family: Arial;"> There is a warm, boisterous supporting cast of a nearby family who Mabel initially merely tolerates. Perhaps a little like a Greek chorus, they are the questionning pragmatic conscience of the reader, curious about Mabel's faith in the little girl and her grasp on her sanity. </span></div>
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<span style="font-family: Arial;"> This is a beautiful book. The Alaskan landscape, as is the landscape in Brokeback Mountain and The Lord of the Rings, is as much a character as the people who inhabit it. It is wild, glorious and unforgiving; forcing its inhabitants to earn its respect. Language is used with delicate precision to bring us into the Alaskan wilds and Jack and Mabel's powerful and moving inner monologues.</span></div>
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<span style="font-family: Arial;"> The novel has a fairytale like quality without being a derivative of Disney representations of such. Much like Stoner - on the surface a totally contrasting novel - you become utterly absorbed and engrossed in the novel, the landscape, its deeply, carefully, lovingly drawn characters. You cannot help but love this book, and it will linger with you long, long, long after you have read it. You will close the book and mourn the time you can no longer spend with it. It is wonderful. </span></div>
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<span style="font-family: Arial;">Still pondering my next book choice, as I think I need to let the Ivey novel dissipate a bit more. Not ready to let it go just yet. In the meantime, enjoy this book bingo I found via a Facebook: </span></div>
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<strong><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">6. 'Gold' Dan Rhodes Started 20/01/14 Finished 23/01/14 </span></strong></div>
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Borrowed from @LisaFarrell3 </div>
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Previously read by same author: 'This is Life' - also borrowed from Lisa! </div>
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After reading 'This is Life' I eulogised about it with Lisa on one of our regular Costa meet ups in the glamorous setting of Tamworth services, more the venue of a clandestine drug deal (also more likely in Tamworth) than a chance to swap literature. I loved this book for it's quirkiness, likeable central protagonist and a real sense of the absurd. </div>
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'Gold' I believe, I set somewhere on the Pembrokeshire coast - the giveaways being the mention of Haverfordwest and Milford Haven, and on one of Miyuki's (our heroine) coastal walks, a fleeting description of the Texaco oil refinery, gave me all the clues I needed as an ex 'shire inhabitant. Rhodes captures the unique character of Pembrokeshire's craggy but glorious coastline with an eye for affectionate detail of the magnificent cliffs, undulating coastal paths and as evey 'shireling knows, the importance of the local pub and its regulars. </div>
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Rhodes paints his comic characters using recognisable Welsh stereotypes - such as gloriously accurate character nicknames such as 'Septic Barry', 'Tall Mr. Hughes' and 'Short Mr. Hughes' who have a 'Last of the Summer Wine-ish' form of friendship; with the same roguery and gentle humour. Stereotypes maybe used, but they are done with total affection for the 'shire and its inhabitants.</div>
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Miyuki, at the start of the novel, a highly charming and enigmatic heroine with a wonderfully mixed heritage of a Welsh mother and a Japanese father. She visits this same village each year for her two week break from her relationship, her pragmatic approach to making sure she never takes her partner for granted. As Rhodes lets us know more about her, her past, her desires and her quirks of character, her interactions with the locals, the village and the landscape become all the more meaningful and at the very end, poignant.</div>
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Rhodes has an eminently readable, enjoyable and delicious style of writing; rich in both humour and pathos, creating characters you can't fail to engage with, whilst forming both a recognisable, but other worldly sense of place, in his chosen location. The atypical narrative style have given both novels (this one is really more of a novella at 198 pages) a healthy sense of the absurd. I shall definitely be reading more of Rhodes books. </div>
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<strong><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">7. 'The Remains of the Day' Kazuo Ishigaro Started 23/01/14 Finished 28th January 2014</span></strong></div>
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Before reading this I was quite familiar with what it was, having seen bits of the film, but for some reason, never the whole film, so whilst I was reading, I could clearly picture Anthony Hopkins in the role of consumate Butler Mr. Stevens and Emma Thompson as the inimitable Miss. Kenton. After having read the novel, I don't think the casting of those roles could have been more perfect. </div>
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Stevens is such an intriguing narrator, seemingly suffering from prolixity (or verbosity) whilst recounting past events and justifying his actions and reactions to others, while in dialogue, he is utterly taciturn. His taciturnity, which he never wavers from in his professional life as a butler, is what infuriates Miss. Kenton, but also makes us and her love him. Whilst reading and noticing this I thought this would be a wonderful text for teachers of AQA A2 Lang/Lit to use for the 'Talk in Life and Literature' part of the exam. There is huge scope for delving in to the pragmatics, the unsaid, in this novel whilst also looking at language of the powerful, powerless and the social status. Anyway, back to the novel. </div>
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Whilst travelling to meet Miss. Kenton (now married), Stevens recounts to us many anecdotes of his time serving Lord Darlington at Darlington Hall. There is a wonderfully memorable exchange between Stevens and a visitor, Mr. Cardinal where Stevens has been asked to discuss with him the 'birds and the bees'. Stevens' taciturn dialogue, full of euphemism and hedges is wonderfully written providing a moment of beautifully gentle comedy. This comedy of manners recurs during Stevens' recounts of exchanges with his new, American employer Mr. Farraday who is fond of 'bantering' leaving Stevens often at a loss at how to respond. Stevens' desire to master the art of 'bantering' is hugely endearing. </div>
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Ishiguro's setting for the novel is between the two World Wars providing us with tantalising glimpses at what occured between politicians and the upper classes during this period. We are never quite sure what it is the Lord Darlington did that was so significant and so troublesome, but Stevens' loyalty to his master, despite his implied shortcomings, is unwavering, and Stevens himself later wonders if it was foolish. </div>
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Of course, Stevens' journey to the now married Miss. Kenton, whilst in their later years is significant and poignant. We only realise how poignant the more Stevens reveals about the working professional relationship and their deeply buried feelings. At one point, Stevens tells us his, "heart is breaking"; and for a moment, so did mine. </div>
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This is so beautifully crafted, I can see why it won The Booker Prize in 1989. A novel that I am very glad I have read. </div>
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<strong>8. Gervais Phinn 'The School Inspector Calls' (Christmas present from my mum, she knows me well!) Started 28/01/14 Finished 01/02/14 The 3rd in his Little Village School series. </strong></div>
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I read Gervais Phinn's non-fiction books many years ago, where Phinn writes about his time in the Yorkshire Dales as a teacher and a school inspector. They are chock full of humorous anecdotes that would resonate with all teachers, often laugh out loud funny. Having enjoyed his writing before I was quite chuffed to unwrap this at Christmas. </div>
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The novel is set in the fictional village of Barton-on-the-Dale, which is somewhat reminiscent of the whimsical England as written by Agatha Christie in her Marple novels, and as televised in Midsomer Murders...but without the murder bit. There are chocolate box cottages, a well populated local, a manor house and a well-loved church. The hub of the narrative and the community centres around the village juniour school. </div>
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The premise of this novel rests around the merger of Barton and Urebank junior schools, with the charming but steely Mrs. Devine to be head teacher of both, while Mr. Richardson, head teacher of Urebank, to be her deputy. He is bitter and antagonistic, setting up some narrative tension for the novel and a long drawn out battle to be won. Phinn uses characternyms, like Dickens, to efficiently draw well known archtypes and stereotypes such as Miss. Sowerbutts, the cantankerous retired Head Teacher of Barton school or the HMI Mr. Steel. In the main, these work well in the chocolate box setting of Barton-on-the-Dale, but sometimes you wish for more 'meat' to the characters. </div>
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The stars of the novel are really Phinn's cast of pupils. The main narrative ark rests around the arrival of troubled Robin Banks (yes really), a defiant, disruptive lad who runs both his parents and teachers ragged. Full of fear, resentment and rejection, he is a pupil that all teachers know. The nobility of Mrs. Devine's determination not to give up on him is what I really enjoyed, showing a real 'truth' to the nature of teachers. Young Danny and his rich Yorkshire dialect and pet ferret; the lovable, irrepressable geek Oscar with the innocent charm of Chardonnay's apprension of taking on the lead in the school production of "The Wizard of Oz" make up a charming ensemble cast, reminding you what is brilliant and unique about teaching. </div>
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The obsequious Inspector of the title has a relatively minor role, but Phinn describing the teachers reaction to his visit being that they think they are, "about to be lined up and shot." is spot on, although why this short and largely inconsequential visit merits his place in the title I don't know. </div>
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However, Phinn has a marvellous turn of phrase, often making me laugh out loud, particularly Mrs. Robertshaw's rather forthright opinions; such as describing a pupil's singing voice being like, "a bat nailed to a door". For those moments alone, it is worth a read. As well as reminding me of teachers on Twitter, a bit like Mrs. Devine such as: @bergistra, @RachelOrr, @betsysalt, @chocotzar, @vicgoddard and the teaching cast of Educating Yorkshire who too, never give up on the most difficult of pupils. If only all school inspectors had such respect for teachers and teaching. </div>
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<strong>9. 'The Fault in Our Stars' by John Green. Started 01/02/14 Finished 03/02/14</strong></div>
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<em>The last time I did considerable reading about terminal illness was for my Modern English Literature MA dissertation (1999-2001) that pitched autobiographical narratives of the terminally ill against Barthes "Death of the Author" theory. Why on EARTH did I decide that was a good idea? It scrambled my brain. However, John Diamond's "C: Because Cowards Get Cancer Too. ". Ruth Picardie's "Before I Say Goodbye." (which made me sob as it read it during my lunch break at Abbey Naitonal bank, big heaving sobs) and Susan Sontag's "Illness as Metaphor" are recommended reading if you'd like to read more on this emotive topic. </em></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I began this book heavy hearted, because, as many of you know, I've had a little experience of loved ones with terminal cancer. Added to that was memories of our Year 11 boy who died from Leukaemia in October 2013, I was initially under a weighty emotional cloud when I picked up this book. Another layer of residual emotional echoes was the beginning of The Six Nations rugby tournament. My dad was a rugby nut and I could picture him welded to the sofa in front of the rugby, growling and "harrumphing" at the Welsh team, who, to be fair, weren't that great when dad was alive. The sound of the Welsh National Anthem sang by a loyal and enthusiastic rugby stadium never fails to bring a tear to my eye. Oh, erm what I digression, back to this book. </span></div>
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The novel revolves around to terminally ill teenagers, Hazel and Augustus, who have resided for a long time in 'Cancervania' coping with living whilst dying. No, not 'coping with' but grasping onto life while their bodies genetic mutation works relentlessly against them. I just loved them, and because I did, it lifted the emotinal weight I felt upon picking up the book. Bright, intelligent, witty and brutally honest, they (nor the author) slip into mawkish sentimentality or traditional cancer cliches. Susan Sontag would heartily approve. </div>
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I really valued the author rejecting the "people who die beautifully from cancer" cliches so often seen in TV and films. There is no "beauty" in that kind of death at all, and so we learn so from this novel. This is sensitively handled, whilst truthful to the glorious nature of the characters and the ugliness of a cancer death. </div>
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I was expecting to sob, but I did not. Not to say I wasn't moved, but this is somehow infused with hope, optimisim, love and life that I could not be snivelling snotty wreck at the end. It is definitely one of those books you really want others to read, but you'll be damned if you'll lend out your own copy. </div>
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<em>It was really hard to choose the next book after, 'The Fault in our Stars', I think you need to allow it to linger and seap through your consciousness before working out what you are in the mood for next. I briefly started, 'if no one speaks of remarkeble things' by Jon McGregor (a gift from @Xris32), however, it contains an unusual form of prose poetry, a little like Dylan Thomas' style of prose writing, that felt too 'weighty' for me at this particular time. Light and fluffy was needed, so that's what I chose next. </em></div>
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<strong>10. "The Little White Car" by Danuta du Rhodes (or Dan Rhodes) Started 04/02/14 Finished 06/02/14</strong></div>
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I love that he sets his books in Paris, a city which was can't help but 'auto-romanticise' thanks to many other texts that have gone before it. It is just far enough away to be slightly exotic, while near enough to us not to be too alien. </div>
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The narrative centres around Veronique and her pretentious older boyfriend, who has the remarkabel ability to smoke during love-making without covering her in ash. (Men/potential suitors - this is NOT something you should aspire to, trust me). He has yet more unappealing qualities which makes their break-up at the beginning not too unsurprising. </div>
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The break-up sets off a chain of events, in a famous Parisian tunnel, on the very same night that something globally significant occurs. What ensues is a whimsical buddy story with Veronique enlisting the help of long time friend Estelle, whilst her beloved St. Bernard, Cesar, pads around in blissful ignorance. </div>
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This is a similar premise to Stoppard's "Rosencrantz and Gildernstern are Dead" where events of significance are viewed from the position of minor characters, a clever ruse that positions the audience/reader in a new place for a familiar narrative. Frankly, without giving too much away, Daily Express journalists should be sat down and made to read this, just to make them, y'know, 'chillax' a tad. </div>
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Witty, whimsical and warm, this was a really pleasureable, unconventional romantic-comedy to read, and I really don't like romantic-comedies (films or novels) as a general rule.</div>
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<strong>11. 'Witch Light' by Susan Fletcher. Can't remember when I started or finished but it took me roughly 2 weeks to read. </strong></div>
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Now, as the previous 10 books I have read took a mere matter of days, why did this one take two weeks? Was it because I didn't like it? Well, no, not at all. It is to do with '</div>
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sorting out my life' stuff (Occ' Health and Counselling visits, careers advice, and meetings) and a horrid spell of anxiety that really kiboshes your concentration levels. </div>
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The other reasons are more literary. There are 'stars' of this novel, the main one being the 17th century setting of 'Glencoe', I mean look at it: </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9G1WNyI5k5x8ExRM1YEpbGW3oCmGiXtsF7_mgcvEnirhAwlaluRWG-qKI_toLQ66Akqy1Wr2QPj-kgvqHi7rV_Xn0LkHR5rnl71wdiWuEocIDg3O3vyakEGlxrFPK_ZDLPd3SzQAEvC9U/s1600/Glencoe.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9G1WNyI5k5x8ExRM1YEpbGW3oCmGiXtsF7_mgcvEnirhAwlaluRWG-qKI_toLQ66Akqy1Wr2QPj-kgvqHi7rV_Xn0LkHR5rnl71wdiWuEocIDg3O3vyakEGlxrFPK_ZDLPd3SzQAEvC9U/s1600/Glencoe.jpg" /></a></div>
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It's not a landscape you can travel through at any kind of quick pace. Wild, unspoilt and ouzing Eden like beauty, why the hell would you want to travel through this place quickly? I went to Glencoe as a student, camping near Loch Lomond (ye Gods, the midges!) and climbing the Aoenach Eagach Ridge, Buachaille Etive Mor, Bidean nam Bian (The Three Sisters) and Ben Nevis. (If you think pronouncing Welsh words is tricky, Gaelic is far more incomprehensible. At least Welsh is phonetic and yes, IT DOES HAVE VOWELS).</div>
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Whilst climbing The Three Sisters, we stopped in awe at the sight of a large Stag, standing like a sentinel at the top of the mountain while our mouths turned into a collection of Os at it's eerie, dominating presence. </div>
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Corrag a 'witch' is the narrator of the novel. She is locked and chained up in a cell, bruised and battered but stoical. She is a surviving (not for much longer as she is due to be burned at the stake) witness of the army's massacre of the MacDonald (I may have got this wrong, @lisafarrel3 please correct me if needed) by the army. This provokes a visit from a highly religious Christian, Charles Leslie who is keen to find out what she knows. </div>
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He arrives full of superstition and prejudice, but as Corrag speaks to him about the Glen, her involvement with the clan, how she <em>actually </em>uses herbs (to heal) how she connects intrinsically to all of nature, his wariness of the witch begins to fade. We learn this from the letters he writes home to his wife. </div>
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Corrag's narration is a stream of consiousness - not quite as alientating as a Modernist James Joyce version - although it still takes some getting used to, whilst also slowing the pace at which you travel through time, space and place with her. </div>
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It is a novel in which you are entranced by Corrag, her love for the Clan that 'adopts' her and the glorious landscape of Glencoe, which is her home. I'm glad I read this slowly, letting it steep into my consciousness. A very intriging and beguiling read. </div>
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<strong>12. "I Partridge. We Need to Talk About Alan" Steve Coogan, Rob Gibbons, Armando Ianucci. Started 21/02/14 - Finished 27/02/14</strong></div>
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Another slowish read - again not because it wasn't good, or witty as the blurb tells me, but, because, you are delving deep into the psyche of Alan Partridge. A genius comic creation who is: crass, deluded, arrogant, socially inept, pitiful - so it's not easy to spend a long time in his company. </div>
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This faux-autobiography follows most of the conventions - with the exception of excessive and what we would deem un-necessary footnotes - for Partridge doesn't credit his reader with being able to read sub-text, and/or he his 'control-freakery' nature means we are not allowed to mis-interpret what he writes. </div>
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Toe-curling, witty, and a slightly painful read. I'm sure English teachers would find it useful for looking at autobiographical conventions, as he gets a good deal of that wrong. Glad I read it, also glad to finish it.</div>
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<strong>13. "Life After Life" Kate Atkinson - no idea when I started or finished it, but read it within about 5 days.</strong></div>
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Now, this one won the "Costa Novel Award 2013" so as a hard and fast Costa addict, I had to pick this up for a read, didn't I? On the front cover adjectives such as, "Dazzling" and "Triumphant" are used, so expectations are raised before the book is even opened. </div>
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It is a knowingly clever book for the conceit, or question posed by the author is: "What if you could re-boot your life, over and over, until you get things right or at least better?" - perhaps following the premise of a video game character who has several lives. </div>
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The protagonist (or is it protagonists?) is Ursula-a strong willed heroine who is easy to root for as the narratives unfold. There are so many 're-boots' to her life that I have no idea how many there are. This does lead an intelligent reader to ponder: is this a novel? Or is it a collection of short stories about the same character? By the end, I was no nearer the answer to that question. In fact, the ambiguous ending reminded me of how a Year 11 class respond to the ending of Priestley's "An Inspector Calls" - that slight aura of exasperation pervades the ending. </div>
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That said, Atkinson has moments of brilliance in this text, particularly the description of Ursula's role in the The Blitz of WWII and more horrific was a description of her relationship with an abusive, controlling and psychopathic man. </div>
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I can't agree with the adjectives of "dazzling" and "Triumphant" - it is not consistently wonderful, in the same way Williams' "Stoner" is - but I was sufficiently enamoured and intrigued by Ursula to find it an enjoyable read. </div>
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<strong>14. "Little Hands Clapping" Dan Rhodes - read in about 3 days straight after the Atkinson. </strong></div>
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As you'll be able to notice from previous entries, I am rather fond of reading Dan Rhodes novels - many thanks to @LisaFarrell3 for introducing him to me AND lending me all the books of his I've read so far. </div>
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This novel is nothing like the ones I have read so far, it is wonderfully macabre with a cast of odd, but lovable characters. Even with the main anatagonist, whose 'hobby' is somewhat unconventional and a tad gorey, Rhodes somehow creates considerable pathos for him, so you are never truly disgusted by his words and deeds. </div>
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Set somewhere and sometime in Germany there are key locations such as a museum to suicide (I know, right?) and its Egor-like curator and a picturesque village in Italy where narratives of requited and unrequited love amongst the young unfold, re-fold and unravel. Initially parallel narratives, they converge much later on in a typically Rhodes fashion - where one should safely expect the unexpected. </div>
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Macabre, gothic, whimsical, gruesome and witty, it was my favourourite Rhodes book to date. More, give me more Rhodes! </div>
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<strong>15. "Alice Hartley's Happiness" Phillippa Gregory. Lent to me by my sister. </strong></div>
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Gregory is much better known for her historical novels: "The Other Boleyn Girl" and "The White Queen" succesfully adapted into a film and TV series respectively. This was all the contact I'd had with Gregory's work before now. </div>
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This, well this one is absolutely nothing like ANY of these. Set in the contemporary town (or city?) of Suffix - see what she did there English teacher nerds - where Alice Hartley's husband is a Professor at their local university, who is making the most of the adoration of a young, blonde female student whilst paying little heed to his wife Alice. </div>
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After a momentous confrontation, Alice decides enough is enough and makes her escape from her loveless marriage with the aid of the hapless, overwhelmed and naive student Michael, whom she seduces in both the physical and more metaphorical senses. </div>
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A wonderful supporting character is Michael's Aunty Sarah who cheats death more than once, only to blossom under Alice's dubious versions of alternative therapies and a considerable amound of elderflower champagne. </div>
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Well paced with a cast of characters reminiscent of some of our best British sit-coms - peppered with a spot of Post-modern direct address to the reader - this well written, well plotted, hugely funny and a bloomin' great read. </div>
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<strong>16. "The Little Lady Who Broke All The Rules" Catharina Ingelman-Sundberg</strong></div>
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I bought this in Waterstones upon recoommendation of the sales assistant, plus it was half price. I am weak in the face of a reasonably priced book. Fact.</div>
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Sundberg is a Swedish author and I am more than a little au fait with Scandi-Noir authors, so this was a clear departure from that particular ouvre, it being a 'comedy'. Looks like the Vulcan-like Swedes (stereotype, I know) can do humour too. </div>
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The premis is untaxing - a little old lady, who notices that her living conditions in her care home are worse than that of a Swedish prison, decides to embark on a Robin Hood style adventure. Robbing from the rich to give to the elderly, infirm and disadvantaged. </div>
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The novel was an easy enough read - well suited to 'brain is fondue' end of term state of mind or holiday reading. </div>
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I wonder if humour is more difficult to translate? So much GOOD humour rests on word play, shared cultural understanding,meaning pragmatics can be much more easily lost in translation. It was OK, but I think I'd prefer a Nordic Nesbo any day. </div>
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<strong>17. "Why Johnny Can't Read: and what you can do about it." Rudolf Flesch</strong></div>
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Undertaken with the aims of improving my own learning about English and the process of reading, I asked to borrow some books about phonics from @oldandrewuk, a Maths teacher, who has FAR more knowledge about this than I, an English teacher. A further motivation for reading such a book has been meeting and be-friending @ThinkingReading who runs her own phonics programme for Secondary Schools. So, painfully aware of my conscious incompetence in this (controversial) area, I began reading. </div>
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Firstly, it's important to note that this text is focusing on American education systems and structures, not British - however, there is much that is relevent to teachers of English at all Key Stages. </div>
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Secondly, it's style is polemical. Not shying away from rhetoric, Flesch's mission is to convince the reader of the uselessness of teaching reading by whole word recognition, whilst championing the use of systematic phonics teaching to do it better, far better. </div>
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The polemical sections are book-ended by a letters to a parent and a teacher, where emotional pleas are made to each so that phonics are used to teach pupils who to read. Not recognise the 'shape' of a word to recognise the whole word, but to 'read' the word properly, removing the guesswork element of whole word recognition. </div>
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Between each letter, Flesch documents, still in a highly rhetorical fashion, the history and process of teaching reading in American schools. The most disturbing element was the list of words (short, and ever shorter, reminiscent of Orwell's "1984" and those in power controlling vocabulary via the issuing of ever shorter dictionaries) and the 'readers' written to encompass a very small, vocabulary with nonesenical levels of repetition, to the extent that narratives are not narratives at all. How on earth was this going to make pupils better readers? Why on earth had the teaching of the alphabet and its sounds been abandoned so completely? Well, via poorly executed educational research, and, erm, rhetoric. </div>
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Reading this left me questioning my own education at primary and junior schools. I don';t actually remember being taught to read, but I have always been a very competent reader.More worryingly, during my PGCE there was absolutely NOTHING taught to us trainee English teachers about how reading is taught at KS1 and 2. The last time I spent any significant time in a KS2 school was during my PGCE. Why don't English teachers spend time in Primary schools on an anual basis? Why had I not really heard of phonics teaching until our school bought in 'Read/Write Inc' to improve our literacy? Why such a MASSIVE gaping whole in my own knowledge about the mechanical and cognitive processes of how we learn to read? </div>
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Through Flesch's rhetoric, he prevents a very convinving case indeed for the real benefits to using phonics, and properly, not half heartedly, to teach reading (rather than word recognition) which provide phonics taught readers with the ability to read words with much greater competence and competence than via the whole word recognition route. </div>
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Clearly I am at the tip of a large ice-berg, more reading about phonics is clearly required, inbetween novels. I am not surrendering my novel reading, no sirree. </div>
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<strong>18. "Moll Flanders" Daniel DeFoe - too about 2 weeks to read</strong></div>
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I first came across DeFoe as an undergraduate in Year 2 of my degree course with "The Journal of a Plague Year". Our lecturer for this section (We also studied "The Rape of the Lock" by Pope along with the emergence of the novel as an art form) was very formidable, and frankly, I was quite intimidated. I do not remember much about "The Journal of the Plague Year" except that it was a drudge to get through, I really didn't enjoy it. Ergo, I approached the reading of Moll Flanders with some trepidation. </div>
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I do remember watching the ITV adaptaton with Alex Kingston as Moll anda pre-Bond Daniel Craig (FAR less sexier then, it has to be said) which was pacy and bawdy. I cannot say the same for DeFoe's novel, however, the approach of the adapters makes the text work for the medium of TV. </div>
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Moll, begins her tale as a young girl who does not know her parentage but is fortunate enough to end up in service in a household that shows her some compassion. Her unknown parentage has signficant and damning consequences later on. So begins Molls all to unfortunate encounters with men who promise her much, but deliver very, very little. Consequently, she enters a series of unfortunate and ill advised marriages, one of which turns out to be accidental incest (remember her unknown parantage?) and not forgetting the bigamy that comes as a result of these numerous marraiges; prostitution, conning, theft & burglary. </div>
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Moll, as a our narrator, is sometime incredibly naive, honest, rarely desperate and somehow conducts herself through all this with an element of dignity. At the very end we are cheering for her as she stands in the dock and whilst she awaits her sentencing, which we and she believe to be execution. </div>
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Although we empathise with her, DeFoe cleverly avoids pity for Moll. She maybe a 'victim' of a society that seems to only favour males and the well-born, however she never accepts that label. She is driven by a will to live, to survive and the hope that things can and should be better. When she is almost totally devoid of hope in her prison cell, she finds solace and redemption via the kindness and patience of the prison chaplain along with the acceptance and remorse for her sins. </div>
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DeFoe cleverly use Moll's narration as a cypher (I maybe using that word incorrectly) so that he can make criticisms of a society that fails someone who is without 'class'. The injustices present during society at the time are laid bare for all to see, should they wish to. </div>
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I can't say I enjoyed DeFoe's prose style any more than I did the first time, but I have grown a better appreciation of his work as a result of reading Moll Flanders. I now need to and want to read far more Pre 19th C fiction to get with the new GCSE Specs' programme, sharpish.</div>
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<strong>19. "The Red House" Mark Haddon - less than a week to read. </strong></div>
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Prior to Haddon novel, I have read "The Curious Incident of the Dog in the Nighttime" and "A Spot of Bother" - so I could be described as a 'fan'. </div>
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The Red House centres on two disparate and fractured branches of a family, a brother, sister, their spouses and offspring, who have been set adrift by the death of their mother, effectively making them adult orphans. </div>
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In an attempt to build bridges, the younger, but wealthier brother, books a holiday cottage in Wales for both families to spend time together. In the preceeding years of their adult life, this has not been a usual occurance. Thus setting the stage for a range of tensions to surface between the adults and their offspring. </div>
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Haddon provides a range of narrative viewpoints swapping between the siblings, and their children. The narrative has increasing focus on the teenage daughter, a devout and vcocal Christian who is also going through a period of sexual awakening. This character is faced with a troubling but perhaps familiar internal conflict between her religious views (the main cause of tension between her and her mother) and her awakening sexuality. Meanwhile, the mother seems to be unravelling while she is confronted with memories of a daughter who died prematurely. </div>
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As ever, Haddon seems to have show great understanding of his characters mental problems (A Spot of Bother focuses on a man having a mental breakdown) so allowing the reader to greatly empathise with them, even though we could describe them as deeply flawed. </div>
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Multiple narrative view points in a novel always provide an extra degree of challene when reading a text, this being quite a departure for Haddon who, in previous novels, has really focused his narrative on one character and their battles withn themselves. Neither does the narrative end neatly, which, just as in real family lives - our narratives do not end neatly either. </div>
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I definitely enjoyed reading it, but do think I enjoyed The Curious Incident of the Dog in the NIghtime (read mostly in one sitting) and A Spot of Bother much more. </div>
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<strong>20. Phil Beadle 'How to Teach' kindle addition - read over 4 or 5 days</strong>. </div>
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Motivations for reading this were many. Over the past 12 months or so I had become utterly drained, disillusioned and demoralised by being an English teacher. Over the past 12 years, I've given, and given, and given, and given to this rather unique job and was lacking in any more to give. Previous blog posts tell you in detail why this has been so, so there is no need to repeat that here. I have been out of the classroom for a while to needed reminding about what the job is about, why it is worthwhile doing, and how to do it well. </div>
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I have briefly been in the presence of Mr. Beadle at my first ever Teach Meet in London, organised by @TeacherToolkit about 2 years ago (Where did the time go?). He did a micro-presentation about plenaries - what was at the time his new book - which although all too brief (Why wasn't he asked to do a Key Note rather than this?) showed me the man knew his classroom onions. When the Teach Meet ended, Mr. Beadle strode past me, with the confidence of Heathcliff and wild hair to match; because he was 'off the tele' I was uber-star struck and lacked the courage to make eye-contact, never mind introduce myself. </div>
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This is a book that has PGCE students and NQTs in mind - so should be viewed as a general source of advice for new teachers, rather than a prescriptive Bible of teaching. And, if you have feet in the 'progressive' or 'traditional' camps - then you will find suitable advice, gleaned from experience in some of London's toughest secondary schools, for each view. </div>
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What is particularly useful, I found, was the sections on behaviour management and how to, as Tom Bennett phrases it, how to run your room. When you've been out of the classroom for a while - a week, a month, several months, this is the bit of teaching that will cause you the greatest amount of worry. Beadle has an irreverant style, doesn't peddle 'bullshit' (a not to Old Andrew there) and offers more than one way to skin the educational cat. </div>
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Beadle also offers a range of teaching ideas that are imaginative, creative, and sometimes a little mind- boggling. He does advocate group work as an effective method of teaching, but does issue some good guidelines about how to make it work (I'm still quite hit and miss with group work), you could argue his methods are 'progressive' but not entirely so. Returning to his behaviour management advice, there are 'traditional' methods at the heart of how he believes teachers should be. In my experience, that is the way of the English teacher. </div>
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Beadle's very distinctive voice makes this an enjoyable read, and from an experienced teacher's point of view, I recognised much in his anecdotes, and could reflect on errors I had made in my own teaching from a safe distance. This is a really useful book to dip your teaching toe into, remembering to pick and choose what best suits you as a teacher. I now have 'Dancing with Architecture' and 'Plenary' in my pedagogical book armoury. So much to read, so little time. </div>
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<strong>21. "The Constant Princess" Phillipa Gregory</strong></div>
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As you can see from earlier on in this blog, I had read a Gregory book before and thoroughly enjoyed it. I began this novel with the notion I would enjoy this one in the same way. </div>
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<br />Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com0tag:blogger.com,1999:blog-4403245767882707800.post-52510981987526051292013-12-27T15:08:00.000-08:002013-12-30T09:12:31.830-08:00#Nurture1314 - Hopes & goals for 2014<br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Having done much head scratching, time to crack on with aims for 2014. I have done much head scratching, but thought I'd better just crack on with it. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">1. A bit like Polonius in Hamlet, I am prone to prolixity, nevermind beating around the bush, I can do the full tango round it, see I'm doing it now. Nelson, be more concise and direct in thoughts, words and deeds. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">2. Family - I have merged into the background as a family member, ergo I have neglected them - that old work/life balance thingummy again. This needs to be put right. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">3. Friends - I have tested their patience recently, I'm sure. Some old but loved friendships have sufffered over the past year or two, these need to be healed. I'm not quite sure how to go about it, so any advice greatfully received. I really want to maintain good twitter friendships with all the folk I've met and spent time with so far. You know who you are, and you have kept me afloat in so many ways this year. Thank you, thank you, thank you. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">4. A long distance open water swim. This was on last year's list, not done so I need to make it happen this year don't I? Stage 1 - buy a wetsuit, Stage 2 - get in and out of said wetsuit succesfully without pulling a muscle....</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">5. Deal with the Black Dog better - spending time with family and friends (points 2 and 3) should help with me re-joining the human race, a new hobby, being honest with my doctors and nurse practitioners will help here too. Keep in touch with my #BDamigos on Twitter and blogging will help here too. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">6. New job - time out of secondary school teaching is needed before this academic year is up. However, I am not done with education, and I don't think education is done with me yet either. Suggestions as to WHERE I could be well used in differernt educational contexts would be MOST welcome. I am applying for a job as we speak, then speaking to a careers advisor the first week of January. I am also in dicsussions with @StephenDCook about his school in Sierra Leone. We have emailed, and he has told me, bless him, that I would be a 'real asset'. It would be voluntart, I'd have to sort out funding, which may involve selling my house, but with all that's occured while I've been in it, no great loss! However, I'd welcome suggestions of how else I could fund it e.g. asking for sponsorship from pliable businesses, <em>please do leave comments if you have any ideas. </em>*eyelash flutter* </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">7. Writing - through my blog I have found my blogging niche which seams to be mostly 'brutal honesty' or words to that effect. These are the post that have received the most views. I'd like to improve my writing, like my dear friend @Xris32 perhaps get paid work for writing, and eventually work up to writing a book. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">8. The new hobby - I've been Gareth Maloned - I want to join a choir. What's not to love about that? I'm an alto - anyone know of choirs near Atherstone, let me know! </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">9. Stand-up comedy - I love going to watch this, and I was doing so well on this last year up to when school started in September. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">10. Theatre - It has been WAY too long since I've been to the theatre, but this will be put right soon enough with @LisaFarrelll3 and @SaysMiss with trips to Warwick Arts in the pipeline. I haven't been to The Globe in London in 2 years, I need to go there soon! A joyous place to watch a Shakespeare play. Love, love, love it! Anyone want to come with me, say Easter Hols, get in touch! </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">11. Cooking. I can't remember the last time I actually cooked something decent from scratch, not so much as a Spag Bol. I can cook a mean risotto, a very nice salmon in foil with tomato, balsamic vinegar, garlic and honey. I do a mean chocolate mousse (ask @rlj1981), I can follow a recipe. I also need to cook very healthily to help with the Black Dog too. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">12. Cinema - I love going, somethings just need to be seen on the big screen. I aim to get @Chocotzar out to the cinema more often. Got it lady! </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">13. Meet more Twitter folk (I'll no doubt add to this as time goes by and I remember more names of peeps I want to meet). I'd love to meet: @deadshelly @Pekabelo @vicgoddard @SaysMiss @JamesTheo @tstarkey1212 @flackneymike @JanetteBaker @TeacherGhost (I've got your Stollen love!) @Janeyb222 @JoBaker @scjmcd @CazzyPot @creascentcolours @Jo_Ms_H @TeacherTweeks @k8rock @janbaker97 @ljrn42 @steer_michael @Mr @cherryylkd @MissBex_M and her mum @biggs_debra @blondebonce @smanfarr @AndrewCowley @MrsRWood @jk_greaves</span><br />
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<em><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">29th December 2014 - Made good head-way on this one already. I met new people at the #MiddleEarthTweetUp in Sutton Coldfield and met the following:</span></em><br />
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<em><span style="font-family: Arial;">@cazzypot @TessaLMatthews, @clerktogoverner @sputniksteve @FG20 @RuthKRobinson @Ingotian along with established Twitter chumes @Chocotzar @oldandrewuk and @danielharvey9 Was GUTTED to have missed @webofsubstance who left before I arrived. </span></em><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">14. a) Get an adrenaline rush - do a bungy jump or a parachute jump, Zorbing, white water rafting, Zombie run, that kinda thing. </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">b) Keep participating in @ieshasmalls 'Miind-Shackles' photography project. I hate being photographed but I Iesha made me feel relaxed in her company and I really enjoyed it. </span><br />
<span style="font-family: Arial;"> c) If I don't need to sell the house, get the hideous attic room 'done' and maybe take in a lodger - no pyschopaths please. :-) </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> d) I have read voraciously while off work, so like some Twitter friends of mine, want to read at least 50 in 2014 AND use my blog to keep a record, even if brief of it. First up will be Jo Nesbo's 'The Redbreast' started in 2013 and will be finished 2014. </span><br />
<span style="font-family: Arial;"> e) Last one, promise...ahem.... get to grips with my iPad better. I have masses of apps on it I barely know how to use. Shame on me. </span>Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com1tag:blogger.com,1999:blog-4403245767882707800.post-40257326511759720832013-12-23T14:24:00.002-08:002013-12-27T15:59:32.631-08:00#Nurture1314 - 2013 review<span style="font-family: Arial, Helvetica, sans-serif;">Good God! A year has gone by all ready? Spurred on by @Chocotzar's wonderful #Nurture1314 review, I'm grabbing the Unicorn by the horn and following suit. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Whilst I'm walking with the Black Dog, this will be a bit like extracting a tooth, but nevertheless incredibly therapeutic to find, remember and write about the good things of 2013. So, without further ado, here goes.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">1. This Blog. I have been writing on this for just over a year now and have very much enjoyed the process, especially when positive feedback has been received by Twitter or through comments on this blog. The blog has had 28,000+ page views to date and my most popular post has been 'The Yin and Yang of The Question Grid' at 5,000+ views whilst my second most popular has, surprisingly, been 'In The Presence of Psychopathy' a narration of a dark moment of domestic violence, receiving over 1, 000 page views (my original claim of 2, 000+ views applies to 'The Doctor's Note' post - doh!). I shall discuss this more in number 2!</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">2. Squaring up to a personal demon by writing 'In The Presence of Psychopathy', a mercifully short, but nevertheless dramatic account of what can best be described as an attempt on my life by a man who was my partner at the time. The most I'd told anybody about this was that,"He'd tried to attack me." never going into any detail, not being able to face up to it. I published it via Twitter and Facebook and the response was remarkable. Adjectives such as 'brave' and 'heroic' were used to describe me, how odd, how incongruous. I am, nevertheless, utterly grateful for such positivity to emerge from such a bleak moment in my Jeremy Kyle life. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">3. Presenting at some Teach Meets, if memory serves it they have been: Teach Meet Finham, Teach Meet Brun where @kevbartle was a total ROCK and held my hand afterwards as I was <em>vibrating</em> with nerves both before and afterwards; Teach Meet English in Leeds, and most recently Teach Meet English in Derby with @Xris32 as organiser and fab support (bloody lovely cakes too Chris, well done that man). I have an abject fear of speaking in front of my peers - I think I'm starting to crack it!</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">4. Teach Meet English in Derby allowed me to meet @LisaFarrell3 - who, as it turns out is the wife of a certain Mr. Farrell who I worked with for 5 years in Tamworth. It's a small world huh? We are now firm Costa and book swap buddies and have some theatre trips in the pipeline. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">5. @rlj1981 Rachel invited me down to stay with her in Portsmouth over the summer holiday, a brave move considering I'd only met Rachel twice. Once at #PedagooLondon and the second at the Wellington Education Festival. One visit turned into two over the Summer, and I now feel like her house is very much a second home and Rachel is very much a great friend. Her boys are just lovely, if exhausting! I am back with Rachel for New Year, for another wee Christmas and to make chocolate mousse. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">6. Stand-Up comedy. I got into a good habit of going to see local stand-up gigs in a local village called Appleby Magna, which sadly, disappeared come start of school in September - something to resurrect in 2014 I think. Even better I have seen Al Murray and Rich Hall live at Warwick Arts Centre. Nothing short of brilliant. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">7. Gromit Unleashed Tweet-up in Bristol organised by @theheadsoffice. A day of pure unadulterated joy, spent with @Chocotzar and daughter, @RichardFiona and hubby, @betsysalt, @rlj1981, @csf0961, @KDWScience, @digitaldaisies, @hrogerson, @aknill. We walked, we talked, we laughed, we found lots of Gromits and posed for lots of photos, we ate, we drank wine. An exhausting but immensely enjoyable day. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">8. Being published by The Guardian Education Network. OK, both times it was anonymous, still, I HAVE BEEN PUBLISHED BY A NATIONAL BROADSHEET. So there. *blows raspberry* </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">9. Maintained my monthly trips with @Dyskadores (Lisa) to Birmingham for essential purchases from Lush and being ladies that lunch, init. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">10. During the Twitter Summer of Love Road-Trip - I enjoyed a drunken, but not so debauched Tweet-Up in Watford with @kevbartle (Helene was as near as dammit there, phone technology and all that), @danielharvy9, @Thatch_Teach and the wonderfulness that was @mrpalomar1. Oh how it pains me to speak of him in the past tense, but I am also lucky to have spent time with such as man as Jon who was the very definition of 'gentleman' and easily one of the most cultured people I've ever met. We talked, we drank, we played pool to varying degrees of success, we ate and Kev fed us a breakfast fit for a King. Thanks to Kev for being a great host and Helene for 'loaning' him to us for the weekend! </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">11. Actually had a holiday in a school holiday for the first time in about 6 years. It was with my Brum buddy @Dykadores and we went to Dublin during the Easter break. The exhaustion of the excrutiatingly early start was easily forgotton upon tasing the Beef and Guinness Stew in the Guinness musuem and the surpringly choco-gasmic chocolate and Guinness mousse. It was our first holiday together, we enjoyed it and more importantly, did not want to kill each other after 3 days together. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">12. The peculiar warmth of Twitter. I have met many people on Twitter in the flesh, in 'high defnition' as it were. Here are some particular highlights: @chocotzar who is an awesome support on and off-line and now a great cinema buddy, @betsysalt bloomin' lovely and another constant source of support and encouragement, @csf0961 - I was a 'subject' for her MA and in return I received beautiful flowers and lovely cake, win. @HYWEL_ROBERTS who hugged me upon sight at Wellington Festival and again at #TeachMeetBrumXmas whilst keeping me company before the eveing started. @oldandrewuk - a surprising one this, and not to give too much away, but felt quite Hobbit sized in his company. I have converted him to the occasional Costa - he prefers a hot chocolate but one day, you never know, a Salted Caramel Latte may change his view of hot beverages. He IS tall, he is not 'old' and neither is he made of straw. I very nearly forgot @85teachergirl who has been a great source of humour and support via Twitter and DMs. We finally met at Teach Meet English in Derby and a Costa catch up is on the cards. Fab lady. Fact.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">13. Meeting the Welsh author Malcolm Pryce @exogamist in Oxford with @Dyskadores. This was only mid-November, easily one of my most perfect days out. Lisa and I arrived at Oxford in the morning and we spent a lovely time around the dreaming spires, pootling around the indoor market and a lunching in Pizza Express. There there was the wait for Malcolm to arrive in the designated pub. He turned up, it was a bit awkward and nerve wracking to start, we relaxed and chatted about cheese and Ofsted - amongst other things - we thawed and left, each having convinced the other we were not that weird really. He gave us some Aberystwyth Rock, signed our Aberystwyth books and gave us a lovely hug before we parted ways. He tells us, if we behave ourselves, we can meet again in the New Year. Bring. It. On.</span> Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com1tag:blogger.com,1999:blog-4403245767882707800.post-71425440100296612382013-12-13T13:11:00.000-08:002013-12-15T08:54:33.427-08:00The Doctor's note<span style="font-family: Arial, Helvetica, sans-serif;">So, not even a full term in of this and I have been signed off 'unfit for work' by my GP due to depression, mainly to facilitate a change in my anti-depressant medication, but also, in my own words to the doctor, 'I am just not coping.' </span><br />
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<span style="font-family: Arial;">If you ARE coping, I salute you, I do, really. *commences Wayne's World bowing' </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">There are many factors which have lead me to this less than brilliant state of remaining on anti-depressants and being signed off by my doctor. I do not want to, and nor should I, discuss specifics of my school, which would be daft, foolish and idiotic. I will have to be more general, I hope you appreciate why. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">1. The GCSE Results fiasco of 2012 chain of events. </span><br />
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<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">I had a gorgeous class of all girls and worked together like trojans, and the majority did get grades between A*-C, some didn't. This was due to the grade boundary shifts from the exam board. The department overall came off badly due to this grade boundary shift, thus leaving all of us with an overhelming sense of disappointment. It was crushing. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">This also had an affect on my progression to UPS2 (that's as much as I'm going to say about that). </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Our dip in results could be what triggered our Ofsted inspection around this time last year, where our school came out as a Category 4 'Serious Weaknesses'. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">I was observed during the inspection and eventually found out my lesson was Requires Improvement. My previous year's lesson observation was Outstanding - so the 'down grade' was crushing.</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Confidence crushed I struggled to get out of the RI grade for the rest of the academic year.</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Working in a Category 4 school is highly pressured for everyone. Staff are constantly looking over respective shoulders wondering when the next visit will be. That's just how it is. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Working in a Category 4 school, in a department found wanting means increased level of scrutiny in many areas. This is common, I believe, in schools or departments in similar circumstances. Nevertheless, it is a difficult way in which to work, depression or not, it can create or feed paranoia in staff. </span></li>
</ul>
<span style="font-family: Arial, Helvetica, sans-serif;">There are many more specific things that have contributed to me being here, but it would do me no favours to write about them on here. </span><br />
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<span style="font-family: Arial;">2. Those pesky, meddling politicians</span><br />
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<ul>
<li><span style="font-family: Arial;">So, first body blow was the GCSE results fiasco of 2012</span></li>
<li><span style="font-family: Arial;">Policitians using the Press and broadcast news to vent their negative political rhetoric about schools, exam results, teachers and teaching.</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Our pay-freeze and increase in pension contributions combined with the increased cost of living, which, for all of us, means a significant loss of income</span></li>
<li><span style="font-family: Arial;">Constant meddling with the English GCSE - e.g. changes to 'worth' of Speaking and Listening part-way through the course for Yr 10s. It may have been necessary, but for it to occur part-way through the academic year was poor for pupils and a blow for teachers and their ability to do forward planning for the courses they teach. </span></li>
<li><span style="font-family: Arial;">The move to performance related pay - pay does not motivate me as a teacher, but rather recognition of a job well done. I find this hugely demotivating, with the likely outcome being the Government getting an awful lot more work out of me, for much less money. </span></li>
<li><span style="font-family: Arial;">The seemingly increased 'power' of Ofsted over schools, where the 'data is King' approach which, I think, leads to some morally suspect decision making over when pupils are entered for exams, the exam boards chosen in order to show 'X' levels of 'progress' in order to achieve the desired Ofsted grading. (This is a deliberate generalisation). Somewhere along the line, some humanity has got lost. </span></li>
<li><span style="font-family: Arial;">League tables - they have been nothing short of poisonous to schools since they were introduced and are the root cause of many difficulties and difficult decisions that school leaders are forced to make. </span></li>
</ul>
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<span style="font-family: Arial, Helvetica, sans-serif;">3. Work/life balance</span><br />
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<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">I have been teaching English, a core subject, for 12 years. The last three years have been the most difficult that I can remember in those 12 years. I think has always been notoriously difficult for English teachers to gain work/life balance, mainly due to the marking load, as with Humanities or MFL teachers, I know we are not entirely alone on this. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"> Despite trying to be stricter with myself with how much work I do outside of the classroom, as term progressed, I found myself working longer in the evenings, more hours on a Sunday and too exhausted to do anything enjoyable on a Saturday, my one day off work. On that Saturday, I had to do my 'domestic duties' but was also doing less and less of it as I was so utterly exhausted. My house was becoming more and more chaotic and hovel like. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">I was having no time to speak to my family, spend any time with my friends (oh how that must test their patience) or eat properly. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"> I was too busy to keep up my exercise regime which is my No. 1 defence against the old Black Dog, combined with parents' evenings falling on one of my circuit class nights, knocking out one of my few times to exercise and socialise outside of school hours. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">For all those 12 years I have lived by myself and for much, (not all, but much) of that time I have been single. The 60-70 hour week and constant exhaustion has to be a factor here, I am not going with the 'I'm sub-normal' or 'unlovable' thing.</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">The combination of the long hours of teaching, living alone and singleness, I have realised, is an unhealthy combination. I have tried to make this 'work' for 12 years, but it hasn't worked. I've been on and off anti-depressants since my dad passed away in 2005. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Do I think this state of affairs is acceptable anymore? I don't think I do. </span></li>
</ul>
<span style="font-family: Arial, Helvetica, sans-serif;">4. Health and well-being</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I used to have the constitution of an ox, however, as time has gone by during those 12 years, I have an increasing range of persistent minor illnesses, some maybe not so minor. </span><br />
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<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">An annual sinus infection, usually hitting me around November, if not then January or February. If you've never had one, just think yourself lucky! </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Recurring ear infections</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Eczema - this was particularly bad when I took the yr 11 girls group through legacy spec GCSE English and new Spec Lang/Lit in 2 years (3 courses in 2 years, yes!). I had constant allergic reactions on my skin over a period of 2-3 months leading me to eventually need a spell on steroids (I now know how The Hulk feels!) it now reccurs on my hand and legs and is tiggered by stress. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Plantar Faciitis - which is tendon damage to my feet, meaning acute foot pain in the mornings and consistent foot pain during the day. This weas initially triggered by my running habit and my naturally flat feet. The cure is 'rest' so I no longer, run, don't run in my circuit class, but I spend most of the day on my feet, so, it doesn't really get better. </span></li>
</ul>
<span style="font-family: Arial, Helvetica, sans-serif;">Therefore, as well as my current prescription for anti-depressants I have repeat prescriptions for eczema cream, anti-biotic ear drops and am never without ibuprofen handy for my mal-functioning feet. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">5. Personal, one could say 'catastrophic' events since being in this school (I concede, few of these will be unique to me, but the combination might be!)</span><br />
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<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">The psychopathic boyfriend - see my previous post </span><a href="http://takenoheedofher.blogspot.co.uk/2013/12/in-presence-of-psychopathy.html" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif;">'In the presence of psychopathy'</span></a></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">The death of a dear colleague from my first teaching school, Marg, our wonderful tea lady</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">The sudden death of my friend Anthony Fairhurst in the same year as Marg going</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Falling for a fella big style, and it going pear shaped - sounds minor but god did I do some crying, my self-esteem was battered by this</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">The burglary by my neighbours - meaning the Clogau Gold 'Cariad' ring my mum bought me when my dad died and my Clogau Cariad Cross my sister bought me from Aberaeron (dad's favourite place) were lost forever. I am still in mourning for them. I am still heartbroken about my 'dad ring' being lost forever. I had to live next door to these neighbours for another 6 months (could be longer) after this burglary. A hateful and immensely stressful experience.</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">My grandmother, the last of my grandparents' died earlier this year. Now, this is terrible to confess to, but I can't remember the exact month. It was warm and sunny, so I think it could have been June or July. I am upset that I can't remember this. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">A short but painful period of being stalked and harrassed by a Polish man at the start of this academic year. In the 'stalker-o-meter' scale it was relatively minor, however, I was genuinely disturbed and frightened by it. </span></li>
</ul>
<span style="font-family: Arial, Helvetica, sans-serif;">So, when you average a 12 hr day, and between 60 -70 hrs a week, what you don't get time for is to 'process' these events, your feelings are put on the backburner, parked and boxed up while you plough on with your job. By 'you' I guess I mean 'me', that is what I have done. This is not good for my physical or emotional well-being. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">6. Family stuff</span><br />
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<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">My uncle got re-married in May 2012, I couldn't go because it was during the week in term time, down in Pembrokeshire - exam season -so I didn't even bother for asking for time off to attend. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Three of my cousins have had children in the last 18 months, I have yet to meet my new family members due to work-load committments. I think this is rubbish, I'd grade myself at least as an RI family member due to this. </span></li>
</ul>
<span style="font-family: Arial, Helvetica, sans-serif;">How did I know I was 'not-copng' and that the doctor's visit was necessary? Outwardly I can appear just fine, I can do a good job of acting 'fine' - but inside, it is very different.</span><br />
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<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Chronic insomnia</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Barely eating or not eating at all</span></li>
<li><span style="font-family: Arial;">The monosyllabic communication and monotone voice</span></li>
<li><span style="font-family: Arial;">Some erratic behaviour</span></li>
<li><span style="font-family: Arial;">Not 'in control' of my emotions, sometimes in lessons</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">The 'black thoughts' entering my head again</span></li>
<li><span style="font-family: Arial;">Chronic exhaustion</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Crawling into my shell or 'building a chrysallis' - wanting to hide from life</span></li>
<li><span style="font-family: Arial;">Sobbing in my classroom on my own at the end of a particularly awful day</span></li>
<li><span style="font-family: Arial;">A general massive dip in confidence in the classroom and my self-esteem</span></li>
</ul>
<span style="font-family: Arial, Helvetica, sans-serif;">Worries attached to being signed off:</span><br />
<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">the extra pressure it puts on friends and colleagues back at school and the guilt that goes along with that</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">how this affects the pupils in my class</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">resentment that that could build up in colleagues and pupils</span></li>
<li><span style="font-family: Arial;">my future employability, quality of references I may get</span></li>
<li><span style="font-family: Arial;">how it will be when (or if) I manage to step back in a classroom</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">I don't want this to be a recurring cycle - e.g in at 'full whack' - crack - signed off and continuing to take anti-depressents. This is not what I want my life to be like. </span></li>
</ul>
<span style="font-family: Arial, Helvetica, sans-serif;">How am I trying to get better?</span><br />
<ul>
<li><span style="font-family: Arial;">I am actually sleeping; this is rather novel for a chronic insomniac</span></li>
<li><span style="font-family: Arial;">I am doing an awful lot of reading</span></li>
<li><span style="font-family: Arial;">not dwelling on the points above re. work</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">making sure I am not alone for long spells</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">exercise</span></li>
<li><span style="font-family: Arial;">Yes, using Twitter to keep in touch with fellow teacher friends in a similar position: @aknill, @LGolton, @bellale and @MrsRWood to name but a few. We check in on each other, bolster each other in low spells, hand out advice to each other, generally jolly each other along through the bleak moments</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">still need to sort out healthier eating, eating patterns are still quite erratic and appetite is variable</span></li>
</ul>
<span style="font-family: Arial;"></span><br />
<span style="font-family: Arial;">What next?</span><br />
<span style="font-family: Arial;"></span><br />
<span style="font-family: Arial;">I have to make some big scary decisions about my future as a teacher, mainly if I want to continue to do so or not? I have sobbed over this very thought many, many times, as I never thought this was a place I would ever be. 'Teacher' has run through me like Blackpool Rock for 12 years, is it going to continue, and should it, if this is the mental and physical effect it has on me is this? </span><br />
<span style="font-family: Arial;"></span><br />
<span style="font-family: Arial;"></span><br />Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com17tag:blogger.com,1999:blog-4403245767882707800.post-24887223743775816522013-12-05T10:44:00.001-08:002013-12-06T16:39:01.899-08:00In the presence of psychopathy<span style="font-family: "Trebuchet MS", sans-serif;"> Nigella Lawson's all too public pains with Charles Saatchi have made some rather unpleasant memories of mine bubble up to the surface, so, much like lancing a boil I am going to write about these unpleasant memories, purge them in the hope it will do me and whoever may choose to read it, some form of good. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">I hope you are sitting comfortably now, as you may not be so comfortable later on in this post. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">These memories have been partially buried for some 3 1/2 years. I have a feeling this is going to hurt. I have never really spoken to anyone explicitly about these events, not friends, family or even my CBT counsellor. See, I am fudging already, delaying the exposure, fighting the memories. So, let's crack on. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">I was in a relationship with a man about three and a half years ago, for a grand total of 18 months. He was a friend of a friend who lived on my street, also living on the same street. It is a blessing it was so relatively short, as he was a relentless bully, an ego centric and controlling. These characteristics gradually revealed themselves over the 18 months and these two incidents I will narrate illustrate this, I hope, with great clarity. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><strong>The Epitome of Awkward</strong></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">I'm guessing it was about three Christmas breaks ago now, but I am not entirely sure, that I drove down to his mother's house with him. I had never met or even spoken to his mother before, although she seemed to phone him daily. It was not an onerous drive, as it was only to Northamptonshire, nevertheless I was as apprehensive as you might expect. </span><br>
<br>
<span style="font-family: "Trebuchet MS", sans-serif;">We arrived and I walked in with him nervously. She greated her son warmly, turned to me and asked, "And you are?" </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">Now, she wasn't being rude, she genuinely didn't know who I was. I'd been her son's partner for about a year, yet she knew nothing about me. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">I blushed, smiled awkwardly and introduced myself. She really was a lovely woman, even whilst I was there, he often spoke to her with contempt in his voice. I found that wearing and worrying .</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">The time came to go to bed, we slept in his old bedroom, cramped, full of old computer games (he worked in IT) and the room was dark and dingy, probably unchanged since he was a teenager. There were twin beds. I was tired from the drive and 'being good' in the presence of his poor behaviour towards his mother and climbed into bed. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">The bed had a huge, thick, feather duvet on. I am allergic to feathers, I had no anti-histamines with me so it was not long before I began sneezing constantly, and soon began wheezing like Darth Vader. I blew my snotty nose.</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">"Shut up." he said sharply.</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">"But I'm..." I attempted to explain the allergy problem, he cut in.</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">"Shut UP!" with a more aggressive tone in his voice. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">I attempt again to explain, "I'm a...."</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">"STOP IT AND SHUT UP" he cut in again.</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">I lie in my bed, trying to keep control of my breathing. Miserable, trapped, and fearful I lay still, working out what I can do. I just want to leave. I take some time to work up the courage to do something, knowing he is angry. I need to leave. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">Slowly and carefully I climb out of bed, taking great care not to make much noise. Finding my mobile phone for light, I move towards my clothes to get dressed, then find my bag and other belongings so I can just leave. It is the dead of night. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">He lunged out of bed, turned that light on and grabbed my wrists, swinging me about the room, shouting at me (I cannot remember what was said). I think I rasp a, "Let go of me." and he does. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">I remember him saying something absurd like, "I thought you were doing it for attention." At no point did the fact that I was genuinely unwell cross his mind. Somehow I eventually manage to tell him I am unwell. He is later apologetic, not that I believed him. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">We complete the stay with his mother; I remain there out of nothing more simple than fear. I don't really tell anyone about this afterwards due to deep, deep shame. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">It took me another 6 months and a much more frightening episode before I did, combined with repetitively asking myself the following questions, often:</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">Am I happy?</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">Does he or can he make me happy?</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">Is it going to get any better?</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">The answer was always, "No" to these questions. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><strong>The night being a teacher probably saved my life</strong></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">It was now the August after that Christmas and during the summer holiday I had become increasingly intolerant of his unreasonable behaviour. For example, once we had a row over me buying electricity for him at the local Co-Op, which is on his route home from the local train station, but for some reason it was my responsibilty to go and get it and pay for it. I had refused on several occasions. He shouted at me that I had, "Denied him a basic human right." I think that occured the same day this awful night happened. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">For a while I had been trying to tell him I was unhappy, he was not listening. I wanted out and my only tac tic left was texting. I can't remember what I did text, but I know I had to keep repeating myself about the relationship being poor, and things needed to change. He would bat things back, not listening, blaming me for things, telling me that, "If we wanted to go out (we never did) I would have to pay." (I earned more than him) and that he, "Couldn't trust me to behave myself if we went out." </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">So, like a dog with a bone I wouldn't let go. I kept trying to make myself heard; to make him bloody well listen to me. It was nearing 11 pm at night at this point. He eventually sent some kind of threatening text back, I bit back and texted something I knew would antagonise him. I did not realise quite how much though; I just wanted an excuse, a concrete reason that he could see that things were over. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">A succession of loud bangs at my door shocked me, but I knew it was him (he only lives, yes present tense, 4 doors away) so I opened the door. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">"Stop sending me these petulant texts, or, or...." he bellowed at me.</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">With the defiance of a truculant teenager I respond with, "Or what?" </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">Rabid, he lunged at me through my door and before I knew it I was pinned to my sofa with his arm just below my throat, his red, fury filled face inches from mine his left hand, coiled ready and poised in a fist inches from my face. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">I don't scream, but without shouting, well I hardly need to, he's close enough, I tell him to (sorry mum), "Fuck. Off."</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">I am still pinned to the sofa, his rabid face inches from mine, his fist coiled, quivering, and ready. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">Spitting the words as if they were venom, he rasps, "Tell me to fuck off again and I'll beat the shit out of you." </span><div><font face="Trebuchet MS, sans-serif">I believe him. He was not in control of himself. <br></font>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">"I'll phone the police." I say in an all things considered, a relatively calm way. </span><div><font face="Trebuchet MS, sans-serif"><br></font></div><div><font face="Trebuchet MS, sans-serif">I glance helplessly across my room to where my phone is; making that last comment to him seem almost ridiculous. The front door is wide open, the houses across the street are in darkness, there is no sound of anyone walking down the street. I am alone with him and his rage. <br></font>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">That doesn't seem to worry him, he once again spits and rasps, "Phone the police and I'll beat the shit out of you." (He was not overly creative in his use of threats)</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">Here I rely on the teacher's good old, "stuck record" approach and repeatedly tell him to, "Get off me." </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">At no point in this exchange did I shout or scream, my tone was level, my pulse rate quicker than normal, but under control. I think you learn, when faced with anger, and I have done with pupils, the only course of action is to be the opposite. It was like walking a tight rope with a pool of aggressive alligators underneath. Lose your balance, one foot out of place and a bloody messwould be the result of that minor error. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">Eventually, his grip loosens, he stood up and I am released. I tell him to leave the house and collect his things in the morning. (We didn't live together, but he had lots of things around my house). He refuses, insists on getting things from my house now. So he does, in a sulk as if he is the wounded party. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">I sit out in the cold on the steps of my tiny garden chain smoking and trying to breathe. I must keep calm still, must stay in control until he leaves. He does, eventually, but he still has my house key.</span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">I don't phone my family, it is late at night and typically of me, I don't want to worry, them, well that and the deep, abiding, excrutiating shame that this has happened at all. What I do do, is go on Facebook (that was when I was addicted to that, my pre-Twitter addiction days) and do a quick summary of the episode as a status up-date finishing with the word, "Single." </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">It is here the adrenaline kicked in, so still not comprehending what has just happened. My dear, beloved friend Anthony chatted to me on Facebook then rang me up, talking to me to calm me down, making sure I was OK. I was so pumped full of adrenaline, I said I was. I wasn't was I? How could I be? Damn my stoicism. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">It was about 1am when I felt calm enough to go to bed, not that I slept. The whole horrible episode kept replaying in my head, over and over, combined with the gratitude that I was not in fact beaten to a pulp, in hospital, being fed though a tube. Or dead. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">It was only much later that I can acknowedge to myself, nevermind anyone else, how terrified I was that night. However, as well as the fear, I had the relief that I was 'free' from his clutches. Well, nearly free. He still lives on my street. I see him from time to time and he attempts to be friendly and say, "Hello." I blank him. </span><br>
<span style="font-family: Trebuchet MS;"></span><br>
<span style="font-family: Trebuchet MS;"><span style="font-size: large;">Why have I not really spoken to anyone about this before?</span> </span><br>
<span style="font-family: Trebuchet MS;">It is still there, that deep, abiding shame that you allowed yourself to be bullied, coerced and terrorised in a relationship. Do I have trust issues? You bet your bottom dollar I do. I just, hope, I really do, that this can be overcome, although I think it would mean a future suitor (you ARE out there aren't you?) would need a massive heart, and the patience of a saint to take down the walls I have built brick, by brick, by brick. </span><br>
<span style="font-family: "Trebuchet MS", sans-serif;"></span><br>
<span style="font-family: "Trebuchet MS", sans-serif;">N.B. Thanks to wonderful friends, my locks were changed within a day of that incident happening, although it did take me some weeks before I could get some sleep in my own house. </span></div></div><div><span style="font-family: "Trebuchet MS", sans-serif;"><br></span></div><div><font face="Trebuchet MS, sans-serif">Friday 6th December 2013</font></div><div><font face="Trebuchet MS, sans-serif"><br></font></div><div><font face="Trebuchet MS, sans-serif">I published this post last night and I am stunned at the number of people who read it, the supportive tweets and words such as 'brave' and 'inspirational' used to describe me, and the writing about this event. More than once I have been moved to tears by these responses. Here are some: </font></div><div><font face="Trebuchet MS, sans-serif"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh46kM0wmAoO25sCk7HELlwVVeS4RYIhRxRIw7uEEbXEYnMRwreSiA8vGwUmUvBLK95kT4qSdfM2nre1TIVqqgBT09eYXNhhiBKQet0SuSRM6MpyWDRCqz2KBDMGJz7gWhNBKwb9ZxThxh-/s640/blogger-image--1838664066.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh46kM0wmAoO25sCk7HELlwVVeS4RYIhRxRIw7uEEbXEYnMRwreSiA8vGwUmUvBLK95kT4qSdfM2nre1TIVqqgBT09eYXNhhiBKQet0SuSRM6MpyWDRCqz2KBDMGJz7gWhNBKwb9ZxThxh-/s640/blogger-image--1838664066.jpg"></a></div><br></font></div><div><font face="Trebuchet MS, sans-serif"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2DwT-KNk_ViGLIWeCxpeICCei5A64e0lWoEyXpBw2IF-Z5rCBf6yXY23b-cJodx-7_ok8YV4z7j1fzOwzKceLRXldNRJV6zLoW8ik2JQYiog6jgyJVLbvF87PQVTeCG1sLiSer7aZQawF/s640/blogger-image-1644459191.jpg" imageanchor="1" style="margin-left: 1em; 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Hopefully all will become clear as this post progresses. I will add the rest of the tweeted puns at the end of the post as a reward for getting to the end. </span><br>
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<span style="font-family: Arial, Helvetica, sans-serif;">After what could best be a described as a traumatic start to the week with a particularly difficult Year 11 class, I had all but mentally composed a resignation letter and started tunnelling my way out of teaching. Twitter chums responed in their droves to my plea of help with this class, and morale was lifted a little out of the cesspit it was in. </span><br>
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<span style="font-family: Arial, Helvetica, sans-serif;">The part of the lesson with a Year 8 set 4, a delightfully small class of amiable pupils who have brighter bulbs in their heads than they give themselves credit for. They are, most of the time, quite adorable. Today, they made me skip to my whiteboard to note down a comment that one of them made, although bitterly, I am struggling to remember what made me skip. Damn my Dory brain. </span><br>
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<span style="font-family: Arial, Helvetica, sans-serif;">Our current SoW is 'Developing Writing Skills' and it suggests we look at an opening chapter of a novel to work out how an author reels the reader in. With a few well known tweachers comments ringing in my ear - @JamesTheo, @LearningSpy and @TheRealGeoffBarton to name but a few, I plumped for the opening chapter of 'A Christmas Carol'. It was bit of a gamble as their reading ages are quite low, consequently the complexity of the language could potentially alienate them. I ploughed ahead anyway. </span><br>
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<span style="font-family: Arial, Helvetica, sans-serif;">I did an on the hoof lesson starter, that mutated into taking up nearly half the lesson, but I believe it was time well spent. After reminding each other who Scrooge was and what he was like as a character, we re-capped some of the text by listening to the glorious Patrick Stewart's reading of A Christmas Carol - easily accesible on YouTube (with the original text in front of them) Hurrah! </span><br>
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<span style="font-family: Arial, Helvetica, sans-serif;">On an English teacher whim, I stopped the recording and focused on a simile that described Scrooge with surgical precision:</span><br>
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<span style="font-family: Arial, Helvetica, sans-serif;">"Scrooge was as solitary as an oyster"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Remembering the wise words of Geoff Barton at the Wellington College Education Festival and some posts by @GoldfishBowlMM, I took nothing for granted and assumed no knowledge on their part. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I ask the class, "Do we know what 'solitary' means?"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The class respond with an honest, "No Miss" and a sea of fairly blank faces.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I was glad I asked, and taking a leaf out of @kevbartle's penchant for using synonyms to explore the fuller meanings of words I adapted this for words that have the same root.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"Right," I continue, "the word solitary as the same root as solo and solitaire, a card game you always get on computers for free." There is a pregnant pause. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">A, who prior to this half term was so very quite to the point of mute, offers an answer, "By yourself Miss?" </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"Bingo!" I respond with, I continue, "So, any idea what an oyster is or what it looks like?"</span><br>
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<span style="font-family: Arial;">I see more blank faces, thinking about our geographical location, that shouldn't be surprise.</span> </div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I try describing an oyster, flailing my arms around, telling them about the shucking knife needed to open them, I even vere off into a tangent about a chat with English teachers working out why on earth it was an aphrodisiac (our conclusions were that they were so vile that you were so relived to still be alive after having eaten one, it made you a bit frisky) but they are still not sure what it is. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Praise be for Google images, for I hop on the laptop and find photos of oysters. We have a look at the images, they respond with, "Ewwwww!" and we notice a picture of a solitary oyster, floating in a dark sea and I decide we will focus on this image to analyse the simile. A quick copy and paste, followed by some nifty printing out, they have the picture of the oyster to glue in their books. Thus ensues a rather in-depth discussion of why Scrooge is like an oyster. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The inital words they come up with associated with this picture are: lonely, isolated, in the dark and THEN the lightbulb moment for one pupils as he tells me that, "Scrooge is contained." We then try and work out WHAT contains Scrooge in himself, and if this has anything to do with his loneliness. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">We then move onto a rather more forensic analysis of the mollusc's shell. "What does it look like?" I ask. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"It is dull and dark Miss" replies one boy.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I respond with, "Thank you, what does this tell us about Scrooge?" </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Another boy quickly replies with, "He is not fun, he doesn't really know what fun is."</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"Good, what do we think stops him from having fun?" </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Another, using what they already know from The Muppet Christmas Carol, chips in with, "It's because of what happened in his past Miss"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">There is further discussion of his happiness in his past life, and how he is now, how and why he has changed into this mullusc.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I ask them to look even closer at the shell of the oyster, I tell them, "It reminds me of something else made by nature, that takes thousands or millions of years to form."</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">A lightbulb pings above another boy's head, "A rock Miss!"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"Good! What do this rock like shell and Scrooge have in common then?" </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The same boy replies with, "He's been like that such a long time Miss. Now, it's really all he's ever known." </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Others respond with comments like, "It's very tough and hard." "You can't break it, or at least it's very hard to." </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">We zoom in to the shape and sharpness of the oyster shell, I ask, "What do you think it is like to pick up this oyster shell or come in contact with it?"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"It will hurt your hand Miss," a lad responds with,</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I bat back with, "Right, so how is Scrooge sharp like an oyster shell?" </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">A different pupil responds with, "It's how he treats people Miss," </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"Be more specific," I tell him, "How exactly does he treat people, in what way is he sharp?" </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"How he speaks to people Miss, he is rude, unpleasant." We find some 'sharp' language and also put that around our oyster picture. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I then tell them that actually oysters are not solitary animals at all, they colonise rocks and stay together, we discuss why they are together, "To proctect each other." a boy tells me. </span></div>
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<span style="font-family: Arial;">I think of more questions: "What do they (and we) need protection from?" </span></div>
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<span style="font-family: Arial;">Referring to the setting of London, they can find links to the poverty mentioned in the text, the lack of a welfare state and how poor people are treated. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The Nelson interrogation continues, "Ahhhh, so what isolated Scrooge from his community, his protection?"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"HE did Miss!" </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"So who or WHAT has made Scrooge into this solitary oyster?"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Again, "HE did Miss, it is the consequences of his actions." </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This much deep discussion ensues about the cost of self-imposed isolation verses the benfit of being very much within your community, and how the individual suffers as a result of this self-imposed isolation. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This 'starter' took up about half the lesson. Was it time well spent? I think so. They said an awful lot more insightful and intelligent things about our solitary oyster and Scrooge than I have documented here. Annoyingly, I can't remember them all. At least once, I skipped merrily towards my whiteboard to record their ideas on it, so very pleasantly surprised by the depth of their thinking. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">After examing other features of the opening chapter, such as Dickens use of place, atmosphere, and them choosing some of Dicken's best sentences so that we can use them later in our own writing we land upon the tricky thing that is 'tension'. How on earth do we convey this idea clearly?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This leads me onto rounding off with a discussion about what the word 'tension' means, and one of my girls can easily relate it to tension between friendship groups, so I focus on that meaning (rather than narrative tension) and go with it. She happens to have a hairband handy, so deftly knicking this from @Xris32 I flop the band around likening it to a 'normal' Uncle and nephew relationship, I ask, "Is Scrooge's relationship with his nephew relaxed, like this hair band?" </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"No Miss,"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I interject with, "Ok, so what is it like?"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"It is tense Miss,"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"WHY is it tense and HOW tense is it?" </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I begin to stretch the hairband with it's owner and ask them to tell us to, "Stop," when it is tense enough then explain WHY it is tense enough. We PING the hairband when we have an agreed level of tension combined with sufficient explanation, linking to the tension between Scrooge and his nephew. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">At the start of the lesson, they did not know what 'solitary' or 'oyster' was. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">By the end, they had made the connection between the two words, worked out why they had been chosen by Dickens to describe Scrooge and made numerous other connections between the simile and the character, explaining their purpose, and exploring the sub-text in some level of detail. They also know what tension between between characters in a narrative is for. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This lesson has really taught me how important Geoff Barton's mantra is about making the word poor, word rich. However we choose to go about it, it is worth while. Those pupils are much more word rich than they were at the start of the lesson. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I would say that was 'good' progress for that particular class. I'm not sure an observer would agree, nor would they agree with me spending nearly half a lesson on one simile from a text. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">No matter, I remain delighted with what the group achieved in that lesson. That will do me. </span></div>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: large;">The Knowledge/Skills Thingummy</span></div>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">The following uber-tweachers: @LearningSpy @andrewolduk @webofsubstance @pedagogueinthemachine and @imagineenquiry and @daisychristo have written AT LENGTH about this, so I will not. </span></div>
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<span style="font-family: Arial;">However, reflecting upon this lesson DID make me give this some thought. </span></div>
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<span style="font-family: Arial;">The SKILL was to be able to analyse the simile's purpose in describing Scrooge's character. </span></div>
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<span style="font-family: Arial;">The class lacked the rather basic KNOWLEDGE of the words within the simile meant, nevermind what the words did once combined. This did need to be taught. The teaching was done through questioning, extensive questionning to the point of interrogation. They were not 'lectured' however, the method of 'chalk and talk' was nothing new. But it worked. </span></div>
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<span style="font-family: Arial;">This SKILL of analysis needs to be further developed so that this becomes much more embedded; so that they are able to do this without me. This, then must be repeated, in various guises, gradually withdrawing the level of 'coaching' by me, so that eventually they can analyse almost anything that is put in front of them. This will take time. </span></div>
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<span style="font-family: Arial;">While they remain 'word poor' this will remain difficult for them. Making them more 'word rich' also takes time. </span></div>
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<span style="font-family: Arial;">So, when we think of the lesson observations hot potato also, what happens when a class are at this kind of stage in their learning of language, when they are not YET ready to be completely independent of the teacher? What then? </span></div>
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Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com0tag:blogger.com,1999:blog-4403245767882707800.post-22537259490594633732013-11-03T05:51:00.002-08:002013-11-10T05:40:51.066-08:00A Car Crash Conversation<br>
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><em>SLT has taken a bit of a bashing on Twitter of late, some of it, in some circumstances deserved, some less so. Within my own school I have a good relationship with most members of our SLT team, mainly because; despite some of the decisions they make that I may not agree with; that I may find difficult to implement; that I may struggle to find time for, they have not lost touch with their humanity, have worked at the school for many years because of an unswerving loyalty to the children in the community that our school serves. </em></span><br>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><em> On Twitter I have tweeted with many Head Teachers, Deputy Head and AHTs steeped in integrity and a passion for their pupils and compassion for their colleagues. This post isn't about you. </em></span><br>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><em>Rather, this example of a car crash conversation I had with an AHT at a my first teaching school, in Tamworth. She was the line manager for the English faculty, and the conversation is about the first time I had crippling depression after the death of my father 8 years ago. After his death and gradually, over about 6 months, I became a ghost of myself, through a loss of one and a half stone, hair loss, insomnia and adult acne. I looked a wreck but somehow, when I told this AHT I was not very well at all and I had been prescribed anti-depressents, I had a most astonishing conversation. </em></span><br>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><em>This taken from a different blog I started about 3 years ago, mainly containing self-indulgent, awful mawkish writing. This, though I think is worth a second airing, not least for two friends who are teachers and not in a good place at all due to a range of stresses, many of which are teaching based. </em></span><br>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><em>So here is the tale of the car crash conversation with an AHT and some context.</em></span><br>
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<span style="font-family: Verdana, sans-serif;"><span style="font-size: 100%;">So, at last the doctor's visit about my depression was done, and me being the conscientious sort, felt it right to tell the people at work, my school. I told my head of department first and he listened, made no </span>judgments<span style="font-size: 100%;"> or comments and advised me to speak to our Assistant Head, the one, who totally inexplicably was in charge of 'people' and their well-being at school. This was the same woman who told a friend and colleague whose sister in law was dying of the human form of BSE at the same time an OFSTED Inspection was due that, "School is more important, she won't know who you are anyway when you visit." So, you can imagine I was not overly optimistic about the outcome of our conversation, and boy was I right. Now, this is a conversation I have not really ever forgotten. </span></span></div>
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<span style="font-family: Verdana, sans-serif;">I walk into her office, trousers hanging off my hips and palms sweaty, not really from nerves but it was a side effect of my medication. Pleasantries are exchanged and I tell her, "I've been diagnosed with depression and I'm on anti-depressants."</span></div>
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<span style="font-family: Verdana, sans-serif;">She responds in an all to inappropriately cheery manner with, "Oh, well you disguised that well." </span></div>
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<span style="font-family: Verdana, sans-serif;">A little dumbstruck I respond with, "Oh, erm, really?" [<i>internal monologue: What do you mean I've disguised that well?! I've lost over a stone and a half in weight, I haven't slept properly in the last 6 months, my clothes are falling off me, my hair is falling out in clumps and my complexion is worse than a teenage boy's.]</i></span></div>
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<span style="font-family: Verdana, sans-serif;">Still in the cheery tone she comments, "You should take some more pride in your appearance! Put on a bit of lippy, do your hair, by some new clothes!"</span></div>
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<span style="font-family: Verdana, sans-serif;">Once again I am dumbstruck, I cannot respond. [<i>internal monologue. I feel the worst I've ever felt in my life and now you're telling me how crap I look. Brilliant. And getting myself in debt buying new clothes will make me feel better how? I said I have depression, not that I'm a bit depressed you imbecile. Doctors don't prescribe you anti-depressants unless you could be a danger to yourself. Are you really meant to be in charge of people? How? Why?!]</i></span></div>
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<span style="font-family: Verdana, sans-serif;">She continues in the same irritating tone of voice, same stupid comments, "Go out with the girls, go and get pissed!"</span></div>
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<span style="font-family: Verdana, sans-serif;">I manage to muster a response here, "I can't, anti-depressants don't mix with alcohol."</span></div>
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<span style="font-family: Verdana, sans-serif;">"Oh don't worry about that," she carries on, "go and have a few drinks." </span></div>
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<span style="font-family: Verdana, sans-serif;">I can't manage a response again. [<i>internal monologue: How on earth can you get to your age (she's in her 50s) and have such low emotional intelligence? Why are you so ignorant about this? Stop TALKING!]</i></span></div>
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<span style="font-family: Verdana, sans-serif;">I think I fudge an excuse to leave, and leave I do. I'm astonished at the stupidity of her comments, still am, and the worst of it was, no help was offered. No offers of occupational health, no alleviation in my timetable. Nothing. Nada. </span></div>
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<span style="font-family: Verdana, sans-serif;"> It is this kind of encounter that, sadly, creates the 'Us and Them' between classroom teachers and SLT culture in a school. It is regrettable that this kind of incident, something I have never forgotten; produces angry bile when I recall it. </span></div>
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<span style="font-family: Verdana, sans-serif;">Is it any wonder that classroom teachers can be distrustful of senior managers in a school? </span><br>
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<span style="font-family: Verdana, sans-serif;">Perhaps, what is of greater concern is that such encounters have put me off wanting to 'climb the greasy pole' of promotion in a school. If that is the end result, some kind of Faustian pact that recinds you of your soul and integrity, I don't want it. I'd rather be put out of my misery like a horse with a shattered leg after missing a jump in The Grand National, than become 'that'. I wonder if that is something that crosses an SLT member's mind when they instigate a conversation with a classroom teacher? If not, it really ought to. </span></div>
Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com3tag:blogger.com,1999:blog-4403245767882707800.post-32202184491857011032013-10-26T10:57:00.002-07:002013-11-01T06:42:20.989-07:00The Anatomy of a Very Imperfect Lesson<br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">I had a fascinating lesson with my 7EN2 class Friday, last day of term, last lesson of the day. My 'planning' such as it was, was having a mooch on </span><a href="http://www.literacyshed.com/" target="_blank"><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">The Literacy Shed</span></a><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> and found two short videos that I thought could be interesting for them to view and then, erm, I wasn't quite sure where it would go after that. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">The first video was found in </span><a href="http://www.literacyshed.com/the-thinking-shed.html" target="_blank"><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">The Thinking Shed</span></a><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> and it was the video called 'Treasure'. I watched the short animation then had a quick scan of the teaching ideas and that was about it. So, here is the lesson as best as I can remember it.</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">The class have a vairly wide range of abilities, ranging from a below Level 3 to some nudging a Level 5. I have two wonderful LSA's who know what to do and how, and need little or no direction from me. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>2.00pm.</strong> Class arrive, exercise books are handed out and questions are asked about the assessment </span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">they have done recently. Two of the most tricky characters arrive a little later and thus ensues a fraught 10 minutes or so of the lesson. I shall call these pupils D1 and D2. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>2.05- 2.15 ish pm</strong> D1 arrives, coat and bag on, hanging around the door and in the corridor and not wanting to come in the class. Over the past few lessons he has been so disruptive within the first few minutes, he is usually sent to our exclusion room. The same behaviour pattern is repeated here. He will not sit in his seat, will not take off his coat or bag, makes some rude comments about the lesson being boring. </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> D2 arrives, earphone plugged firmly in his ear and he explains to me, that 'It helps him concentrate' and can he keep it in? I ask, "So, you watched Educating Yorkshire did you?" A feigned look of innocence passes across his face. He begins interacting with D1 to the detriment of both of them and the rest of the class. </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> D1, still refusing to co-operate, is sent out. Our 2nd in Faculty notices, pops by again and tries to resolve things. He also tries to speak to the D2 boy with the earphone in, who refuses to take it out. D2 is also also taken out into the corridor too.</span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> As you can see, the lesson has not really started....</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><em>My grading of this part of lesson: 4</em></span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>2.15pm ish...</strong></span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">I begin playing the short animation 'Treasure', we have some silliness and some chatting. Video is paused to establish rules of how to 'watch' something without interruption. </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> D1 appears, back in the lesson, does sit down, but won't take coat off. He then begins to shout out during the video, making inappropriate comments, along with other things like, "I hate English, it's boring." He is sent out again with one of my LSA's fetching the 2nd in Faculty again to remove D1 from the lesson. Meanwhile the animation is stopped. Both D1 and D2 are removed, I continue with the animation. We still have lots of disruption as the start of the lesson was so chaotic. </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> The more conscientious members of the group get irritated with those shouting out, and start making their point with, "We want to watch this, be quiet". The scales are beginning to tip in the groups' and my favour..ever...so...slowly. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Note: As yet, not a Learning Objective to be seen on the board but I do explain to them the lesson is all about developing thinking skills. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><em>My grading of this part of lesson: 4</em></span><br />
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<strong><span style="font-family: Arial;">01/11/13 - This section caused a bit of a kerfuffle on Twitter causing some rather forthright opinions about discipline, some directed at my school. This resulted in me deleting some of my own tweets from my account, and asking some others to do the same (which they did, and I thank them very much for doing so). </span></strong><br />
<strong><span style="font-family: Arial;">Members of my SLT do keep an eye on my Twitter account and this blog, please keep this in mind if you have any opinions about this in particular. </span></strong><br />
<strong><span style="font-family: Arial;">I narrated this incident in particular, purely as a means of illustrating how you can have a catastrophic beginning to a lesson, but it need not destroy the whole lesson, if you don't let it. </span></strong><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>2.20 - 2.35 pm</strong></span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">We watch the 'Treasure' animation again, without interruption although murmers of what it might be about are palpable in the room. When it is finished, I write a question on the board:</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">"Why is other peoples' rubbish, 'treasure' to the old lady in the animation?" Pupils write it into their books and start engaging with the question, first of all giving simple answers, such as: "She is poor". </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> One of the most enthusiastic and adorable members of the class comes up with the idea, that, "She is an artist, becasue she makes beautiful objects out of the rubbish. Maybe her house is a work of art?"</span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Consequently, more of the class begin thinking about the animation and what it is about. This provokes a range of pupil questions about the animation:</span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">They ask questions such as: How does she get food and water? </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> Why is she on her own?</span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> How does she feel?</span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> What is treasure? </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">To which one of the more lively character replies, "Treasure does not have to be gold or valuable, it can be something that you have made or created." To which I utter a big 'Ohhhhhh' and 'Wowwww' in response. I think there was maybe an 'Awwww' in there too. I wish I could remember all of their responses, some were quite remarkable. Note to self, take a picture of their exercise books and add to this blog!</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">I then get pupils to focus on the ring that she finds, which she used to create a beautiful lamp in her little home, asking them, "The ring is treasure, to her, but how did it become rubbish?"</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">The class then produce various theories ranging from a broken marriage proposal to a bitter divorce. During these 15 minutes, there is not one pupil who does not seem engaged or intrigued by each other's questions and answers. I can't spot anyone who is not involved (including the LSAs); the enthusiasm is palpable. They have recieved lots of well deserved praise. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><em>My grading for this part of the lesson: At least a 2 with some elements of a 1 (accept for the fact this is no Learning Objective on the board and I haven't assessed their progress against a level criteria at 20 minute intervals)</em></span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>2.35pm</strong></span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">The pupils indicate they have exhaused their ideas for this part of the lesson, by asking to watch another animation or short video. The board is wiped of their ideas by a willing volunteer - I wish I'd taken a picture of it - and I introduce the 'Made of More' Guinness advert from </span><a href="http://www.literacyshed.com/the-inspiration-shed.html" target="_blank"><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">The Inspiration Shed</span></a><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> to them, making sure I tell them that they are WAY too young to be drinking Guinness and that it is very much an acquired taste. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">This time they watch the video in respectful and a little awed silence. I can almost hear them thinking, cogs whirring at various speeds. As soon as the video stops, I am getting questions. </span><br />
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<span style="font-family: Arial;"><em>My grading? I'd hope a 2 as all are engaged and intrigued</em>. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>2.40pm</strong></span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Based on their ideas, I write on the board, "Is it a good cloud or a bad cloud? Why?" and later on, "If you were a cloud, would you be a good or a bad cloud, why?"</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">They can refer to the video to justify the majority view that it is a good cloud. Even more interstingly, one of my more individual individuals makes the comment, "It is a good cloud, because it gives water to the poor people" I turn to note that on the board and one of my more rogueish characters stops me, by asking me, the pupil and the class, "Where was that in the video?" I ask the rest of the class, "Did they watch the cloud doing this?" I have a chorus of "Nos" and explain I can't write it on the board because we have no evidence to support the idea. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>2.45pm</strong></span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Soon follows a debate about the cloud's personality. One pupils theorise about the personificaton of the cloud, telling me, '"t thinks it is a person, it can do what it likes." Another, thinks it is rather absurd, "Clouds can't think Miss." </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">(Here our 2nd in Faculty pops in and I enthusiasticaly tell him we are having a philosophy lesson, but there's no objectives and it's probably and Ofsted 4. He chuckles.)</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Playing devil's advocate, I say, "But this one seems to have one, why?" More discussions ensue. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">We discuss why the cloud covers the traffic lights, what happens, what does it do to the lights, "It's like a disco Miss." </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">"Ahhh, so why turn traffic lights into disco lights?" </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">We debate humour and the mood of the advert, the responses of the drivers etc. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">The most intersting part for the pupils is the cloud's confrontation with a dog in a tunnel. They can work out it is scared of the dog, so I write on the board:</span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">"Why might the cloud be scared of the dog?" </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">I reiterate where a cloud normally spends it's time, up high, nowhere near the ground. </span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">A lightbuld beams above a quieter memeber of he class, and she pipes up, "It is scared because it doesn't know what it is Miss, it's never seen one before." </span><br />
<span style="font-family: Arial;">I ask, "What is it like to be frightened?" more discussion ensues.</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><em>My grading of this part of the lesson. A mix of 3, 2 and 1 as the discussion was not brilliantly controlled. Again, most pupils enthused and engaged with being able to ask questions that were interesting and relevant.</em> </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>2.50pm</strong></span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">I look at the clock going, thinking, 'Crikey, look at the time!' - managing not to blurt it aloud to the class this time and write a final question for them on the board:</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">"If you were a cloud, where would you want to glide to and why?"</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">I do some gliding around the room of my own, chatting to pupils about their response ot this question looking at their books which are crammed full of intriguing questions and ideas. They have done lots of work, much unlocking of higher level thinking skills that neither I nore they were aware they had. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><em>My grading of this part of the lesson: 2 and 3 - a bit rushed, they needed more time for a better response to the question and to be able to question each other.</em> </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><strong>2.57 pm</strong>. Another, 'Crikey! Look at the time!' moment.</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">I stop the class, gain quiet and tell them it was one of the most fascinating lessons I've had with them. Considering the shocking start to the lesson, they have really impressed me with their enthusiasm and huge range of ideas. I tell them were to put their books as they leave and wish them a good holiday. There are many smiles as they leave. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">So, that was my, erm 'plenary' where really, I should have pointed out the missing Learning Objectives and ask them what they thought they learned in the lesson, along the lines of:</span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">What did they do that was new?</span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">What did they learn about each other?</span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">What did they learn about themselves?</span><br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">What did the learn about asking questions and responding to them? </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">20/20 hindsight is a<em> wonderful</em> thing. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">The class and I thoroughly enjoyed the 'winging it' nature of the lesson, they dictated the direction of the lesson almost entirely. I reponded to what they were curious about and went with it. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> If an Ofsted Inspector popped into the lesson at any number of points, I would have got a different grading depending on which part of the lesson they saw. </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Is this anything unusual? If not, then how on earth is this judgement process going to feel less of a Medieval form of turture, and more something that really DOES develop my teaching? If you are sat observing and judging exactly this kind of lesson, how on earth would the overall lesson be graded? Do I need to check for my P45 in a week's time? Shall I get my coat? </span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"></span><br />Gwenhttp://www.blogger.com/profile/11942983230961317674noreply@blogger.com1