Wellbeing: the subtle art of saying “no”; saying “not yet”, and asking the right questions…

Reading time: 5 minutes

As the dark winter months close in around us, I am seeing a lot more in my Twitter feed about wellbeing and people who are seriously struggling with very challenging work environments.

I have been a teacher for 10 years. My first 5 years were spent working in the wrong way; I made myself incredibly ill every year, and one year I actually fainted back stage after a theatre trip through sheer exhaustion. Working every hour of the day did not make me a better teacher; it made me intolerant, frantic, and did not help my marriage. It also wasn’t really the fault of the schools I worked for – I fell for the ridiculous but attractive idea that I was fed as a trainee; to teach is to be a martyr and change lives by sacrificing your own. WARNING: This is dangerous nonsense. Continue reading “Wellbeing: the subtle art of saying “no”; saying “not yet”, and asking the right questions…”

Words of the Week: what we do…

Reading time: 5 mins

All the resources for the year 2018-19 are here – please feel free to use/adapt these as you like: https://1drv.ms/u/s!Auj24K2Vk84jgad995C6uUNNDUnDZA?e=DSeR2J

We’ve all seen ‘Word of the Week’ used in schools. On the surface, they can seem a little superficial; how can one word per week really make a dent in the vocabulary deficit of our students? I would argue, though, that any change in attitude and practice must have a tangible, visible hook. Word of the Week may not improve literacy on its own, but it creates a simple focal point which raises awareness across the school. Development in pedagogy around vocabulary and literacy is my ultimate aim, but Word of the Week is great marketing for this T&L drive. Continue reading “Words of the Week: what we do…”

Challenge for All: #PracPed18

This is a write up of my talk from Practical Pedagogies in Cologne, November 2018.

‘Unapologetically ambitious, unashamedly academic’

This is the mantra I share with my students at the start of every academic year, and it’s something we return to when we need a boost. I am currently teaching in the same community where I grew up. It’s taken me nearly a decade, but I’ve earned my stripes in a number of other schools and communities across West Yorkshire in order to return to my old stomping ground. I am incredibly grateful for the foundation which my childhood has given me, but as someone who grew up in a single parent family in an area which ticked all the boxes for social deprivation, someone who attended a (technically) failing school and wouldn’t have been expected to do particularly well, I want to give voice to something:

So called ‘disadvantaged’ students don’t want you to make things ‘accessible’, we want you to make aspiration possible. Don’t take it slowly, take it easy on us or limit what you teach so that we can ‘get it’. Instead, be even more demanding, even more ambitious, and help us to catch up with our more privileged counterparts.

Continue reading “Challenge for All: #PracPed18”

Seven ways I’ve kicked my homework habit…

In ten years of teaching, I am embarrassed to say, I have never managed to do homework right. It has always felt like an extra thing; to plan, to remember, to take in, to mark and to cause friction between myself and my students. Growing up, I also remember some homework tasks at school which made me anxious. My own circumstances meant that I didn’t have the resources, time or capacity to do some of the things my peers could. Homework has been something I have shunned and put to one side, doing enough to meet school policy, but without any real passion or engagement. That has changed this year.

I have been leading teaching and learning since January 2018, and it is about time I put my money where my mouth is and upped my homework game – lead by example and all that… Continue reading “Seven ways I’ve kicked my homework habit…”

Memory and Recall: Practical Strategies for a Linear World

Memory 1

This post is based on my talk at ‘Teaching and Learning Leeds: Encouraging the Leader Within’ on 23rd June 2018.

Memory 2

Teaching is fundamentally about making the best possible use of the human brain and helping students to use theirs to their fullest potential. Why then, is there so little focus on how the brain works in initial teacher training and in school based CPD? There are certainly some pockets of excellent practice out there,  Memory 3but the vast majority of teachers on the ground do not have a solid grounding in how we actually learn, and are therefore living in a fog of uncertainty and vague ‘I reckon this will probably work’ territory… Continue reading “Memory and Recall: Practical Strategies for a Linear World”

Vocabulary Flood

flood

Foundations

I am very blessed to work in a school where most of my students have a talent I do not possess. Over 75% of our students speak something other than English as their first language, and many of them speak three, four or even five languages fluently. There are 72 languages spoken in our school community. Walking through our corridors is a very humbling experience for someone like myself who scraped a grade C in GCSE French; our students are constantly slipping in and out of various languages, often creating their own unique patois as they attempt to transcend cultural and linguistic barriers to share ideas with their friends. Continue reading “Vocabulary Flood”

differentiation (with a small ‘d’)

This post is based on workshops I have led this summer at both the Leeds Trinity University NQT Conference, and at Teaching and Learning Leeds 2017 (hosted by The Grammar School at Leeds). If you attended either of these sessions and have questions, suggestions or comments, I would love to hear them @funkypedagogy, or write a comment below. My thanks to Anne Williams (@agwilliams9) and Charlotte Wright (@commahound) for asking me to speak at these brilliant events and providing the impetus I needed.

Slide5

differentiation: know your students and act accordingly. Anything which seeks to complicate this beautifully simple idea is missing the point. Continue reading “differentiation (with a small ‘d’)”