When Saturday Comes...

Saturdays are made for relaxing, family and sport. I used to have a season ticket at Southend United, and travel to many away games. For the last few years, I have dedicated myself to hockey and recently helped break a Guiness World Record for the longest ever game (see <here>). I also now take my son swimming, one of my favourite times of the week.

Yet I do find myself giving up a reasonable number of Saturdays for 'work related' activities. So far this year:

• ResearchEd (September)
• Michaela Debate (November)
• TeachFirst (March)
• London RE Hub (April)
• RE – Am I bothered? (June)
• HEI Credo Days (July)

Despite wanting to attend, I've said no to:

• Culham St Gabriel's Weekend (October)
• Strictly RE (January)
• Deabting Michaela (April)
• Northern Rocks (June)
• The Big Homerton Education Debate (July)

I had to pay out of my own pocket for all conferences I have attended on Saturdays, as well as my travel and any sustenance. This also doesn't include the many evening events I have attended including TeachMeets, talks and meetings.

The world of Edu-Twitter is not in any way representative, but I did a quick poll back in March:

This is quite astounding. I am not some isolated 'teacher-geek'; there is a substantial number of teachers regularly giving up Saturdays to attend conferences and education events. 

My reason for doing the poll as I felt a real sense of guilt for hosting The London RE Hub on a Saturday when a number of RE teachers had already given up a good number of Saturdays. I was sure that their husbands, wives, partners and children were cursing me. I also knew that at the previous years' conference, around 20% had paid for their ticket out of their own pocket. It was a heavy weight. 

Why run an event on a Saturday?

• Equal access - Some courses can sometimes be the reserve of heads of department or senior leaders. This is sometimes well cascaded, sometimes it is not. Sometimes teachers without leadership responsibility can be well positioned, enthusiastic and keen to improve and use the knowledge from the course. 
• 'Rarely Cover' - This has resulted in far less staff being let out. It is out core purpose to be in school, teaching our students, but if we want to be better teachers, sometimes we need to spend a day out of school learning, reflecting and networking.
• School Budgets - This is linked to the above, but if you are self funding, you can't be told no. 
• Social - You can go for a beer and curry afterwards. I have made good friends, and fantastic professional connections this way.

However there is some serious concerns here:

• Are schools going to expect staff to do CPD in evenings and weekends?
• Will staff continue to fail to balance professional and personal lives?
• Should staff be expected to pay out of their pocket for CPD?
• Do CPD records held by schools recognise the quality of grassroots, teacher organised CPD?
• Is there greater expectation to take part in these events if you are a Tweeting/Facebooking teacher who probably already spends several hours a week doing informal CPD via #SLTchat #UKEdChat, Facebook groups, forums?

I have had to start saying no. Even though sometimes I feel like I am missing out.

I have a young son, and I love spending my weekends with him. I also love playing hockey and spending time with friends and family. I also can't afford to spend £100 on a ticket / travel / food / hotel for such events. I also need a break. I need to switch off and forget about my job every now and again. 

For what it is worth, I am sorry that I have had to organise events on a Saturday. I am sorry that the current climate demands this. Thank you for coming. I'll see you in the pub afterwards, and I'll even buy you a beer!

Tommy and I at the hockey club

Image: The Guardian

Sweet Dreams Diary 2015

Twitter throws up some interesting invitations and opportunities. One such came from Dr Carol Webb... Somehow she has managed to coordinate 43 teachers to produce a high quality diary to raise funds for the Family Holiday Association... I am Mr Easter Monday!

Over two million children live in families who cannot afford a day trip to the seaside - far less than a simple holiday! The Family Holiday Association works to help disadvantaged families get that much needed break away from home.

The diary is A5 spiral bound, 62 pages, month to a page and follows the theme of 'A Dream Holiday', with each teacher posing to camera with a backdrop of their dream holiday.

Diaries are available to order NOW in return for a donation of £10 (including postage and packing).

You can purchase them using Paypal via <here>

If you would rather just make a donation, you can do that via JustGiving <here>

www.familyholidayassociation.org.uk

Don't Change The Lightbulbs

Me with my chapter!

Using Twitter as a teacher has got me involved in many different things. TeachMeets, and in particular TM Havering, ResearchEd, Andrew Old's blogger curry nights, Caroline Webb's charity calendar and this, Rachel Jones's "Don't Change The Lightbulbs".

Rachel is an incredibly enthusiastic and innovative teacher who I always enjoy hearing speak at TeachMeet and other education events. When she asked me to do the Top 10 Tips for RE teachers, it was a real privilege. There are lots of RE teachers on Twitter and this burden weighed heavily on my shoulders as I embarked upon writing my chapter earlier in the year. Hopefully it gets a nod of approval from my RE colleagues when they have a read!

Rachel launches the live stream Q&A

From what was going to initially be an eBook, somewhere behind the scenes, Crown House Publishing got involved and decided that the book would also be going into print. I'm not sure that it was my name's inclusion that got them interested and more likely Vic Goddard, Jim Smith, Hywel Roberts, Mark Anderson, Ian Gilbert, Oliver Quinlan... all already popular authors in their own right. A fantastic job has been done with the book and it is something I am really, really proud to be a part of. 

The book launch, the first of these kind of events that I've been to, took place in The Centre For Literacy In Primary Education in Southwark, London. It was a great evening, if not a little overwhelming. In a small space, there was a huge number people that I follow on Twitter. People that inspire me and that I look up to. There was also cake and wine. 

Part of the evening was a live feed with a Q&A. Various people either volunteered or got selected to answer a question... there was an RE-related one and up I got up. I made a passionate plea to people to remember the importance of RE in the curriculum. I told them about the fact we create a space in the curriculum for asking and answering the big questions, including those about life and death. I told them that our subject is more important than ever as we still encounter students who have various prejudices that need to be challenged. My final plea was that people did not judge the RE of today with their own experiences at school. It is one of the fastest growing GCSEs and it is often one of students' favourite subject; the teaching of RE (in many schools) has been transformed in the last 10 years and there is so much great stuff going on in RE classrooms up and down the country. It seemed to go down well.

We got our first 5 star review from Acadmies Weekly <here>. The review importantly pointed out, "Much of their advice really is first-rate but what stood out above even that, was the commitment they displayed for teachers supporting each other and developing as a community.". This is perhaps the reason why I tweet and blog, and will continue to do so. The book launch confirmed the ability that we all have to make a contribution to improving education and raising the standards of teaching, without government intervention.

None of the authors were involved for financial gain, it started as a project to simply share ideas. However, now it is a published book, a final reason to buy a copy is that all the profits go to Action for Children. Not only will you get a really lovely book, full of inspiration, but you'll be donating to a really excellent cause.

So, what are you waiting for? Buy a copy from the publishers, <here> or from Amazon, <here>.

Thanks Crown House Publishing for this present!

Reflections: As a new HoY

Me unwinding last Sunday in sunny Southend with my family

This year, as well as Assistant Subject Leader in RE (bigger deal that in most schools as it's RC), I began my adventure as Head of Year 10. Or Pastoral Development Coordinator, PDC, as my official title goes. Whatever the name, I look after the behaviour, learning, pastoral, moral, spiritual, citizenship, health... and more(!), of 125 young ladies.

A few things stick in my head. These are comments made to me when I was appointed.

"Ah... pastoral, the easy route to the top!"

"I thought you valued teaching and learning? Good luck with that now..."

The first two weeks have made it very clear that this job will be everything but easy. There were some attractive Head of Department jobs going in our Diocese, offering substantial TLR payments. I was confident I would be in with a very good chance and indeed got very close to applying. 

One day, I do think that I may end up as a member of a SLT. However I have always wanted to "walk before running"; learning and mastering the art of teaching. If I do get to that level, I want to still share the classroom skills I have learnt. I also worry about the day that I stop being in the classroom, that's the very part of the job I love.

Had I taken a Head of Department job, I could be applying for Assistant Head jobs within two years. Instead, I decided to stay at my current school and see what a pastoral role could offer me. If I was desperate for an AHT job, the 'easy route to the top' would be as a Head of Department for two years. It would never in a million years be this.

Is it a common perception of pastoral leaders? I can't understand it, but equally I struggle to shake it off.

These last two weeks have been an absolute baptism of fire. Obviously I can't and wouldn't go in to the details but I have seen, heard and dealt with a lot of things that have challenged me in so many ways. I have wondered for the first time in years, "Can I do this?" and have sat at my desk reflecting hard on my ability to cope with the demands of the position (not quite tears, but nearly!). I'll be honest, that's not often me. Maybe I've had it too easy until now?

On the flip side, I am really enjoying it. As I previously blogged, I love a challenge. I will do this job, and I will do it to the very best of my ability. I will put in every hour that I can find to do it well. 

Regarding valuing Teaching and Learning, I am already seeing in a very real sense that way in which factors outside the classroom get to the heart of teaching and learning. Why is that student kicking off in lessons? Why are they not doing their homework? It adds another level of understanding and helps me deal with those issues in my own classroom too. 

Additionally, I still have an 'academic role'. I lead KS3 RE, where we are still in the process of a complete syllabus overhaul. I am supporting a non-specialist, while also helping the Subject Leader in RE with all of her duties. I also still teach RE! 

I do understand that sometimes, something has to give and I need to work out how and what that may be. I need to get smarter at my marking. I need to use every second during the school day and thankfully many of my lessons are ready to go. This does not mean that I neglect differentiation, or lesson improvement, or creating things from scratch. I couldn't do that to myself, or my students.

It's going to be a tough year. I'm glad I've got a fantastic wife and family, a great department, brilliant colleagues, the best of friends, a highly effective PLN through Twitter/TeachMeets/Curries... plus lots and lots students who make it all worthwhile. 

Healthy Teacher? Join Us.

OSHC 6th XI - I'm in the middle of the back row

The return to school in September always prompts new resolutions and new promises to yourself. This year, my personal one is based on health, fitness and losing weight. Nothing unusual there as resolutions go, although I was reminded of being told at the gym that actually they loose more members than they gain in January as people look at their finances and other commitments and then cancel. School life is busy - how can I possibly sustain this?

Why is this such a challenge?

I'm married to a teacher, in the same school. We arrive at 7am each day and leave at 5.40pm when the bell goes to kick us out. I often work my lunch break, and as a result can often pull a 11 hour day. Sometimes this happens 5 times a week, something I would imagine many teachers can associate themselves with. 

This is in part my choice. I really hate doing work in the evenings and at weekends. Obviously occasionally I have to, but largely I manage to avoid bringing too much home by using this routine.

However, like many other teachers, I am always tired! Too often the thought of going to the gym, or for a run, is too much to bare. Likewise, the last thing either of us wants to do is spend time creating a home-cooked healthy dinner or preparing packed lunches. Again, I'm sure we're not alone.

What I do do [Fitness]

I love sport; there is nothing like the feeling of physical exertion to make you feel better and more positive about the world; a healthy body is so often a healthy mind.

• From the end of September to late March I play [field] hockey. This takes up 6 months-worth of Saturdays and it is something I have played since the age of about 10. I have only played for one team, Old Southendians, in my home town [Southend] and for the last 3 years, I have captained our 6th XI. I could play higher if I wanted, but I play for fun, enjoy the company of the players in the 6th XI and we are our unofficial youth development team. We introduce teenagers to the world of men's hockey; coaching and encouraging, while toughening them up!
• On a Friday, the staff get together in the school sports hall for a bit of 5-a-side footy. We have a few guest stars from our local CoE church to make up the numbers. It's normally good fun, if a little competitive. However we do often undo our good work by heading to the pub for a shandy or two afterwards!
• I have a Personal Trainer at the gym. This has really helped over the last year to increase the variety of exercise I do and introduced weights into my programme. My wife also has one and we do try to time our sessions on different days, which means that we go at least twice a week. However that is often it, two 30 min sessions a week.
• Running... I've done the local ParkRun twice in the last 6 weeks and occasionally go out for a jog in an evening.

As I write this, I feel quite good about myself. However the reality is that since my wedding in February, I have put on 3/4 of a stone and certainly don't feel my best.

Diet

The life of a teacher is not conducent to eating well, without discipline. In the 8 days of term so far, there has been cakes in the staff room on 4 occasions. I still have three boxes of chocolates on my desk from students last year. I have a bag of sweets under my desk, used for students. I often eat my lunch 'on the run', and I've already mentioned the downside of working long hours in school with my wife being a fellow teacher.

There are ALWAYS the healthy eaters at school. Their little box of salad, a homemade soup... (although too often they also the first at the cake table!). In the lead up to the wedding, we cut carbs out, survived on high protein meals, ate salad, soup. The trouble was, I was too hungry! School is a physically and mentally demanding place. I simply wasn't getting enough to sustain my life in school on a long term basis.

That binging on sweets and chocolates is often because we are stressed, tired, sleep deprived and have a P6 with that Y9 next.

Germs

There is a LOT of them in school. I heard of three girls vomiting in school on Friday, one on the floor of a classroom. I got sneezed near, coughed over... we haven't even hit October.

I can understand why parents, especially working ones, send their kids in. Indeed my mother was a teacher and I still remember the day my sister was in the toilet vomiting and my mum was telling her to hurry up, brush her teeth and get in the car. It's probably why my sick record at work is still pretty impressive. 0 days last year, 1 day the year before (only as I was at A&E with a serious eye infection that was putting pressure on my brain), 0 days the year before that...

They are impossible to avoid; thankfully your NQT year seems to help build up an Übermensch-like immunity for many... Although, that first day of the school holidays? Yeah I'm always ill too.

So what to do?

There are some things I can change, some I can't. This is what I am planning on doing so far:

• Join a local running club - this will force me out at least once a week.
• No cakes with my lunch - our allowance does include enough to have a cake, every day so far I've had fruit instead.
• Taking a multi-vitamin tablet every day.
• Drinking more water. I used to teach in 17 different class rooms. I used to always loose my bottle by break. Now I have an office and 1 classroom, there are no excuses.

However I imagine there must be lots of other teachers in the same position as me... are you one of the them?

I plan on doing a follow up blog and would like some other teachers to give their tips and ideas. If you feel able please...

Submit a #HealthyTeacher tip <here>

or email TalkingDonkeyRE@gmail.com

My Plantar Fibromatosis & Work

I recently did an interview for my Ledderhose and Plantar Fibroma support group and it reminded me of a popular post of Ross' about The #GuiltyTeacher. His post was inspired by Mr Steer on Educating Yorkshire and discussed some of the ways in which teachers neglect themselves, particularly when it comes to their health.

I have to put my hands up that I have been guilty of this on many occasions. My plantar fibromatosis operation was one such time. After seeing the aggressive growths on the bottom of my foot, the doctor wanted to operate as soon as possible. However I delayed the operation, despite his protests, from February to June in 2009. This was as the recovery time was around 2 months and I felt that I couldn't leave until after my exam classes.

Additionally, my school required that I set cover work for each lesson for the 6 weeks. I sought union advice on this and it all became a little difficult as it was made clear that if I didn't set it, my department would have to. As I had 6 months notice, I got on the case and had a folder with a searing plan, class list and instructions for every lesson, for 6 weeks. 5 years down the line in my teaching career, I would now make a far greater fuss and refuse to complete such an outrageous request. 

While I was off, I was getting piles of marking delivered to me. This was a step too far even then, and most of that went in the recycling (sorry students of Y7 to Y9 2009). The idea behind delaying my operation was to avoid the crucial marking time!

Even before the diagnosis, I had been in great pain and was renowned for teaching in my socks, as shoes were too painful. Thankfully, I lived in one room so this was entirely possible; plus it had carpet! 

The operation came and went, the recovery took longer than I had hoped and I was on the sofa for a full 2 months. I felt miserable and could see how people actually never went back to work after even relatively small ops. I had worked it all out so I had no choice but to go back on 1st Sept for the new school year. Actually, I needed a further two weeks off but I forced myself as by this point, it was the doctor saying "Are you ready?". Looking at he Autumn term, most teachers would say NO!

The operation was a partial success, as it is less painful now, but the lumps are back. I am currently looking into new treatment options and hopefully they will not cause as much pain as they did in 2009. However I still take my shoes off a lot at work, despite not teaching in one room! Often it is meetings after school, and colleagues often ask, "No shoes?" to which I reply, "Not today". Maybe it they read this they'll know why!

The whole experience taught me some valuable lessons about long term absence and looking after yourself. Thankfully I did no greater damage to myself by delaying the operation, although the consultant did tell me afterwards there was a very small chance the lumps were cancerous and that was one reason for him wanting to get it done sooner rather than later.

I wish I could say I was not a 'guilty teacher' any more, but alas I sill wait until school holidays to go and see the doctor and at the minute I have a really bad back (manifesting itself in my buttock muscles, painfully!). I have raised it at school and straight away they have got me a better chair. However, it is hard to see how I can avoid hours sitting marking my KS3 exams and writing Y7 to Y10 reports...

I bet you have your guilty teacher moments too.

Read the full interview about my feet and hands: <here>

Sharing: How Much?

At the start of half term, I got married. As this was to a colleague, it was BIG news. Also as a Catholic RE teacher (who by coincidence was teaching Y10 about marriage at the time), receiving a sacrament, it had added significance - I was finally "practising what I preached", as I was helpfully told by a student.

I think it is a testament to the school in which I work that this was very public knowledge, but without much hassle. The fact that many students attend the church where we were getting married, and it was published in the newsletter, made it very clear as to the date, time and place. Also staff were all aware and many students had relentlessly quizzed them, with small details, often accidentally, revealed. Our school provides itself on its family-like community, and everyone seemed very happy to be genuinely celebrating in our marriage.

It then became hard to work out what to share. Students had asked me to put a picture on the RE Twitter feed. In many schools, teachers would not dream of doing this, but after discussion with my new wife we decided that a few days after that we would publish 'the selfie' taken in the wedding car (see <here>), and one of us in the church walking down the aisle(<here>). These obviously got a lot of retweets and a large number of incredibly kind and genuinely lovely comments from the students.

I know many teachers would be hesitant to share anything of what could be a very private day. Many teachers would not want any students to know about their wedding. I'm not sure if it is the nature of my school, or the nature of my job, or the kind of person I am.

RE teaching lends itself to deeply personal stories. I have spoken about the highs and lows in the lives of my friends and families including the illness and death of my grandparents in lessons. It's hard to be genuine without being personal. It's one of the reasons that I love RE so much and I think Tom Bennett summed it up well in his article recently in the TES (see <here>); it genuinely is a subject like no other.

Already when teaching about marriage we have discussed in the class the marriage preparation and the 'compatibility test', but the question is now, how much more do you, or should you share?

Next year when I teach about marriage in the Catholic church, I have done it, and I'm happy to talk about it... however is my wedding video going to be the ultimate resource or a step too far?

Dream Baby Dream

Come on dream on, dream on baby

Come on dream on, dream on baby

Come on dream on, dream on baby

Come on dream on, dream baby dream

Come on and open up your heart

Come on and open up your heart

Come on and open up your heart

Come on dream on, dream baby dream

Yeah I just wanna see you smile

And I just wanna see you smile

Yeah I just wanna see you smile

Come on dream on, dream baby dream

It's important to clarify that I never have called any of my students 'baby'. Secondly, I am very sure Suicide (the original writers, a 70's electronic protopunk band), nor Bruce Springsteen, had school students in mind when they wrote and performed this. Despite all this, I kind of feel that this can be all about our lives as teachers, right?

The core message of this song is three-fold:

• Dream (aim high and never give up)
• Open Up (and give us a chance; trust us; let us in)
• Smile (because you fulfilled your potential and got the right result!)

The first of these two present some deep and complex problems in schools:

How do we encourage students to aim high and never give up?
How do we encourage students to open up and allow us to help?

Let's look at each:

How do we encourage students to aim high and never give up?

2.49 million of people are out of work (BBC - Aug 2013), including a huge number of recent university graduates. Speaking to current sixth formers, they are excited and looking forward to university, but don't want to talk about 'what happens next'. Such an economic situation can breed a situation where there is seemingly no point in aiming high... yet alternatively should it not be providing a drive to be the very very best?

However, are my Y9s really thinking about the economic state of the UK jobs market? Probably no.

I've heard people talk about the fact we live in a world where there are few consequences. Look at banks... Bailed out despite their financial mismanagement. Out of work? Enjoy benefits! Again, I don't agree. Speak to an ordinary person struggling on state handouts, not the Daily Mail version. Are there consequences to my students if they don't get the grades? Yes, they have less choice of A Levels; they may also be asked to leave. Some want to leave anyway?

Now I am incredibly fortunate to work in a good school where for much of the time behaviour is not a big issue. Most students do want to do well. However too many (and one is too many!) dream of being a WAG or just finding a rich husband. They do not always have the high aspirations I try to inspire. This is not always easy being a relatively young (29) year old male teacher in an all girls environment - what do I know?

I try my best; I try to instil belief in my students, always. I also to build resilience. I'm trying to get my students to adopt the notion of FAIL (First Attempt In Learning), trying to help them learn to pick themselves up, get better and not be phased by the process. I want them to recognise their weaknesses and combat them rather than shy away from them; it ain't easy!

I think we need to keep reminding students to dream, and dream big. We must fill their lives with hope and ambition because unfortunately the world won't always necessarily do that. It's also not just about dreaming, it's making those dreams become a reality through hardwork and perseverance.

Dream Baby Dream

How do we encourage students to open up and allow us to help?

Teaching all girls requires a huge investment in time. Relationships can be slow to build; loyalty is given to those who students have known the longest.

In my previous job, and I know it is a massive generalisation, I found many boys would open up quite quickly. This was especially the case as soon as you had watched the footy the previous night and knew last Saturdays' scores. Again, not all, and there were always the tough nuts to crack.

I am encouraging FAIL as I mentioned before, an openness where we all recognise our failings. I admit my weaknesses too; I tell students what I struggle with. I offer my time, without constraint... it always shocks them when I say I am in school from 7am until 6pm everyday - appointments always available.

It's important when you say this, you do it. Hattie is right when he says feedback is the most important driving force in raising progress, a 1:1 with a student gives drastic results in the following essay at A-Level.

But too often, I offer this service, and students do not take it up. Why? Does it make the mistakes impossible to hide from? Does it expose their failings in an unmanageable way? If I force it, does it remain a useful experience? Is the only end result of that meeting one of... phew?

Is there a better way? A quicker, easier way? Perhaps not. These are young people finding their feet in the world and working out who to trust and who not too. The main aim can be to prove you are that person to turn to. Are you reliable? Do you keep promises? Do you drop that marking to solve a crisis? If so, then maybe, just maybe, your students will open up.

Come on and open up your heart

Finally, "I just wanna see you smile"... Yes I do. And it makes me think all the pressures, stresses, impossible deadlines, piles of marking, 14 hour days, relentless reminders and chasing, frustrations, tears, headaches and social events cancelled completely worth it. Most of the time.

Yeah I just wanna see you smile

The Teacher Nemesis

I think it's safe to say everyone wants their classroom to be as disruption free as possible. We all want to give our students the best of our teaching rather than the best of our crowd control and discipline techniques. I am very fortunate enough to be working at a school where I can develop my craft of teaching rather than spending all day scraping students off the floor and pushing them back out the door.

A univeristy friend of mine today published a very interesting telegraph column, <here>, on the possible need for students to have their nemesis. It brought back memories of my own school days at Southend High School for Boys. Some teachers inspired me for life, others scared me, others I saw as simply unkind.

My French teacher was an absolute legend. He was an excellent teacher but equally very very scary. His results were exceptional with all students. There was no tolerance for a lack of homework or failure to learn vocab. Equally his punishments were always extra 1:1 lessons. Crucially, it was easier to be a success than a failure; good scary right? I think a fear of failure can be healthy in the right doses, and from the right people. He obviously cared deeply, and people that have seen him since school have said he is really nice chap. Very sadly, he had to retire early on health grounds.

On the other hand, a maths teacher who never liked me (and I genuinely have no idea why) told me in the last lesson before my GCSE exam that I'd "get a C at best" and laughed at me. This moment has never ever left me. 'C' was a failure in my Set 2 Maths at a Grammar school, she told me I was a failure at Maths. Yes be realistic but also fair and constructive. This comment was none of those three things.

I got an A and just a few marks below an A*. One if my main aims on results day was to find her. She wasn't there.

Ever since, I've been determined to do well at Maths. I even took up 1:1 Numeracy lessons with Y9 students to prove "I have got it"; HEAR THAT, I have taught Maths! Even now I try and do maths in my head and 'enjoy' working out department data. I use logic in philosophy and bring Maths into RE where I can, all with confidence.

She was my nemesis. She was unkind to me for no real reason and I've spent the rest of my life trying to prove her wrong.

I hope none of my students will ever feel like that about me.

It has helped me on rather, than held me back. I've been determined.

How do we manage that? I'd quite like my students to be spurned on 10+ years after my lessons... Just for different reasons. We want an encouraging and supportive environment where teachers believe in their students. Yet oddly, this nemesis can actually help us to succeed.

Make sure you do read Mic's column <here>.