This summer has been dedicated to an amazing delayed honeymoon in Dubai, on safari in Tanzania and then a week on the beach in Zanzibar... it was GREAT!
However now it's back to business and a number of education bloggers have been helping with the new years' preparation. I agree with Tom Sherrington when he said, "Over the last two years, I’ve found that I can engage much better with the ideas in some of these books when I’ve seen the authors express their ideas directly – either in person at a conference or through some of the video material on the internet." (<here>). It's also why I love TeachMeets, teachers expressing ideas from the books in a real and practical way!
Tom's post, "Contemporary educational ideas all my staff should know about"<here>, is a great starting point for beginning conversations about the most up to date ideas. This is vitally important, as every now and again I hear staff talking about learning styles and even brain gym!
Shaun Allison has also put together an excellent collection of videos <here>. In time where staff can really take control of their CPD, this is an easy and accessible way into many contemporary ideas. They are ideal as a starting point for discussion in a school or department session, or simply as a bit of personal viewing!
The Educators on BBC Radio 4, <here>, has also brought some up to date educational ideas to the general public; teachers were listening and ready to blog, particularly when John Hattie made an appearance. Two great overviews of this are found <here> (concise from John Smith) and <here> (a little longer from David Didau).
That's me started off... (tickets are also booked for ResearchED 2014: see <here>)
I wonder how I can bring a few more colleagues along with me this year? I got 9 staff to TeachMeet Havering (in our school!) at the end of term and I'm ready and refreshed to start these conversations again.
"Don't worry about your GCSE results! I never use mine!"
"I can't even remember what I got for my GCSEs!"
"No-one has ever looked at my GCSE certificates!"
These are some of the things I have read today, on GCSE results day, via social networking sites.
I can see how they are easy statements to make as the older you get, the further away the GCSE results day is, the memory fades. The stress, the worry, the nervous anticipation, the hard work in the build up...
Here are a few reasons GCSEs do still matter...
GCSEs often determine sixth form destination
Many schools have a minimum requirement, as do many colleges. Apprenticeship courses and other training programs will also have certain demands. These requirements do drastically vary; some are happy with 4/5 C grades, with Bs in subjects you want to study at A-Level. GCSEs are a good indicator of performance at A-Level and is the only externally verified qualification you have to your name at the start of sixth form study. Your results also directly affect your predicted grades which may be used by sixth forms and colleges to decide on applications. The better your grades, quite simply, the more options you have.
GCSEs determine subject studied at sixth form
The majority of sixth forms only allow students to take A-Levels in subjects where they have achieved A or B grades. Requirements for other courses such as BTECs will vary, depending on the subject. Most sixth forms will require you to redo English and/or Maths if you have not got a C grade at GCSE as a condition of entry. Subjects studied at sixth form will naturally open or close doors for university study or job prospects...
GCSEs may determine which universities you can apply to
Some universities require high A-Level grades. There is an assumed connection and based on your GCSE results, some universities will not consider applications of students who got Bs and Cs at GCSE. Popular universities and competitive courses will naturally be more effected by this.
GCSEs may determine university courses
Most universities want at least Cs in GCSE English, Maths and sometimes Science. Some universities have specific requirements for other subjects, with certain grades... sometimes a B or even an A minimum or preferred. Obviously the subject choice at A-Level often determines university courses and if GCSE grades were limited, this would effect all further study.
GCSEs may determine your career
Some career related courses such as engineering and medicine expect GCSE grades in Sciences and Maths at grade A... some even now specify A*! Social work, teaching and nursing expect at least a C in English, Maths and Science - even if you have A-Levels and/or a degree. Even jobs that do not require higher education have minimum requirements and with the general increased level of expertise and education across the UK, more and more jobs have a competitive field.
BUT GCSEs ARE EASY NOW ANWAY!?
"The job of exams is not to be hard, it is not to be easy...[ ] The job of exams is to test learning and produce adequate differentiation across the full range of candidates. This, amongst other things, is why we need what that charming individual called "Exams for Thick People". The job of an exam is not to let clever people show off, it is to actually assess people, and that means differentiating between D and E grade candidates just as much as it means differentiating between A and B grade candidates. Complaining that exams are getting easier is just a socially acceptable way of complaining that we're no longer restricting education to a privileged elite." Daniel Hemmens
We have never established exactly what GCSEs are for, and O-Levels before them. There is two possibilities:
Are GCSEs (and A-levels) intended to differentiate pupils to help sixth-form colleges and universities with selection? This would indicate the A*s in any given year are the brightest of the cohort. The ability of an A* in 2014 would not necessarily be the same as an A* in 2004.
Are GCSEs (and A-Levels) intended to mark a certain standard – an A grade pupil has a certain set of skills, a C grade student a smaller set? This would indicate in any given year that there would be similarity in same-graded students.
Each model would look very different and debate is difficult. Whatever the purpose, to have a universal benchmark in education is difficult. Exams could never stay static and could we ever have two people 20 years apart with a similar exam / qualification?
It cannot be argued that many students are passing more GCSEs and at higher grades. However is it over simplistic to say they are simply getting easier?
Things to consider:
It was always tougher in the "good ol' days"!
Do you actually, with any accuracy remember how hard your GCSEs or O-Levels were?
O-Levels were taken by top 25% and many failed while, GCSEs are for the majority of students
It is increasingly difficult in much employment to not have GCSE grade C in English and Maths
There is pressure of relatively high unemployment; education/qualifications can help job prospects
Far more students attend university
Education has a far greater emphasis in today's society; naturally pressure comes with that
Teachers (for better or worse) are able to focus teaching for the exam; League Tables/OFSTED forces this!
Students have greater access than ever before to online resources and websites which can reduce the effect of poor teaching/schools
Remember
There are students who have worked countless hours over the last two years to really achieve their first (of hopefully many!) qualifications. A student who has a clutch of A*-B grades will not necessarily end up with a great job, big house, fast car... but they have done something to set them on their way. Likewise, life is not over for the student who has a set of low grades... there are many ways to make your way in the world. I always tell my students they are worth far more than a set of GCSE grades; they are beautiful and wonderful in so many other ways. However to reduce or belittle anyone's achievements today seems a little mean and unnecessary.
Congratulations to all students receiving GCSE grades today
However on the flip side... I bloody love this song:
"We busted out of class had to get away from those fools
We learned more from a three minute record than we ever learned in school"
I began Tweeting for my students in January 2012. It was initially an experiment to see if there was any value or worth in using Twitter to communicate with students. I mentioned it to my Head of Department, who mentioned it to our Department line manager. There were a few brief discussions, but as it became clear I knew what I was talking about and had considered the implications, potential risks and consequences, I was left to get on with it.
Having watched The Social Network and working out I was probably in the first 100,000 Facebook users in 2004, and having used Twitter personally for several years, I was fully aware of the power (and the dangers) of such social networking tools; I had, in many respects, grown up as an adult with social networking.
I liked the idea that on Twitter students would 'follow' and not be 'friends' and that everything was transparent and could be checked by any member of my SLT. They could see my interactions, everything was public and could be read by anyone. There was also the great power of the Retweet!
However without a set of guidelines, or policy, advice or even really having an 'in school' sounding board, I needed some kind of personal framework. I spent a lot of time considering how I would utilise Twitter. It is also important that you never forget the risks, and that you are always aware of what you are Tweeting and to who. I devised a little reminder to myself, and to share with others (it's RE themed, naturally...);
The 10 Commandments of Tweets with Students:
1 - Don't use your personal account for school; don't use your school account for personal.
2 - Don't follow students back [Justin Bieber news is widely available elsewhere].
3 - Don't just endlessly RT [It's boring and misses your chance to be personal].
4 - Don't just RT without checking [you need to read it and make sure it is suitable in content].
5 - Don't be available 24/7 [It's okay to take some time off as a teacher].
6 - Don't DM students [The good thing about Twitter is that it is very transparent].
7 - Don't use long, boring hashtags - it's not cool [Do add inconspicuous subject tags though – i.e. #REteacher #REchatUK]
8 - Don't just post links [Why should I click on it? Who is it of interest to?]
9 - Don't assume that just because you Tweeted it, and students follow you, that they'll read it.
10 - Don't be a boring Tweeter - sometimes it okay to say something a little fun!
I spoke to colleagues via Twitter and got some interesting feedback about what some schools are saying...
One staff handbook said, "On no account should staff involve themselves on social networking sites with children" only via school email. However the school had a number of Twitter accounts including a whole school one which were clearly not covered by this policy. This seems typical of the lack of guidance given to many teachers. Other schools insisted on 'locked' accounts and vetting each potential follower.
Another school had put together a policy, which is not overly complex but covers most areas:
The Purpose To allow departments to disseminate key information relating to KS4 that will ensure pupils have access to important online resources that can be used in preparation for the exams.
The Benefits • It allows us to model using social media responsibly • It is a great way to communicate using the technology that many of our pupils use already • It is instant access when new information is released by exam boards, key authors, well known speakers and relevant news agencies • To share resources for revision etc (all information will also be available on paper for those who don’t have access to the internet)
Safety considerations • Nothing is private. Teachers will not be following any pupils • Everything that is written is available for everybody to see • It won’t be accessed in school • It will be only for KS4 • We have contacted numerous schools that already use it to discuss safeguarding concerns • All accounts will be monitored by the teacher responsible for the twitter account and by [Senior Management]
Reminders [to staff]
• Never follow a pupil, make this clear to pupils
• Never retweet an article or image you haven’t checked first
• Bear in mind that not all pupils will have access to the internet
• Only use with KS4
• Always remind pupils about safety for example: nothing you write on the internet is ever private. Only write things you wouldn't mind your parents, teachers or future employers seeing. What you put on the internet will be used to judge what sort of person you are. Never write anything negative or unkind about anyone else.
[Hope this is okay to publish? It's the best one I've seen so far!]
I think this is a great starting point. It has been circulated to staff, students and parents, so everyone is clear on its purpose, use and potential.
The problem to overcome is the fear of social networking. Sadly some staff see it as an evil. I agree, it can get ugly, and many staff have had to deal with social networking causing a variety of problems in the school. It is hard when other staff do not have an interest in social networking. In the worst cases, you will receive a flat no. At the other extreme, you are left with no policy to fall back on for protection (me...).
There is lots to consider. Lots. It needs constant review too. There may be something you haven't thought of, an issues that arises. It needs to treated sensibility, in a considered way. A member of staff may make a mistake... just like in the classroom. Will the school then ban Twitter for everyone? One of the most important things I read about social networking and schools was that "Every school has a social media and social network presence - are you going to ignore it or engage in it?". Your school and your staff will be discussed on Twitter, Facebook and numerous other places. If you have a school Facebook page comments and questions can be put there and answered accurately. I was told by students that I wasn't discussed on Twitter because I use it! There is so much potential. SO much. I love using Twitter with students and it has been incredibly useful. I answer questions, help with everyday questions ("What week is it?"), homework help, last minute exam prep. I link it to my blog [here] and it's amazing how much students pick up, from the news and links I tweet too. Sometimes a 6th form lesson will begin with something they've seen on my Twitter.
I am not an expert. I am still learning. I still make mistakes. But this is the same as in the classroom right?
Don't just set up a Twitter account and start Tweeting. Speak to your school, follow any policy or guidelines in place. Talk to students, what do they want? Take your time, consider your purpose, what will your Twitter identity be? Try it, evaluate it, persevere with it, re-evaluate it, keep using it, don't give up, have a little fun...
Read more:
#TMLondon (11/12/12)
My first TM presentation, 'Using Twitter with Students': PPT & Full Audio & Video - 10:25:00 to 11:10:00
6th Year - New school, new job... Assistant Subject Leader on RE.
7th Year - Edmodo/digital learning/leading staff CPD/joining TeachMeet world.
8th Year - NPQML (Regret!), arranging two major local TeachMeets, Independent Learning Project coordinator.
9th Year - New job... Head of Year 10 (or PDC - Pastoral Development Coordinator).
Why?
Some staff are very content to turn up, deliver generally good lessons, fulfil all their contractual obligations and be a success in doing this. They're not looking for promotion, and are quite content maintaining the status quo.
I like to challenge myself and push myself. I know I sometimes get complacent and to keep adding further 'plates to spin' keeps me fresh, enthused and focused.
However, I am also getting better at saying no and have this year had the confidence to turn down certain things. This gets massively important as sometimes when you appear knowledgeable, insightful and willing, you get put upon. I still lead as much CPD as some members of SLT.
It's also worth noting that some staff are desperate to 'climb the ladder' as soon as possible. I have always always been sure that I wanted to 'walk before I could run', so to speak. In a Catholic school promotion can be slower... Indeed at least one of my PGCE cohort walked straight into a Head of Department job! I was told "Heads of RE jobs in a Catholic school are dead man's shoes" and that can certainly be the case.
9 years in, I should probably be a Head of RE. However I recognise that for the last 3 years I have worked alongside an incredibly inspirational Head of RE who has given me massive free reign. I have been working hard on being a really outstanding teacher and ensuring our department leads on teaching and learning within the school... I really believe we do. There is nothing more that I love than a colleague coming to ask about something that a student has said we do well. So much of this works because I've not been desperate to seek elsewhere to be a Head of RE.
In all honesty, had I not go the job as Head of Year this year I would have had to consider leaving in the very near future in order to progress. Thankfully that has not been the case!
Is the job not enough of a challenge in itself?
Of course it is. Government changes keep us on our toes enough, but I think the important question is how do we "keep the light burning, keep on dreaming"? [Dream Baby Dream - Springsteen]. Especially in a personal way.
This was the CPD course that I won at #TMLondonBus and was of great excitement for me as its the kind of course I would never normally get the opportunity to attend. Due to 'rarely cover', the majority of CPD courses at my school can only be exam board courses. However as this prize was non-transferable, I got to go!
Collaborative or cooperative learning features in both Hattie and the EEF's research. I've always found this has mixed results, and keeping all students working and on task can be hard... there are often dominant individuals and those that see it as a way of escaping doing work!
We looked at some strategies that I have already tried (and re-tried since) in my class. Allocating different tasks, separating information and so on can all work, but need careful planning. For me, it has to have a better outcome than working individually, or be looking at developing specific skills. Too often it doesn't.
My Y7 class have recently been working in groups on a wiki (see <here>) and so were all 'experts' in one religion. They then wrote 5 questions and answers based on their area of expertise, which they all had to memorise. Students then went around the classroom with a 25 question and answer sheet and needed to get it filled in. This resulted in them working collaboratively to gain some information about the religions that they hadn't studied. It was just simple, factual knowledge, however for those sharing their area of expertise it reinforced their own learning and helped them grow in confidence to talk about what they had been learning.
4) Peer Tutoring
Again something I've had mixed results with in the past. We used different sections of the room, breaking down questions, teaching one another and moving around the room. For me, the clear thing here was actually the ability of the teacher to break down the questions clearly and in a graduated way.
I often use 'experts' in my classrooms (particularly with Y7), which is something I got criticised for from OFSTED (see <here>). It has made me realise that I need to perhaps think a little more carefully and critically about how I use them to have greater impact. I also should try it with older students, they just tend to be a little more self conscious about being the expert! However if everyone has specific, allocated roles, it may work better. Careful planning again the key here.
5) Digital Technology
This could literally mean anything. When highlighted by the EEF, it is referring to tablets (iPads etc) apparently. Hattie doesn't make any note of this.
The key thing here, which is nothing new to me, is that if it simply used as a ‘glorified toy’or a substitute for laptop, it has no impact. However when focus is on pedagogy they do have an impact… if a tablet is creating challenge, engagement, enabling and demonstrating progress, or giving feedback (the big four considerations). It requires careful thinking about the Apps or websites used.
There was a discussion about funding and finance and that actually many schools could (and do) implement BYOD [Bring Your Own Device]. I have done this on numerous occasions, asking students to use Socractive, making videos or just simple research; they basically have a computer in their pockets!
The two apps that were looked at were Aurasma (augmented reality - digital content linked to physical content) and Educreations (Take photo, record video, mark, upload). Augmented reality is very cool and fun, it grabs attention. However I'm still not overly convinced on it's ability to enhance education. Yes it creates engagement, but equally I'm not sure I want students walking around school using their mobile phones on display boards. Educreation as a tool for marking is again engaging, but ultimately hugely time consuming when I have a heavy workload in this area already.
There is a big place for embracing technology in education, but as an RE teacher, I'm not quite sure how it is best used yet. This said, I do get my students, blogging, creating wikis, engaging via Twitter... None of this has cost me, or the school, a penny to date. The cost versus impact is a debate that will continue to run.
6) Metacognition
This is 2nd on Sutton Trust, 'knowing about knowing', and often cited in current education research talk.
We focused on Mind Maps and looked about 'how we learnt' the story of Leonardo Da Vinci, and detailed our method:
Phase 1 - Listen to short story and create a mind map with pictures only [numbers allowed] (code)
Phase 2 - Retell partner story (decode)
Phase 3 - Add some key phrases
Phrase 4 - Listen and correct (check)
Phase 5 - Organise -> Look at each paragraph and look at topics: skills, early life etc
My students are not fans of Mind Maps. There is a tendency for some girls to get overly obsessed with neatness and as a result, don't like to make them as they get messy! However we then looked at different types of diagrams and I must admit, I gravitate towards one or two styles when it may be better to use alternative models when presenting ideas:
Meta-cognition and associated ideas such as 'Learning To Learn', study skills and so on are very important but rarely do they get taught well. It again gives me something to think carefully about in my provision of Citizenship/PHSE programme next year as Head of Year 10.
Self-evaluation and self-regulation are important, but how do we teach this to our students and is it best done discreetly as part of good teaching, or in separate lessons? This section was more a start point to reflection rather than a simple answer.
7) Feedback
We began by doing the 'house drawing task', where criteria was given afterwards. This is always a powerful exercise and reminder of why we need to make criteria explicit and why it helps with feedback!
There are four types of marking:
Specific
Non Specific
Positive
Non Positve
This leads us to Feedback (specific positive) and ‘Feedforward’ (specific negative). However I admit that I also use non-specific positive when marking KS3 and KS4 to motivate and encourage. It is not possible to mark everything in detail... but I do believe that comments and stamps which give a simple reinforcement of hard work and effort so still have a place.
However everything needs criteria in order to give specific feedback... are they explicit or implicit? Does the teacher know what it is? Does student know what it is?
All types of feedback has positive and negative:
Teacher written feedback
It's personal, formative and expert BUT is it just one improvement? It's time consuming! Do they respond to it? Does it have impact?
Teacher feedback with technology (also includes stickers, comment banks)
It's formative, expert and time saving BUT does it have impact? Is there a perception that its not personalised?
Teacher with coding (includes colours/letter/numbers)
It's formative, expert and time saving BUT does it have impact? Is there a perception that its not personalised?
Teacher marks one and gives whole class feedback using technology
It's formative, expert guidance, time saving and reusable BUT do you access to the technology? How about children (and parents) that object to their work being 'picked on'? Engagement?
Dialogue takes place and has impact, it's formative, expert and time saving BUT there is a perception that the teacher is not doing their job? There may still be errors? Is it suitable for all ages and abilities? Is it time consuming to do for the class?
Peer marking (against the criteria)
It's formative, expert and time saving BUT what are perceptions of the students and parents? What about errors? Is it suitable for all ages and abilities?
Dylan Williams was cited at this point, in saying that 'all marking is a waste of time if no impact, dialogue, response or conversation' (could be a paraphrase here!). This could be as simple as getting students to write exactly what they are going to do to improve on feedback, and time needs to be given to do that (currently known as DIRT time - Directed Improvement and Reflection Time).
There was also the possibly of bringing research into the classroom... Can we do a RCT (randomised controlled trial)? Two similar classes within the school, with all other factors limited, one with an active intervention... what would the results be>
To conclude our session on Feedback we watched this:
Feedback and marking were highlighted as a school in both our Section 5 and Section 48 inspections. As a department, we spend a lot of time marking, but is something we are in the process of reviewing. How can we ensure greater progress? How can we help our students to improve further? How can we better use our time? Again, this didn't give all the answers, but certainly a start point for further thinking.
Overall
I thoroughly enjoyed the Research for Learning (RfL) course and would highly recommend it. Rarely do courses provide hands on Teaching and Learning days that are cross-phase and cross-curricular. Rarely do you walk back into school having had time out to reflect, and come back with new ideas and enthusiasm. People sometimes criticise the EEF and Hattie, but at this point in time, what else do we have as teachers? It's certainly a start point. No-one does know your students like you do, but can we really ask people to take the teaching profession seriously if we are the modern day equivalent of Quacks? RfL is Drangonfly's brand of the DfE's Evidence Based Teaching (EBT)... my question, do we need to brand it as new form of pedagogy or is it simply the only way forward to ensure a robust professionalism that is informed and based on sound research?
This was the CPD course that I won at #TMLondonBus and was of great excitement for me as its the kind of course I would never normally get the opportunity to attend. Due to 'rarely cover', the majority of CPD courses at my school can only be exam board courses. However as this prize was non-transferable, I got to go!
This course was a teaching and learning day that focused on what was labelled 'The Magnificent 7'. These are the seven most powerful ‘impactful’ interventions to improve learning based on Hattie and the EEF Toolkit combined.
The background to this is that there has been a shift from the 1970's uninformed free practice, to a National Curriculum in 1998 that introduced uninformed prescription, before in 1997 there began informed prescription. Potentially (and hopefully!) there will now be a move to a future of informed professionalsim.
The terminology was not lost on me, as a big Western fan. The film's tagline, "They fought like seven hundred" indicating their effectiveness and impact. The Magnificent 7 here were:
1) Piagetian Programs
2) Direct Instruction
3) Collaborative Learning
4) Peer Tutoring
5) Digital Technology
6) Metacognition
7) Feedback
1) Piagetian Programs
Hattie put this at 2/138 so it is worth investigating! SOLO taxonomy was touted as being a bridge between Piaget and practice/pedagogy. It gives a clear hierarchy of learning, including differentiation and can help inform lesson objectives.
For the majority of lessons, it was suggested you need one multi-structural and one relational verb in the objective. Additionally this will help differentiate lesson objectives:
Multi-Structural - All
Relational - Most
Extended Extract - Some
These SOLO terms are from a taxonomy that is lesser used than Bloom's, but as many are now suggesting that as they are linked to Piaget, it is quite possible better. The teacher sees what level they are at, and then actively pushes it on. Students recognise the associated shape and realise they need to move forward:
To try the relational stage we used hexagons in a short exercise. This is the point from where students make progress in bringing together ideas... where they explain and analyse. Justifying the positioning of the hexagons allows this thinking to take place.
This has encouraged me to think about using SOLO in my lessons. I know Sam Betts has been using in A-Level RE and I will revisit some of his resources. We worked together on a grid (see <here>) for students to map their progress and he added SOLO logos. I took them off as I hadn't used this approach before but now think I may readd! A friend of mine, Andy Knill, is passionate about SOLO and runs the GlobalSOLO network which may also be of use.
I think it may also work very well as a consolidation, revision technique. It's important the students know the facts, but often it is then joining them up (relational) and hypothesize (extended abstract). I also don't think this is necessarily changing my teaching, but thinking with greater clarity about where I am headed and how I can help my students realise that too. For any topic, ideally they would get to the 'extended abstract' stage... and if they simply stayed at the prestructual we'd all be in trouble!
2) Direct Instruction
This was called 'the meat and potatoes', or the basis of most of our lessons! The 7 steps to this are as follows:
Step 1 - Decide Topic & Objective
Step 2 - Provide Input (Video/Text)
Step 3 - Give 3 bullet points of what happened on mini-white boards -
pupils reflect/respond to the objective on the white board - the teacher
gets feedback from this
Step 4 - Decision (based on the feedback) - 3 options ->
push on, identify some that need extra support or reteach
Step 5 - Decide a task to meet that objective directly - e.g. write a paragraph with success criteria (see below)
This was a really handy reminder of the basics and what they need to be. It's also 4/138 from Hattie, and if done well can produce regular, good solid lessons. It is important to factor in Step 4 (the most important step I think) and be flexible within lessons. I know I am going to ensure more success criteria are given even for shorter class-based activities and not just assessments.
So often at a TeachMeet event, there is a little moment that sticks with you. Mine last night, at the second TeachMeet that I've organised (<link>), came from Mr Beezy (@TheReal_MrBeezy). He stressed the importance of asking 'Why?'. It is an important reminder to all of us to step back and ask the question 'why' when we look at our teaching... "Why is student X not behaving?", "Why is student Y not making progress?", "Why is student Z falling asleep in my lesson?". Too often we focus on the behaviour and not what is behind it.
I guess part of this is due to my new role as Pastoral Development Coordinator (PDC) for Year 10. Obviously teaching always involves pastoral care, but from September I will be at the frontline for 125 fourteen year old girls embarking on their GCSEs ensuring all their many needs are met. I'll need to be asking 'why' a great deal.
It reminded me of a TED talk that I hadn't watched in ages by the late Rita Pierson, "Every Kid Needs A Champion". She begins with a quote from a teacher she used work with:
A colleague said to me one time, "They don't pay me to like the kids. They pay me to teach a lesson.The kids should learn it. I should teach it. They should learn it. Case closed."
Well, I ([Pierson] said to her, "You know, kids don't learn from people they don't like."
This does pose problems. Many of us have seen colleagues try too hard to be liked. Ultimately, we are here to teach and to educate. Sometimes that means we have to do things that mean our students will not like us. They may even hate us!
However, as we listen on to Rita Pierson it becomes clear that this is not the end of the story, and actually her view is not an over simplistic one. They will understand when we say no, put them in detention and show them tough love. They will understand because in the lead up to this point, we have developed a relationship with them so that they know that everything we do is to help them achieve. They may be angry with us in the short term, but when they calm down and 'get over it' our relationship will remain strong.
Will you like all your children? Of course not... You won't like them all, and the tough ones show up for a reason. It's the connection. It's the relationships. And while you won't like them all, the key is, they can never, ever know it. So teachers become great actors and great actresses, and we come to work when we don't feel like it, and we're listening to policy that doesn't make sense, and we teach anyway. We teach anyway, because that's what we do.
Teaching and learning should bring joy. How powerful would our world be if we had kids who were not afraid to take risks, who were not afraid to think, and who had a champion? Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.
For me, asking 'why' can help us be a champion to our students. How can we believe in them, support them, understand them if we don't ask why?
Read the full transcript <here>
Watch the full video <here> - and I highly recommend you do!
