Labels

Showing posts with label Climate for learning. Show all posts
Showing posts with label Climate for learning. Show all posts

Friday, 25 November 2016

Can you become nicer?


I’m going to let you into a secret: I’m not a very nice person.

Now, before you start with platitudes and denials, let me elaborate a little. Firstly, I am incredibly lazy. There is not a single shred of me that would rather get up on a Sunday to mark students' work than stay in bed. On break duty, I’d much rather mill around the central courtyard than pace the corridors and my gym kit has wallowed for the last three weeks in the passenger seat of my car (and yet I will loudly tell anyone who listens I’m a devotee of yoga).

But, it gets worse. When I’m tired, I’m mardy*, with my best mates after a glass of wine I’ve been known to make some seriously bitchy comments, and when people like my teaching ideas on Twitter I feel a twinge of hubris which left unchecked could easily develop into full blown narcissism.

Earlier this week a few people weren’t desperately nice to me online. But that didn’t make me feel shocked or surprised. I get it. Because, remember, I’m not nice either.

What does surprise me is that, unlike me, many of these people don’t seem to want to do something about their lack of ‘niceness’.

Now, I’m not talking about being Kate Middleton ‘nice’. God help me. No, my version of nice isn’t Victoria spongecake, Daniel Buble, or a photo of a baby next to one of those bloody annoying ‘2 weeks old today’ cards.

To me, being ‘nice’ first and foremost means being kind. In other words, ensuring whatever you want to say or do doesn’t make others feel less crappy than it really needs to. When my mum was an RE teacher she had twenty versions of the ‘golden rule’ – treat others how you want to be treated – from different religions emblazoned on the walls of her classroom. As a happy atheist, I too think it’s a pretty good marker for whether your actions are kind and decent.

By my definition, being a ‘nice’ person also means trying really damn hard to have empathy with others and then using it to inform your opinions and reactions: particularly when you don’t agree with someone. Part of this has got to mean that the idea of having ‘a decent sense of humour’ is rewritten to mean ‘having a sense of humour with decency’.

So, how do you stop yourself laughing at blonde jokes, Ricky Gervais’ ‘Life’s too short’, or (ahem) the gender pay gap? I think Daniel Goleman has the answer.

When I read Goleman’s work on ‘emotional intelligence’ for the first time last year (the book having been gifted to me by someone who has EQ in bucket loads) it made me see that, rather than being slave to some innate ‘personality’, we have agency and choice when it comes to reactions that we otherwise see as instinctual.

Crucially – and this is also an increasingly important idea for me in my teaching– we can hardwire new impulses through conscious repetition that forms new habits.

In other words, you can make yourself nicer.

Goleman explains that emotional intelligence and the resulting behaviours can be changed by seeking out experiences that allow us to practise the aspect we want to develop and then getting constructive feedback on our progress. It’s arguably why really good friends will tell you when you’ve pissed them off, are blowing your own trumpet, or being a bitch. They want a nice friend and by flagging up when you’re not so nice it’s helping you learn better habits.

Goleman made me see that I may not be a nice person all of the time. But, by seeking out opportunities to be kinder and more empathetic I will steadily grow these aspects of myself. I’d like to think that’s what prompted me to pick up my phone on Tuesday morning when I saw someone not being so kind or showing empathy to 50% of the population.

In conclusion, there’s no excuse not to be ‘nice’ and I wonder if Piers Morgan has any really good friends.**

* Southerners, read ‘moody without good cause’.

** In my defence, I did say I was bitchy after a glass of wine.

Tuesday, 26 January 2016

Top tactics to make revision unavoidable for Year 11 students

It’s still five months before the first GCSE English exams and 1 in 5 of our Year 11 have already attended at least one voluntary after school revision session.

Now, not for a second am I complacent about this. What will impact student achievement this summer is sustained hard work – both in and out of lesson – but I am taking a moment to have a demi-smile that this year group clearly want to do well and are upping their game when it most counts for both them and the school.

I was asked by the lovely @cazzwebbo how we go about getting these students to attend such additional revision sessions. I can only reply with a slightly scattergun and naggingly persistent approach that uses two main tactics:
 

1)      MAKE REVISION UNAVOIDABLE AT SCHOOL

·         We display posters on the doors of all form rooms and class rooms.

·         We have daily announcements over the P.A. system at the end of the school day to say where revision is starting.

·         We give reminders in year team briefing for form tutors to pass on and ensure these messages are repeated in assembly.

·         We have a form group league table updated on a weekly basis to show which groups have attended most frequently and then award prizes to encourage a competitive element.

·         Our HoY has a loyalty card scheme which unlocks access to the prom and then further Vivo rewards.

·         Revision session reminders are also displayed on TV screens around the school.

·         We provide free buses for students to get home twice a week to ensure every child can access the after school sessions.

 
2)      MAKE REVISION UNAVOIDABLE AT HOME

·         We give all parents revision class timetables on Year 11 Parents’ Evening. Class teachers then refer to this in their discussions with parents to clarify expectations about which sessions their child will attend.

·         We send text messages to all parents to remind them when revision sessions are taking place.

 We call home or post letters when target students are not attending and clearly need to be.


3)      MAKE REVISION COUNT

·         We make sure that when students do attend that their time is well spent by teaching well-structured sessions. All teachers ‘opt-in’ to lead the sessions they are most confident delivering. This helps ensure that they come back!

·         We give every student a timetable showing the topics that will be covered on each day so they can ensure they can address areas of weakness. We hope that this encourages them to divide their time sensibly between revision for other subjects. Note: we remove the teachers who will lead each session as students sometimes only want to go to the ones ‘their’ teacher leads!

·         We liaise with Maths to ensure that students can attend revision in both core subjects.


Of course, this only scratches the surface of our revision strategy. I haven’t even begun to mention the revision bags, QR code revision sheets, revision book marks, half term and Easter schools, intervention days, walking/talking mock exams, use of website or Twitter, or our deployment of an English Support teacher. I’ll save that little lot for another blog.

Friday, 6 March 2015

Open the blinds - and your eyes


I’ve got a serious gripe: classrooms with all of the blinds pulled down.

Walking into one of our rooms with all three blinds drawn has the power to send me spiralling into a claustrophobic whirl of hyperventilation. The walls begin to creep in towards me. The strip lighting seems to surge and buzz. My skin shrieks out for vitamin D. I run scurrying for the pull cord.

Maybe it’s my poor eyesight. An enclosed classroom, to me, is a darkened cave in which children are (seemingly) given permission to behave like the woolly mammoths that might’ve once inhabited them. They lie, lump-like, slumped across tables.  A stray scarf or other uniform infraction – that might’ve been challenged – seems to go awry in the womb-like gloom of the cave.  A mobile phone creeps out of the crack of a trouser pocket…

 
Perhaps unsurprisingly then, it’s definitely children who seem to demand that the blinds are down. But, I have also heard one repeated, impassioned, retort from teachers when I’ve challenged them for enshrouding their classroom with the tug of a curtain cord: “Students can’t see the Powerpoint!”
Most of the time this simple issue can be solved with an equally simple solution: keep the blinds open and turn off the incessant, omnipresent, electric light instead! Although using high contrast text – black and white – can also offset a friendly fuzz from daylight too.

But if this doesn’t solve the solution…? Shock. Horror. Turn off the Powerpoint! Ask yourself, is it a useful prompt for students or simply a useful prompt for you?

When I read this recent article that suggests the ‘naturalness’ of classrooms has the power to boost learning, my grievance finally felt vindicated. Here was the evidence I’d hoped for. For it’s my stance that with light beaming in through the windows learning itself becomes illuminated, bouncing sharply from the exercise book page and lighting up the conversations between teacher and student.
So, next time you’re tempted to smother the sun with a couple of sheets of grey plastic, don’t. Open your eyes to what you’re doing.

Open the blinds.