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My Terrible Lesson

22/9/2018

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For all sorts of reasons, the world of Social Media can be a myriad of fairground mirrors: a filtered land of perfection. For many, especially for those starting out, it gives a false impression of whatever the subject of the post is, leading to greater feelings of anxiety and failure when we are - unsurprisingly - unable to match the quality we see.

teachmrn.com has always been a true reflection of my life as a teacher. Granted, always with a positive spin (because that's simply the way I choose to live), but transparent nonetheless. So today I'm going to tell you one of my biggest fails. There's no doubt that this could eventually become a series! 

​THE MATHS LESSON
I'm unsure where the idea came from. I'd like to blame the system, but I also don't like excuses. It was most definitely my responsibility. My NQT year featured an observed Maths lesson. It was definitely before the October Half Term, so it was easily within my first few weeks of teaching. The objective was something to do with identifying regular and irregular polygons. I can't honestly say I'd spent much time on routines and expectations, as I was likely too focussed on getting them to like me, so it's safe to say they weren't ones to settle to work quickly, yet! With all this in mind, I created a lesson where: they were to work in pairs, drawing around a limited number of shapes (due to lack of resourcing efficiently) on a single sheet of A3 paper, which featured a carroll diagram on it. 
Looking back now, the mistakes were clear:
  • Expecting a 'bubbly' class to work in pairs calmly, when I hadn't even prepared them suitably for working alone, was a ridiculous thing to do.
  • Asking them to draw in a Maths lesson was far too exciting a task for a group that were, so far, unable to complete the most basic task to a reasonable level of success.
  • Not supplying a suitable number of shapes meant that many 'finished' quickly, and I didn't yet have the management skills to arrange a further challenge.
  • Asking them to use a carroll diagram should have been a whole separate lesson, and by using the ability groups I had back then, I ended up with tables of no clue, and tables of too much clue, about what to do, with no adjustments for achieving in any direction!

All considered, I'm so pleased it happened. It was a necessary step in my journey that I most certainly learnt from. All mistakes are. 

When browsing through various feeds that we so happily gorge on, likely torturing ourselves, please remember that it might not be all you see. They too would have had a bad day, a terrible lesson. Their airy-fairy quotes and wise tweets may have got a tonne of likes, but they still have a pile of marking they're ignoring, or are nervous about a meeting tomorrow.

We all have imperfections.

One more?
Just this week, undeniably the prompt for this post, I came to the haunting realisation that I was trying to cover too much, too soon. For those in the know, I've gone to Year 6, from Year 5. It's a blessing and a curse, because you're aware of the exact coverage of the previous year: often a topic of contention for the new teacher. However, it became clear to both my Year Partner and I, that we have expected far too much in the first two and a half weeks of our time together. An extensive list of Success Criteria for our first pieces of writing, should have at least been revision on the itemised features first, before any expected application. I fear I've skimmed some important steps. I actually sat my class down to apologise for the pace at which we have been moving, finally taking note of their panicked expressions. This isn't to say, however, that they haven't risen to the challenges set. I still believe in high expectations, and have been exceptionally proud of their efforts. It was a lapse in judgement as I moved away from my fundamental beliefs around teaching in a stepwise, specific manner to ensure understanding over an obsession with coverage. Process over performance always. 

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#TeachingHero

27/6/2018

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The newest #TeachingHero is @StickCole1971 - another lovely human bean spreading positivity amongst our profession! To get involved with your own interview, get in touch!

What motivates you to work hard?
Honestly the motivation still comes from the kids, especially the ones who need us the most. The ones you know don't, for whatever reasons, have the support at home. I have felt this even more since I became a parent. As a leader I can hopefully have a far reaching impact. I do have a strong sense of pride in what I do and like to think that each day I leave school I can put hand on heart and say I have done my best for my kids and my colleagues and hence the school as a whole.

Where do you go for personal and professional support or advice?
I currently job-share in a year 3 class. I am fortunate to have the most amazing job-share partner. She supports me as a professional but also as a mum. I also have particular friends/colleagues whose professional judgments I trust. For example after 4 years as a maths intervention teacher I have found the teaching of writing last term and area I needed support with. Our english lead is luckily also a very good friend. I knew she would be honest and supportive so I asked her to support me. The worst thing? The opposite of this. When people are supposed to be supportive but actually too entrenched in their own views/opinions that they don't really support. TBH I know this is something I need to work on and be more assertive!

What strategies do you use to manage workload and protect your well being?
Workload - this is a really tough one. Funnily enough I don't find the volume of work the stressful thing, it is the amount of work that I sometimes have to do and still not feel prepared eg replanning sessions/resources I know were used last year but no-one can find! 
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As a class teacher you don't really always have the power to influence this. There are certain things that have to be done, there are always things that we feel are 'paper' exercises and don't 'benefit the children'. That is where, as a member of SLT, you need to try to communicate to all staff why these tasks are needed, and of course if they are not STOP! Teamwork is essential. Let's not recreate the wheel. Let's share and have professional dialogue to cut down on planning etc. We need to share our expertise to help each other. I think we need to be more honest and say when we are feeling overwhelmed. You need head/DH and SLT who will be understanding and support rather than judge.

What advice would you give anyone who felt like giving up?

I think we all feel like giving up at times, It is the sadly inevitable side effect of wanting to do a good job in such a difficult profession. I would say try to get to the nub of what the issue is. I find it is often a small thing that can build. It may need a small change or to accept that you need to make some changes eg extra responsibilities that take too much of your time or needing a challenge out of your classroom. Battling negativity. Hmmm, this is another hard one. It is so easy to get in to a negative place. My JS partner and I have written a list of all the things that have gone well v badly and were surprised that the first list was longer. We then wrote a list of things that weren't working and steps to make them better. Obvious but it helped. Try to avoid the negative people at school.

Sum up our profession in 5 words.

Crazy, rewarding, varied, worthwhile, challenging.

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#TeachingHero

20/6/2018

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This week's #TeachingHero is @wayrf! Check out their interview below, and get in touch if you fancy spreading a little motivation of your own!

What motivates you to work hard?
My family are a big help! My kids certainly keep me going when work is tough. I've also started keeping a box of positive feedback - learning walks, emails from pupils/parents, Christmas cards, other nice messages. Good to dip into now and again when I'm struggling to remember why I chose to do this impossible, infuriating, exhilirating job.

Where do you go for personal and professional support or advice?
I'm lucky to have such a good department around me, but there's also colleagues across other departments in the school who I do talk to and take advice from. Twitter has also been invaluable; I'm largely anonymous on here, so feel I can talk about more or less anything. There's always someone out there willing to offer advice or just sympathise. Worst bit of the profession? Two related things: staying organised, and keeping up with the marking (I'm an English teacher, so deserve anything I get). It's vital to get a system in place, and sticking with it, however hard it gets - maintain momentum, and all the rest follows.

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What strategies do you use to manage workload and protect your well being?
I've put in place a few rules, which I do my best to stick to. Not always successfully; but even when I do fail, they're there in the back of my mind for next time. Here goes:
1. Earliest I'll get to work is 7.30am
2. Latest I'll stay at school is 5pm (unless it's a consultation evening or other diaried event)
3. I try to avoid working in the evening. If I do, I try not to do so two nights in a row; and I don't work past 9pm.
4. Weekends: I have at least 1 day off each weekend School are reasonably supportive, but like so many others they're struggling with reduced budgets - so staff well-being has been one of the first things to dissolve.

What advice would you give anyone who felt like giving up?

This last term has been especially tough - one of my hardest since I retrained and started teaching 2 years ago. I think it was a combination of factors: an increased timetable; behaviour issues; lack of support from others in department/elsewhere in school (although see my answer to Q3 - so much of this is budget related, and completely out of the control of my colleagues). I think what has kept me going is being honest, and talking about issues quickly when they've come up, and seeking help when I need it. Never be afraid to do this - this is such a demanding job, and everyone has their peaks and troughs. It can feel lonely in the classroom sometimes, but teaching is a team sport. Lean on them when you need to, and be ready to listen when someone else needs to talk. Otherwise, keeping the basics in focus is also *so* important. Tiredness has a massive effect on my mood, especially towards the end of the week; so I take more early nights than I used to, and having a bath can work wonders for the quality of my sleep. Also important to eat well (and I'm blessed that my lovely wife is such a good cook!), and not overdo other things such as alcohol. They can be an effective short-term fix - but over time, they cause more problems than they solve.

Sum up the profession in 5 words.

Not easy, so the best I can do is: Be kind, know your subject.

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#TeachingHero

13/6/2018

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@primaryteachew is our latest #TeachingHero as we continue to spread positive thinking and celebrate hard work! If you'd like to get involved, let me know!

What motivates you to work hard?
I always feel most motivated to work hard because of the children - however cliche this may be! Seeing them do well, hearing them happy and positive at succeeding always makes me want to keep going. I recently had 2 girls write to Blue Peter and say they wanted me to be awarded with a badge, which I was given, because they thought I was a good teacher. This meant more to me than any formal feedback as it made me feel I had made a real difference to them.

Where do you go for personal and professional support or advice?
I am so lucky that I get to work with some colleagues who have become some of my closest friends. I always turn to them, and them to me, for personal and professional advice because they have an understanding of not just the profession, but the school too! The ‘worst’ part of the profession for me, is always the work/life balance and getting it right. Again, we are able to support each other with this, whether it’s helping to absolve guilt or to stay a little later and help get things done quicker. I really couldn’t do my job without feeling like part of a team.

What strategies do you use to manage workload and protect your well being?
To manage workload, I try and make sure I have 2 nights off a week, and at least one weekend day where I do no work at all. Sometimes it works, sometimes it doesn’t but having a rule there definitely makes sure I am not constantly working. I also make sure I bake something once a week, to relax and de-stress.

What advice would you give anyone who felt like giving up?
The advice I would give, is to look back at the difference you have made. Not always as a bigger picture, but all the small times when you have made an impact. Negativity is much easier to succumb to than positivity, so finding 3 things you’ve done well each week helps keep you focused on the good. Again, I also find being surround by colleagues, who are also friends, helps as you have a good support system in place.

Sum up our profession in 5 words.
Tiring, stressful....but completely rewarding.
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Lessons In Leadership

9/6/2018

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Leaders come in all shapes a sizes. 
In the first instance, we are all leaders of our own classrooms.
Many of us lead subjects or high profile projects.
Some of us lead phases or key stages.
A few of us lead teams or departments.
And the list goes on...

I'm really fortunate to have worked for a variety of different leaders, with a range of different styles and strengths. Each one has taught me an element of leadership, at every level of leadership. Regardless of whether it necessarily fits your job specification, I believe the toolkit for leadership remains relatively similar for everyone. So here are the Top 5 Lessons in Leadership, that I have learnt so far:

Be visible.
In order to build any kind of following, you need to be seen. The simple fact being that no-one can follow someone they don't know. Get out and about, speak to people, build relationships, use humour, get to know things (and low-key collect the information you need to help find your route towards the vision you have). In the long term, it's your following that carry out the vision, so put the work in and smooth out the road you're going to take. Be visible on the playground, greet people at the gate, be present in classrooms and assemblies.
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Be brave.
Leading anything takes courage because of the many varied situations it puts you in. You will be dealing with wider issues than before, with a likely wider impact too; that's the whole point of leadership (in my opinion), broadening your impact. You'll be a mediator, a presenter, a point of safety, a critical friend; all of which involve complex emotions. Leaders must take calculated risks, with as much considered as possible. Bravery and innovation are paramount to promoting positive change.
 
Be empathetic.
I find emotional intelligence is a dying language these days. In a world fuelled by self-centred excuses stemming from too much enjoyment of playing the victim, often we forget that relationships in life are interlinked and that there are other feelings involved. Part of being visible (above) is to gather the sensitive data to find the most empathetic way to move forward. Having said that, part of being brave is understanding that there will be barriers, but it's the relationship built over time that will help you overcome them. Have a human side that ultimately makes the deciding call, but also calls out the snowflakes when needs be.

Be realistic.
These lessons further interlink when you consider that absolute clarity - formed from how much you see and engage with - coupled with bravery and an understanding of likely human reactions, all combine to help create a route towards your vision. Knowing what you have, and knowing where you want to go are 2 completely different entities, but one very much relies on the other. Create a plan that gets you moving, but be realistic about the time scale and patience required. Your own communication skills are tested here. Don't forget to put yourself in other people's shoes, consider your own reaction to what you're asking for. Don't turn it into payback for what you may have gone through.  

Be resilient.
The journey towards, on onwards, to leadership can be tricky. You'll face undesirable reactions, misplaced fear and simple playground jealousy. Work hard to keep a level head and find strategies to deal with all eventualities. As part of a comprehensive wellbeing-centred approach, seek out supportive friends and colleagues that you trust. You need honest feedback to move forwards, comments from the ground on things you implement or want carried out. Make good judgements, understanding your definition of good may differ. Be prepared to be wrong, be prepared to be argued with. Count on all the lessons you learn to support you in making the best progress for your school.
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#TeachingHero

6/6/2018

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This week's #TeachingHero is a very enthusiastic @hannahHGO, who chose to complete her interview via a 2 page Word Document! So much love to spread! If you'd like to join in, let me know!

What motivates you to work hard? 
I could tell a tale of heroic altruism here: success stories about students who have beaten the odds, clichés about ‘doing it for the kids’. My main motivation, however, is much more selfish. So much so, it feels like a guilty secret…I love teaching.
Of course, there are a million things I don’t like about the profession:  the piles and piles of marking; the parents’ evenings in the last week of term; the students who don’t listen and who don’t  seem to care. Despite these, and many other grievances, there are times when I cannot believe the fact that someone pays me to talk about Romeo and Juliet. When I was fifteen, I went on a school trip to see Blood Brothers. I loved it. Now, I get to read and discuss Blood Brothers every single year. I’d talk endlessly to my friends about poetry and plays and novels if they’d let me (seriously – I’ve given my parents poetry lessons). Instead, someone pays me to talk about literature. At the end of long days and tiring terms, I remind myself how lucky I am to be able to do this.
I came to teaching later than some; I was 26 when I did my PGCE. Prior to this, I’d done some travelling and a number of unchallenging office jobs. Even though some of these were interesting, I was bored by 2pm every day. In teaching, every hour is different. 
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Where do you go for personal and professional support or advice? 
I was lucky enough to make a great friend at work. We were both NQTs and we started on the same day at the same school in adjacent classrooms. We used to have a daily debrief where essentially we would have a massive moan about everything – from photocopier woes to difficult students. Although it wasn’t, perhaps, a productive use of our time (we could have been marking), it was really important to be able to offload to someone who knew exactly who and what you were talking about. Once a problem was off my chest, I was less likely to think about it when I got home. A huge asset to my professional life this year has been @Team_English1 on Twitter. It was recommended by a friend and it has, honestly, changed my life. The generosity of teachers in this network has amazed me. The resources I have gained have saved me hours and hours of planning time and I am a better teacher for it.
In my opinion, the worst part of the profession is lack of time. There simply is not enough time to do the job during normal working hours. I don’t work long hours because I am put under pressure by management or Ofsted or because I am a perfectionist (believe me… I am the very definition of ‘winging it’). I work long hours simply to get the job done.
There are teachers who manage to avoid working at home (and I believe that some subjects are more labour intensive than others) but the hours we work are unsustainable. There are small adjustments that managers and school leaders can make to reduce workload but I believe the issue is primarily financial. Teaching and learning would improve exponentially if teachers’ contact time was reduced and we were able to spend more time planning and preparing feedback. Unfortunately, schools are so financially stretched that this is impossible. 

What strategies do you use to manage workload and protect your wellbeing? 
In my fourth year of teaching, I was completely burnt out. I was exhausted and it was affecting my health. I was working every weekend and also in the evenings. My solution was to search for other jobs because I just couldn’t sustain the hours. The problem was, I didn’t really want another job. As I’ve already preached – I love teaching.
So, I decided to go part time. This was not an easy decision. First of all, I was worried about money. I did some rudimentary maths and worked out that if I went to a 0.8 contract, in my fifth year of teaching I’d be earning roughly the same as I’d earned in my first year of teaching. If I’d managed on that salary then, I thought I could manage on that now. Another concern was, well, embarrassment. In fact, I was so embarrassed that when I put in my part-time request, I made up a lie – that I was going part time to support my partner’s business. Looking back, I should have been more honest. I would recommend anyone in a similar position to talk to your school’s management about how you’re feeling so that they can support you. If you’re feeling overwhelmed, then others will be too and management need to know this.
Despite my concerns, reducing my hours has changed my life.
The question everyone always asks, is ‘do you work on your day off’? Of course I do. In fact, that’s when I do all my school work. What do I get in return? My evenings and weekends back. I know there will be teachers shouting at the screen as they read this. I agree with you. The fact that I had to go part time in order to do my job is ridiculous. I’ve been told that part time teachers should do nothing on their day(s) off – that by working on these days, part-time workers are actually responsible for the pressures put on full time teachers. My response? If that's the case, then full time teachers should do nothing at evenings and weekends. It’s unfair to blame part-time teachers for unfair expectations placed on all teaching staff. We're all in this together.

What advice would you give anyone who felt like giving up? 
I know that reducing hours isn’t for everyone. I agree that teachers and school leaders should come together collectively to address the problems of workload. In the meantime, if anyone would like to chat about going part time, feel free to DM me on Twitter (@HannahHGO). 

Sum up our profession in 5 words. 
I wouldn’t do anything else. 
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#WBDMay

2/6/2018

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May has come to a close, and I'm continuing my Well Being Diary. I would encourage you to keep one too! You can catch up on my Well Being post, and the last couple of months here and here.

As usual, I'm using the #Teacher5ADay structure as my pointers, so here we go!

#Connect
May has been a good month for connecting with friends. I really enjoy trying to bring loved ones and friends together; on the whole, it makes managing your social life much easier! This month, friends and I enjoyed a stay (via AirBnB) in a stunning £1.2 million Sussex cottage (it's currently up for sale if you fancy taking a look)! It was a short walk from the famous Pooh Sticks Bridge (families had even left Winnie some honey and notes under a tree). We rolled around the garden for a bit, went for long walks and a pub lunch, ate a tonne of snacks and played a riotous round of Rapidough (check it out of you haven't got it already!)

Equally, a loved one and I went to The Grand, Brighton, to make the most of their fantastic spa! I'd highly recommend them. And if nothing else, the breakfast buffet was a dream! Thank you to everyone at The Grand for making us feel so welcome.
​#Exercise
Running has gone especially well this month! Followers from Twitter have been so encouraging, and I'm very grateful! May has further shown me the benefits for my mental health; I find - quite simply - that a day with some physical exercise is just plainly better than a day without it. Running is a great start to my day and genuinely has a guaranteed positive impact on my week! Join me!

#Notice
My #TeachingHero posts will be coming to a close fairly soon, after an unbelievable response! Check them out in previous blog posts, and there's still time to add your own advice that we can share across our growing community! Get in touch to be involved!

#Learn
This month I am reading 'Making Every Primary Lesson Count' from Jo Payne and Mel Scott. It's a handy guide of simple classroom practices, organised under the same headings as a secondary education equivalent. It's presented well, without jargon, and I'm excited to write a review for you once I'm done!

#Give
​Once again, I have a bunch of friends taking part in charity events in the coming weeks! It's my goal to donate to all of them in some form. Supporting charities is good for the soul. I also received a great response from many of my kids regarding the games I told you about before. There's something challenging about being a child these days and, as key adults in their lives, we're going to need to keep a better handle on the messages we send to them. More on that soon. 
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#TeachingHero

30/5/2018

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Your latest #TeachingHero has a wealth experience to draw upon, including a long list of others who've inspired her. Welcome to @nataliehscott!

What motivates you to work hard?
I have always wanted to teach, I’ve been lucky enough to teach professional footballers, basketball coaches, doctors, plumbers, journalists and web designers. I have even been blessed to have been cited as a reason for some ex students going into teaching. For me, a thank you card from a student, or email from a happy parent, means way more than an ofsted grading or performance appraisal. I teach because I want my students to ‘get it’, to remember, to enjoy and I remind myself that the data I’m judged on is simply the by product of the day to day job. The ‘best classes’ I ever taught were a top set who achieved 100% A-A* and a lower ability set of boys who all got Cs. It’s not just about results though, it’s about the bright quiet girl who writes in a yearbook that she wants to be just like you, and now teaches in Salford, or about the rebellious boy, who would only ever write a line a lesson, in pencil, who one day wrote a wonderful side of description, in pen. I work hard because I want to be remembered for caring, for making each student be the very best that they can.


Where do you go for personal and professional support or advice?
I think the worst part of the profession is that despite working with people all day, that is can be terribly lonely. Stuck in a classroom, or sat alone marking. Colleagues and networks are essential. I absolutely believe in @womened and the work the amazing national leaders do, those women are beyond fabulous, and the network has introduced me to many wonderful educators. It challenges me to be 10% braver and inspires me to have a voice. Another thing I worry about is the negative narrative surrounding education. I always say that I’d rather invest in hope than spend energy moaning. It is through that ‘If not me, then who? If not now, then when?’ that I became a trustee of the Chartered College of Teaching, contributed to Flip the System UK and have built a wonderful network of passionate teachers who inspire me, support me, challenge me and pick me up when I’m down. People like Hannah Wilson, Jaz Ampar-Farr, Amjad Ali and Matt Pinkett are all amazing role models, who have become good and trusted friends. Educators such as David Weston, Ian Gilbert, Hywel Roberts, Debra Kidd and Vic Goddard remind me of the need for humanity, when I feel like my integrity is compromised or a tiny cog in a huge corporate machine. These people will probably never know how much they have helped me- well, maybe they will if they read this!

What strategies do you use to manage workload and protect your well being?
I learnt the hard way; hospitalised, anaemic, exhausted and broken by the system. Now, I do what I need to, I prioritise tasks and love a to do list. I spend time with friends, and I ask for help when I need it. I’m not a superhero, I’m human. I admit my mistakes and marking still overwhelms me at times, but I stick by the belief that if it doesn’t make a difference to the students in my classes, I will challenge it, I’ll ask why. I don’t reinvent the wheel anymore, twitter accounts like
#teamenglish and @GCSE_Macbeth are absolute god sends for English teachers. I’m utterly endebted to them!

What advice would you give anyone who felt like giving up?

Having been there myself I’d tell them to get in touch! Follow other teachers like Emma Kell, Stephen Tierney, John Thomsett, Tom Starky, Tom Rogers... these are really good people. They exude hope. When I quit, charity work took me to France, and introduced me to Spider-Man, a 6 year old refugee, who reminded me of my passion and reasons for teaching. I blogged about him, found my voice, and that led to so many wonderful opportunities- TEDx, TeachMeets, and got me back into the classroom. Sadly, after winning the TES award, it led a fair amount of criticism- sometimes it is darkest before dawn and you just have to keep plodding on. On twitter I try not to engage in the negativity or futile arguments, it’s a waste of my energy. There are some keyboard warriors out there, who wouldn’t dream of saying such things to a fellow teacher’s face. Yes, I like to be challenged, but I don’t need hostility. When all else fails, I’ve found that a mute button works wonders! Ultimately, I think what it really boils down to, and what we must remember, is that there are many truly great schools out there, and there are sadly some pretty soul destroying ones too. It shouldn’t be about leaving the profession, but instead we should have the confidence to leave a school that we can’t align your ethos and values to. Walk away from toxic leaders or situations, but do so with professionalism and the confidence that there are other inspiring, innovative, brave leaders, and many other schools, who will invest in you, build you back up and help you to thrive. Be true to yourself. It just comes down to humility, integrity, bravery and authenticity.


Sum up our profession in 5 words.
Best flippin’ job in th’world. (I know I’m sort of cheating there).

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#TeachingHero

23/5/2018

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Our new #TeachingHero is @GillRowland1, who I had the pleasure of meeting earlier this year! If you'd like to join her, and take part in an interview of your own, let me know!

What motivates you to work hard?
A colleague very early in my career told me that children only get one chance at education and we therefore have a moral as well as professional imperative to make it the best we can. Over the years I have seen for myself what this means in practice in so many different ways. My teaching career was in a number of non-selective secondary schools, teaching children who believed they had failed because they didn't pass the 11 plus, or who had low (or no) aspirations because of their circumstances. In reality it is they who have been failed, so those of us working with them need to double and redouble our efforts to raise aspirations and open doors. As for stand out moments . . . again, there have been many. Lots of "light bulb" moments when a student suddenly realised they could do or understand something, through to the very magic moment when I met the first person I taught who had gone on to be a teacher herself and told me she had wanted to be like me and make a difference to others (pride won over the embarrassment I felt!) She also has taught only in non-selective schools. We often don't know the difference we make, but I truly believe we can and do make a difference - this has always kept me working hard.
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Where do you go for personal and professional support or advice? 
My husband, himself a teacher, has been my personal support for the last 23 years and is irreplaceable. Professionally I have been blessed with some amazing colleagues and we have always supported each other. At a very grim time in my professional life I was grateful for my Union who were fabulous. The Twittersphere has been huge for the last year or so for me. The worst bit of the profession has always been those who think they know it all and try to impose ways of working and those (mercifully few) who have bullied children or staff.

What strategies do you use to manage workload and protect your well being?
Wellbeing was not on the radar for the first 20 years or so of my career, but then the pressures were not so great then either. I am not in school now (I work in ITE at CCCU), but the most helpful thing my last school did was to introduce the idea of planned abandonment - if we want to introduce something different/new what will be give up (abandon) to make time for it? I have always made time for family, I love reading and the theatre and I have always had cats - do not underestimate "the presence of another beating heart" in wellbeing! I have more recently been influenced by "Eat that Frog" by Brian Tracey. it is a book on time management and although it doesn't all work for me the idea of Eating the Frog" does. Let me know if you need me to explain this more fully!

What advice would you give anyone who felt like giving up?
As far as advising anyone thinking of giving up is concerned I think I would ask them first not to make a decision in the heat of a particular moment, but, if they are sure they want to go, to plan their exit so that their dignity and self esteem can remain intact. I would also always refer them to one of the free and confidential teacher support helplines. If I knew their school/circumstances well I might also know how to coach them or help them find ways to ease the load. I am a cup half full kind of person and struggle with negativity - it perpetuates problems and makes things worse for others, so I would normally nudge those who are negative to offer solutions to the problems they see and to take control of their own classroom/environment to make it a beacon of positivity.

Sum up our profession in 5 words.
In no particular order. . . transformational, rewarding, challenging, incomparable, pivotal.
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Teacher's Manual

19/5/2018

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If we're honest, I think we've all said "they didn't teach us this bit during training!" And that has likely culminated in the entreprenurial brainwave that looked something like, "We should write a book about what it's really like!"

Well my friends, that is exactly what Omar Akbar has done, and he very kindly sent me a copy to read. And it packs a punch. 

The (Un)Official Teacher's Manual is a frank and truthful guidebook that will honestly lead you through every step of this often brutal career. While I won't endorse the occasional bad language used, there's absolutely no denying that you will be nodding in agreement with every page you read.

While you may not have lived some of the experiences it coaches you though, you will certainly have heard of someone that has done. You will certainly have discussed every scenario written in this book with someone at some point. Until now, the suggestions in this book have remained unwritten, yet persistently whispered.

Key chapters include:
  • advice on getting the most from your school's monitoring regime,
  • frank considerations for when seeking a promotion,
  • relatable thoughts on dealing with workplace bullying.
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I'll leave you to peruse the rest of the chapters yourself. Ideal for almost every stage of the journey in teaching, this book will open your eyes to the experiences of others. By this I mean, alongside offering advice, it's also useful for even the peachiest of school leaders to gather a sense of the behaviour of staff in other schools, to forward plan and prevent future difficulties. 

Thank you so much to Omar for sending me a copy; I'd highly recommend it.
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