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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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The Miracle Morning

21/4/2018

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I would like to think it's clear from this hobby that I enjoy writing, in many forms. And I've always said one of my favourite things about teaching is the problem solving (so I feel like that covers Maths too). Can you tell where I'm going with this yet?

I need to read more. It's all well and good having Booked users around the globe, making great progress in reading, but my own education is important too, and I can't remember the last time I read a whole book for pleasure... 

...which is why I was so happy when the lovely Dr Glenn Mason sent me a copy of this; The Miracle Morning, by Hal Elrod. And it might have changed my life.

It would be too easy to classify it as a 'self-help' book; it's more than that. It's an inspiring tale of a man whose life was turned upside down on multiple occasions, leaving the reader to consider what they're waiting around for in the mornings.

By staying in bed, you're essentially telling the world you don't want to live that day. Imagine how much more you could accomplish with a more get-up-and-go attitude.

The book guides you through a process to start each day with a solid routine of 6 practices that will help you reach a Level 10 life - the life you dream of, the life you deserve.
It's a careful mix of goal-setting, mindfulness, healthy living and holding yourself to account for the choices you make. Hal accurately describes your thought process as you talk yourself out of doing something great, with the simple conclusion of, 'why aren't you bothering?' Did you know that 95% of people settle for mediocrity? Would you like to be one of the 5% that goes above and beyond?

He sets out a simple acronym, S.A.V.E.R.S as a way of starting each day right, organised in a way that could last 6 minutes, or 60 minutes, depending on how busy you are!

I can't recommend this book enough. It really will motivate you to deliver your best self.
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Mask

24/3/2018

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We often take for granted the fact that we learn. We often assume that everyone does the same things we do, despite having followed completely different journeys. But in a world where we should all be striving to get better, how do we reach our best self if none of us truly know what that looks like yet? What if we rely on just one role model? Could we misfire?

As we are more than aware of by now, I love a geeky chat, and this week a lovely colleague of mine indulged me in a dialogue about 'Professional Identity.' We were sharing stories of Initial Teacher Training and how we continue to look up to so many of the people we work with; they influence our practise, we seek out their opinions and we crave their feedback.

However, as we build on our experiences and make naturally different choices, the bright-eyed among us will often catch sight of new views. Do we feel torn that it might contradict that of our teaching hero? What if we try out that strategy we observed but it completely fails for us? It doesn't mean it was a poor idea - it's just an idea that doesn't fit our developing style. 

Taking time to build your professional identity is both an individual and team effort: it's your responsibility to seek suitable development, and the responsibility of others to respect your right to do so. Here are my five tips for building Professional Identity:
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Know your strengths and weaknesses - and understand everyone has them!
When you first start out, and even as you continue, it's easy to believe that everyone is doing a much better job than you. Truthfully, there will be some things that people are more successful at than you and I, but there are also things that they struggle with. Get to grips with your strengths and weaknesses as your first step in building yourself.

Ask questions, but expect no concrete answers.
My entire career, I've maintained the very evidence-able fact that, with the thousands upon thousands of teachers that have existed, we still haven't found the 'best' way of doing this. This is a beyond clear indication that a mixture of approaches is paramount, and that the only way to tease out successful ideas is through discussion, yet there won't be a stand-out winner. 

Trial and error will be your best friend, and your worst enemy.
You've spotted what you want to improve, and your colleague has suggested (and maybe even modelled) something different to try! However, much like Chinese Whispers, language often changes and instructions are open to interpretation. It should be common practice to test out theories with the reflective behaviour to analyse it afterwards. But the insecurity of failing often holds us back. Consider this, what if you quit too early on the most successful plan?

Give back - because you have a lot to offer.
As much as you should want to learn from others, put yourself in a position to teach as well. Imagine an ethos so open, that any person could go up to anyone else for advice or feedback. Take feedback with the action it deserves and make good use of it. Again, trial and error will let you know whether it was quality feedback or not!

Keep positive and trust your gut.
Negativity is infectious and by associating too often with a negative mindset, you can undo all of your hard work. Have a vision and stick to it - but understand the method of achieving it is malleable. Your immediate teaching idol may turn out to be someone different. Experience will shape how critical you become, the kinds of ideas you take on board and therefore decide what opportunities you might miss. Keep an open-mind when it comes to building your artillery. Everyone has something to offer.
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Mothership

3/3/2018

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Back in September, I was fortunate enough to be invited to present at Learning First Greenwich. And such was the structure of the day, that not only did I get to experience delivering my own workshop, I also got to attend another. I chose to attend the Department for Education update on Tackling Teacher Workload.

It was at this workshop that I learnt there is an entire sub-department of the DfE dedicated to reducing teacher workload! Astonishing! Did you realise this? Because I didn't. 

I was aware of the Workload Challenge - a survey that some equally geeky friends and I had taken part in, and I knew that there had been some reports created as a response, but I wasn't aware that it was all led by a specific group of people whose job it is to make our profession more manageable.

For many, I can already hear the groans, and see the eye-rolls; a destructive cynicism that things can't get better. Fortunately, I hope to never work with you, because I have great faith that we can evolve and adapt in this ever-changing educational landscape, to make proper sense of research, to make the best decisions for our young people.

Part of the work of this department, is now to host seminars on what can be done to improve outcomes for young people, without worrying damage to the health of people working in this sector. With such a focus on retention of teachers, it really is paramount that we take opportunities like the introduction of this team with great enthusiasm. So that's what I did - I attended one of their courses, and I would encourage you to engage too!

I'll share more of my learning another time. For now, take a quick read of the recommendations, and contribute, rather than complaining how hard your job is.

​You could also download the summary poster below:
Teacher Workload Summary Poster
File Size: 1816 kb
File Type: pdf
Download File

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Click Here for the Workload Challenge Reports!
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Demographic

13/1/2018

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Before I begin (although I suppose I've technically already started), I'd like to stay a massive thank you for such a positive response about the third year of teachmrn.com! You can catch up on last week's posts here and here!

There are now even more ways to stay connected and engage with our growing community. Use the buttons below to stay in touch through whatever channels you choose; I love hearing from you, and feedback is always welcome!
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While we are still in a period of catching up with each other, I wanted to tell you a story. In my post last week, I told you that I'd learnt about my demographic, and that I was keen to find out about my audience. Here's where it all started...
Back in September I was proud to be asked to deliver a workshop at Learning First Greenwich. As per usual, the nerves were sky-high, yet I was so pleased to be invited.

In whatever capacity you attend these weekend CPD events, you can't help but learn. There's something extremely empowering about a group of people getting together - by choice - to share ideas and come to a common understanding. 

Each time I've been asked to complete a workshop or lecture, I've come away with something new. Be that about the content, public speaking, creating relationships, anything. And this was no different. 

On this occasion I learnt about energy. I wasn't as dynamic as I'd have liked, and it was one of those moments, where to switch it up half way through, would have been strange. I was disappointed with my performance, staying seated the entire time. I wouldn't do that with my class, so why would I do that with adults who had chosen to be there? What's more, I hadn't done that in any of my previous workshops or lectures.
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Develop reading skills with my app, Booked! Click the image for more information and FREE resources!
Despite my own personal feeling towards it, I was so appreciative for the feedback. I received such generous tweets from people that attended, and I'm still extremely thankful (give them a follow if you haven't already done so!). In times of fear and nerves, they're so encouraging.

However, upon our return to the Lecture Hall for the rest of the Keynote speeches, we were handed an Evaluation Form. The layout of the day was in two halves: one workshop in the morning, one in the afternoon, and keynotes sprinkled throughout. This meant I got to attend a workshop, as well as deliver my own (I'll tell you about the one I attended another time because it was fascinating). The evaluations were handed out, and over the shoulder of the participant in front of me, I observed them write this:

"The *first workshop* I attended was extremely useful. Unfortunately, Mr N's was not."

Months on, I still remember it word for word, and I'm so grateful. For in that moment, I learnt the most:
  • Firstly, that you will never be able to please everyone, and you have no option but to accept that.
  • Secondly, there will be opinions out there that you may never know, but you may be able to make a positive change if you seek them out.
  • Thirdly, knowledge about your audience is key, because then you can make reasonable adaptations. 

Moving forward, and from my experiences to far, I know my audience is looking for a positive spin, to be uplifted. They may be trainees, qualified teachers, or ANYONE with an interest in education, looking for ideas that may not have occurred to them. But then really, aren't we all? The critique comes from the fact this participant likely thought they were being told things they already knew, but that's the gamble of attending.

In life, not just teaching, a thick skin is paramount. Resilience is an easy word to throw around, but I think it's only developed through putting yourself in situations where you are required to have one. It may bruise to begin with, but that's where the development comes in. It can't always be learnt via a series of pretend scenarios, a 'what-would-you-do-if?'

I'm so thankful for every piece of feedback and advice I am given. I am able to use it to progress and be even more successful. We shouldn't shy away from risks out of fear of criticism. We should relish the chance to better ourselves by trying something new. This learning is going to become even more useful as I take my next few steps.

That said, if you're looking for some motivation, and perhaps some ideas that may be different to your current way of thinking, I cannot wait to meet you at Learning First Canterbury, on January 27th 2018.
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Take Charge

11/3/2017

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January's #LearningFirst conference is but a distant glimmer in the past, although new dates have recently been added! Watch this space. Today's entry reveals the second part of my workshop. If you missed the first, you can catch up here. 

Under a levels culture, the process of assessment often felt like it was forced upon you; everything geared up to an 'Assessment Week' where a set of numbers would be generated, pigeon-holing both you and your children. It connoted judgement, fear and malpractice. However, by putting learning first (within the new curriculum), of which assessment is very much a necessary part, you can genuinely do a better job.
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Under the old National Curriculum, and associated strategies, I would sit for hours, writing the objectives out, fitting them to the weeks I had (because we are under a strange illusion that coverage is more important than grasping anything) and then plan and teach based on the timings I had meticulously worked out.

Now, I'm not saying that coverage isn't important - you have to learn how to manage the time you have available - but I was determined to find a more efficient solution.
Strangely, I considered asking the children what they already knew, before teaching them anything! By this, I don't mean a fluffy 'KWL' grid (or whatever they're called). I decided I would sit therm with a set of questions that I would have originally planned a series of lessons on, to see what would need more attention. I call it an 'Entry Quiz', and the findings are invaluable to me as a teacher:
  • I have discovered, in some cases, some objectives can be completely ignored (or can be used to form other challenges that don't require teaching) because my children have shown adequate capability.
  • I have noticed common misconceptions through their answers, which helps me nail the input of each lesson.
  • I have adapted my questions to cause them to keep encountering the aspects they find most tricky, in order to get the most practice.
All in all, it's imperative that you take charge of the teaching and learning cycle, including assessment, in order to make the best progress possible. It's ludicrous that a diary date dictates 'when you assess' because you know you're formatively assessing all the time, because how else would you teach without knowing what they need to learn? Be transparent, call it Test Week.
The same is true of English; it's a total waste of time to plough through the objectives in your year group when there are many pieces of criteria that aren't embedded, especially while we are still in this transition phase, with some year groups having not completed the new curriculum from the beginning.

For this reason, I developed my own assessment system that I felt would work. There are lots of creases still to iron out, but I'm grateful for the staff in my school for taking it on board and being so patient with me. 

Again, take charge. Many of the systems out there are created by people who have no idea in what capacity it will need to be used. So take a little time to think about what you actually need, and create your own!
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Finally, to the lovely person who requested them after the workshop, I have compiled a collection of my Entry Quizzes, and you can download them below. I hope you find them as useful as I do!
entry_quizzes.pdf
File Size: 269 kb
File Type: pdf
Download File

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Beyond Levels

11/2/2017

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The #LearningFirst conference was a fairly accurate insight into my classroom manner:
  • Ramble on for far too long.
  • Seek out every possible tangent.
  • Give the learners next to no time to process anything.
  • Wave them off to break time.
It's a winning formula, I think you'll agree, alongside my many other flaws. 

My presentation consisted of 5 points that I described as putting learning first in my classroom, and as part of the package of nerves I delivered, I want to share them here in installments too. So let's begin with the first...
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Believe in Life After Levels!
Despite the new assessment regime being in action for a couple of years now (and the first round of 'the new SATs') many still struggle with the disappearance of beloved levels. In a strange way, they gave people a sense of safety. However, in order to put learning first, a life beyond levels needs to be embraced and taken full advantage of. Here's a rundown of my actions in a world where levels existed (some of this was the result of of me being an inexperienced teacher, but I strongly believe you will likely relate):
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This photo shows an early page from a notebook. I have a fresh notepad every year, and it's my life from September 1st, to the end of the school year. You'll notice that a mix of inexperience and pre-decided labels gave us the license to group our children from the moment we met them. Needless to say, within a year or so in my career, this changed quickly, even with levels still in effect. 

This approach - grouping pupils by level - then led us to teach as such; for those pupils sitting at the roughly 1A table, we needed to start seeing evidence of 2C criteria across their books. Equally, those at the 3B table, needed to start showing 3A qualities.

The trouble with this system is that they'd need to be taught separate things. The idea being we couldn't teach the 'higher' stuff to the 'lower' pupils because they'd miss important stepping stones, and we couldn't stick with 'lower' kids because then we wouldn't be stretching the 'uppers.' Of course, we have ourselves and often a TA, but that would still leave 3 out of 5 tables unsupported.

So what would we do?
Simple. In a climate where we would be judged on an "average points score", if we pushed the uppers as far as they could go (moving further to the right on a grid with a similar design to below), their accelerated progress would make up for the lack of appropriate teaching the ones in the red still weren't making.
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Genius! Although upon reflection, also an embarrassment. For those struggling to understand Life Without Levels, how about we swap images like above, for ones like this (for clarity, I haven't designed this because I think diagrams are a necessity. I'm hoping it could illustrate my ideals):
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Within your year group, you focus on your designated programme of study.
You teach your programme of study to such a high standard that there is little way your learners can get it wrong.
As you teach, you spot those who find it difficult and you focus on them, while you supply those excelling within your standards with a variety of problem solving activities in which to apply the learning. Change the question, flip the approach, apply a real-life context. Constant revision.

Under no circumstances do you move them on to the next set of criteria, as this risks losing understanding for the sake of pace, leaving them insecure for the next teacher. It also means you're taking yourself away from the ones who need you the most.

​Don't refer to it as 'holding them back' - grow up. 

Assessment - you're looking for evidence to tell you, "To what degree are my learners able to..." and then you use this information to plan ahead, to delve deeper into the concept - which will bring me nicely onto the second point next time.
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The Photograph

4/2/2017

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When I first committed to the #WeeklyBlogChallenge17, I was concerned about running out of inspiration. Yet, another week has gone by, and another series of thoughts have raced through my mind. As usual, @thatboycanteach was correct. I begin writing today, with an idea of what I want to say, but no idea how to say it.
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We recently received our Staff Group photo, and my class also received theirs. Lining up in height order, some poor photographer attempting to position 31 small people (and myself), keeping all participants in order, until the first flash of the blinding bulb, soundtracked by the call of any word that uses the /ee/ sound, in the hope of a dazzling smile.

This time last year, I was recovering from an operation. I missed the photo. While I remember my class fondly, I'm irritated I don't have the picture, and I was saddened not to be part of the staff photo in my first year at a new school. 

It sounds ridiculous, but I'm coming to believe that these images are more than just photos. When I look around my classroom, my staffroom or my school, I see more than people. They are becoming family. As much as we discuss our varied work lives with friends, it's only those inside the grounds that really understand. And for many, it's these people that we spend most of our time with!

We support each other, make each other laugh, be social and look after each other's well-being. The loss of one of our own, through whatever means, creates a lasting ripple-effect, thus signalling the strong connection we have as a group of beings, of all ages and all backgrounds. I will confidently say that it's this variety that makes our family so successful.

While I've always known I'm extremely lucky to work where I work, with the people I'm with, and the children and families I have, occurrences in recent history have further highlighted how fortunate I am.

A photo, a school-photo more specifically, is more than that.
It's a memory.
It's a list of faces that you'll recall.
It's a series of stories that will make you smile.
It's a group of people that have had an impact on you.
It's a reminder of those you loved, and some you may have lost, but will never forget.
It's a symbol of unity, strength and team work, moments of hardship and stress, culminating in a year of education or work that adds to the jigsaw of your life; a series of experiences that didn't make sense until the moment you needed them.

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Learning First

29/1/2017

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Last year, I received an email.

The email was inviting me to present at the #LearningFirst Conference (a Dame Alison Peacock production), hosted by Canterbury Christ Church University, of which I am a product. 

My initial responses were enthusiastic and eager, until one of the replies wanted to confirm my commitment. I was overcome with second thoughts. My replies ceased.

Cut to a few weeks later, where my response of acceptance had been top of my list of things to do. 
I imagined that I would eventually reply, having so proudly told people I'd been invited, but be told it was too late. It was the perfect get-out clause to all the people I'd told about it, concealing my cowardly fear. However, the team at @BeyondLevels had other ideas, and I am so grateful they did! That very same day, I received another email, signalling that someone was still considering me. It was a sign. Firstly, of my apparent need to grow and pair and give it a go, and secondly that I might have something of value to contribute.
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I arrived to hear someone call my name - it was Dave, my minder for the day.
"I've been following your Twitter and reading your blog for ages. You've got some great stuff coming out!" I felt immediately calmer, everyone was so welcoming!

I walked into a room (where the biscuits were kept) to see that people had actually signed up to see me, and the list was growing!?! I can't describe how strange that feeling was. (I hope it was worth seeing!?!)

I listened to Doctors, Senior Leaders, well-travelled researchers and authors. People whose papers I'd read, or videos I'd watched. There was a strong sense of community in the room; strength in ownership.

1pm. Workshop time. People walked in. I'm proud of myself for not passing out instantly. I'm still shocked they were there. With a limit on each workshop, we were at full capacity.
Unsurprisingly, the workshop went by in a blur, but like all good nights out, it begins to come back to you the morning after.

Thank you so much to everyone at #LearningFirst for their kind words of encouragement and support. I want to have another go, just so I can right my wrongs:
  • To the delightful people who came to my workshop, thank you for your smiling faces, laughing at the right times, and your unwavering patience while I stumbled through my thoughts. I apologise for getting on my SoapBox a little too often, I need to be more succinct, in order to share more of the best strategies I have seen across my schools. 
  • I have no idea why I made a point of asking for your permission to take photographs and then not take any. That was dumb. Equally, I explained that I wanted your anecdotes and stories, yet didn't give you a chance to speak! That's so rude.
  • You know when, typically after an argument, you think of so many better ways to say something? That was my entire evening. Of the five strategies I shared, I'm going to post the videos, notes and resources in 5 separate blogs in the near future. There were a few questions about my Assessment System and classroom design which I'll happily answer, and I'll gather more examples to clarify.
To everyone I met, sat with, ate chocolate with...
To all the names on my sign-up sheet...
To the likes of Kerry Jordan-Daus (for the best hugs), Mary Myatt (whose voice I could listen to for hours), Binks Neate-Evans (whose presentation on learning from the Early Years was one of my highlights), Ruchi Sabharwal (one of most encouraging speakers I've ever heard), Lucy Rimmington (telling it like it is), Julie Lilly (for whooping at my name during the role call) and Dame Alison Peacock (who was the best first person to be greeted by as I walked in)...

Learning has no limits. And, slowly, I'm discovering that neither do I! 
Thank you! Mr N. x
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Goals.

7/1/2017

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I must confess to my love of sticky notes. You know, the non-specific, unbranded, squared sheet of paper with an adhesive strip on the back. They're perfect for posting ideas and attaching them to the wall. For a couple of years, not consecutively, I would write down my ambitions for the coming 12 months, and have them displayed in my bedroom. Interestingly, the years I didn't do this were far less successful, just generally. 

Now I have this platform. So here we go:
1. #WeeklyBlogChallenge17 - I am aiming to post one blog every weekend in 2017. This is likely my biggest target for the year, and I have a few titles and creative ideas in mind. However, I worry about my commitment. Is it possible to run out of words? Fortunately, there's a glorious network of aid out there! Friends, family, colleagues and pupils, who have been there since the very beginning of teachmrn.com, have been so generous in their support and constructive feedback, leading to the exciting directions this could go in. I'm also proud to be part of a growing network of teaching-types on Twitter and Instagram. If you're ever questioning this profession, head there; it's astounding.

2. Share More - As part of my target above, I want to offer more to my audience. I quite enjoy making and designing solutions to problems and, I imagine, with both you and I in the same field, you might find similar issues. So it would be silly of me not to share my solutions (because I'm always using yours!). At the request of some lovely Twitter followers, I am already preparing to post examples of my planning, and I also want to start sharing opportunities for our school communities to collaborate. We can start with these:
  • Booked Mondays - You will find a brand new Booked question posted HERE, where you and your families can begin to engage in the understanding of a text, progressing from the physical, often misunderstood, act of 'reading well'.
  • Toolbox Tuesdays - Your students and families will find a new chance to edit and improve my lame writing HERE. Whether it's just pretty boring, or riddled with errors, I wanted to give my learners more options for involvement, and you can join us too!
  • Wordy Wednesdays - As a continuation of something I was doing last year, a brand new Maths word problem will appear HERE. My class really got on board with this last year and I was impressed by their effort.
  • AuThursdays - Authors' Day will show you a brand new writing prompt HERE! I wanted to provide my class with more opportunities to write, and you're more than welcome to join us!
  • Photo Fridays - Back to the Maths, HERE you will find a new Maths challenge every week. As with all the resources above, leave a comment with your initials as your name, and I can't wait to see your responses.

3. Take More Risks - The trouble with the 2 targets above, is that you leave yourself open to a lot of criticism, but in a game of self-improvement, that's a risk worth taking. Many of my resources, in various media, have taken hours to create, so a bad response would be crushing. But the idea that it helps even just one person is far more valuable. I'd like to create a new app this year. I still can't get over each sale of Booked, especially from around the world, and I'm so grateful for the feedback. I'm also presenting a workshop at #LearningFirst later this month. Again, I think I'll learn a lot more from the experience, than anyone sat there will learn from me! (Get the apologies in early!)

4. The Rest - In a time where health and well-being are much publicised, I am looking for more instances to travel, meet people and broaden my horizons with regards to professional opporunities and personal experiences. I am in a lucky position where a lot of my personal worth comes from my professional life, becaused I enjoy what I do. Although, in many ways, that's probably not the healthiest way to be. If anything, I'd like to find a way to encourage others, regardless of what they do, to show passion, spread positivity and be more nuturing to the talents of others, like I have found since the launch of this site.

You have a lot to offer, and don't you forget it.
What are your targets for this year? And how will you go about achieving them?
2017 absolutely terrifies me, but in the best possible way.
That was a LONG sticky note!
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