blog - TeachMrN

Darwin's Delights

27/10/2018

It feels like only yesterday I was writing to you about this year's classroom. Blink, and the first term is over! It's been a term of all kinds of progress, both for myself and the children! Our school has recently moved to using the Cornerstones products: a cross curricular, thematic approach built around exciting topics. They give lesson suggestions, supplementary texts that could be included, all sorts! It's safe to say that our team have really enjoyed engaging with our first topic in Year 6 - Darwin's Delights! We've applied so many of our skills to different contexts and we are so pleased with the children's start to the year!

DT, Art, great links with our Science topic, Geography and a few History skills too. I wanted to share their work so far this year. It is my intention to share their learning each term. Almost like an online moderation exercise. All feedback is welcome!

We've tracked Darwin's journey, written in role from the HMS Beagle, explored the Galapagos, sketched the tortoises... Alongside the topic, we read Sky Hawk by Gill Lewis. The text inspired much of our writing. I'll share our English and Maths books in a couple of weeks too if you like?

Teacher Appreciation Week

12/5/2018

This week saw the humble passing of Teacher Appreciation Week. To be honest, I'd never heard of it until until I saw it trending on Twitter, and as a teacher I'm not too sure on my feeling for it. However, I found it a great opportunity to consider the teachers in my own life who have made a substantial impact on my progress. So this one is for you...

My Primary Teachers
As far as my memory goes, I can recall Mrs Frogsham, Mrs Meredith (for two years), Mr Gilespie, Mrs Callan, Miss Lovell (who left to be replaced by Mr Watson) and Mrs O'Donnell. Every single one of you played in part in my journey to where I am now. The fact that I am writing now, is down to you. The fact that I can't count REALLY high, is down to you. The fact I could write my name and address on my mortgage application, is down to you.

You gave me the best start to my education and, along with my supportive family, I had strong foundations upon which to build.

My Secondary Teachers
It was clear I was becoming quite a flowery boy, so my choice of a single-sex secondary school, specialising in Engineering, seemed an unlikely stepping stone. However, I firmly believe it was the making of me. My friends and I still talk about how safe and accepted we felt. Granted, there would be typical taunts that anyone would expect through their teenage years.

Perhaps it's a rite of passage, most often a series of bad moods catching each other on the wrong day, during what is most likely the least comfortable period of your life. Choosing to take offence because we believe the world owes us something. Either way, it certainly builds a thicker skin, rather than playing victim to the basic, eventual life-limiting, ignorance of others. But out of the many experiences you often hear of, my secondary school was the best place to be. We were well cared for by everyone around us. Very much a community.

It was here that I made my best choices up to that point. For A-Levels I chose subjects that practically ignored all academia. I went for creative, personality building subjects. I went for subjects that would force me to speak in front of people. I went for subjects that encouraged group work and portfolios, the clear building of progress over time. McLuckie, Brown (who became Beecham), Hobbs and Collins. In many ways I owe you the most.

Primary is the basics, the essentials that we all need. When those are down correctly, secondary builds on that and helps you focus on a direction. You most definitely, alongside my beloved friends - whether we have remained in touch since then or not - taught me to be comfortable with myself, to live without limits. And when that bit was right, academic success and my future were set.

Q&A

14/4/2018

Recently I was lucky enough to be invited back to university, to lecture Student Teachers on aspects of Planning and Assessment in practice, just before they embark on their next placement. In a similar way to how our learners make progress through explanation to their peers, experiences like this have the same effect on me; I learn too (and I simply pray it's somewhat useful for those who have to endure my voice for the hour!)

Thank you to the university for the kind invite, and a bigger thank you to the students for such a warm welcome - you made it so much easier for me, and I'm so grateful. In the days since, thank you for your kind feedback and generous messages of support. I loved meeting you.

Then, having arrived home, I get this message from lovely Georgia, who popped up in my Facebook inbox.

My response is purely my opinion, and you're welcome to comment below with changes you would make. But this is what I'd advise personally:

A specific 'ice-breaker' isn't going to be necessary, especially as you're the new one, not them. Even when you have a class full-time, my advice would still be to get into the learning as soon as possible, setting the long-term standards, and learn about each other along the way. I'm sure there are many teachers that give out a neatly compartmentalised grid with the children's hopes, food dislikes and favourite subjects scrawled across, but I doubt they do anything of any value with it; I'm pleased you're ambitious, I won't be cooking for you anyway, and you can love or hate every subject, it's still going to be taught to you!

You must keep in mind that, at some point, you're going to be responsible for the progress of these children (whether it's a placement or an employed post), so while you obviously want to get to know everyone, and for them to know you, you must ensure that you keep control of your image. By this, I mean that we are so keen to tell everyone our quirkiest talents, best adventures and funniest stories in an understandable bid to be liked, and all these episodes build the picture someone has of us.

With this in mind, consider the picture you want (and ultimately NEED) the children to have of you. Eventually, you're going to need them to feel safe with you, listen to you, in order to create the best outcomes with regards to learning. My advice would be, everything in moderation:

During your serial days, ask them about themselves, but not in the middle of the assembly line - otherwise they'll associate you with chatting. Maybe pop to the playground during lunchtime for a few minutes each day instead.
By all means, tell them about your own pets, but not when you're supposed to be supporting the group - or they'll not pay attention in your lessons either. Chat during those random transition moments as an alternative.
Use humour as often as you can, but let them know you'll be looking out for those who can have a good time, but also stay on task.
Show them that you value students who are keen to contribute in a positive way, who are resilient, and can manage themselves in different situations. Use simple but meaningful praise, and compliment the one listening well, working hard, being a good friend. Then, once they follow suit, you can start to share some of the laughs we all crave, so that you become their 'best teacher ever'.
What is it you actually want them to know about you? You're never going to know everything about everyone. Focus on what needs to be known, and then leave yourself open to surprise when the most quiet child turns out to be a martial arts genius, so-and-so keeps pet dragons, or the football mad kid also took centre stage in a musical at the weekend.

Being their friend first, and teacher second is never going to work. They're going to fall in love with you regardless. They want someone who is going to work hard for them, and they'll work just as hard for you. Best of luck!

Environment

7/9/2017

The fifth and final part of my Learning First workshop is here! You can catch up on all the previous posts using the links below:
Part One
Part Two
Part Three
Part Four

I've never understood systems that connote the idea, "We've got Assessment Week in 3 weeks, so we need to be ready." Because surely you end up cramming, skimming and misplacing so much of what actually needs to be done? Try, "It's been a suitable amount of time since we learnt that thing, now would be a good time to assess it."

Additionally, the idea of 'Assessment Week' always amuses me. Be honest, and call it Test Week, because that's what it really is. You're constantly assessing daily anyway, otherwise you'd save all your marking for 'Assessment Week' too!

Managing assessment, is about taking charge of learning. Take charge of learning, and assessment will naturally fit in.

The final factor in my workshop, about putting learning ahead of assessment, was all about how to use your biggest resource; your classroom.

Catch the video below to see what my learners said...

#AskMrN

6/9/2017

Certainly when I was at school, I had burning questions for my teachers. So, for this reason, I gave my students the chance to do the same. They were surprisingly brave in their demands; you can catch up on Part One HERE, and Part Two HERE.

Is there a reason why sometimes teachers dress smart?
I'm assuming this question is from the rascal that asked, "Mr N, are you going on a date tonight?" on the day I was wearing a waistcoat. No, I was just wearing a waistcoat. Dressing for teaching can be tricky, because you never know what will happen in the day! It needs to be smart, but practical, for the same reason you have a uniform, but also a PE kit. Perhaps we dress for mood? Maybe it's something we aren't aware of? I'll get back you you.

Do you like being a teacher?
I LOVE being a teacher; it's the first thing I ever wanted to do. It's extremely hard work, but I like that I have a job that I can think about, and a job that challenges me. I'm really fortunate that I've always worked with a great team of staff, and hilarious children that make the days really worthwhile. It's strange how those around you can affect your mood. I'm lucky that I feel encouraged by those around me, (both adults and little beans) to work hard - I don't know what I would do without you.

Have you been anything else other than a teacher?
Yes! My first ever job was in my secondary school, so I must have been 16 at the time. I was paid surprisingly well to put up the school displays. I guess, in secondary school, classrooms don't necessarily belong to teachers, as they move around, so there was a team of students paid to look after displays. I was also a Teaching Assistant for a year before I started teacher training (to give me more school experience), and I worked in a souvenir shop and sweet shop while studying for my degree!

If a child doesn't understand and always gets it wrong, does it get on your nerves?
Absolutely not. We have been trained to help you understand - the whole point of you making progress, is that we take something you're not sure about (or haven't encountered yet) and make it clearer for you. That's our job, and we like it. There's nothing better than seeing something click in your brain; a light-bulb moment. However, let's be clear about there being a BIG difference between not understanding, and not bothering.

Who was your favourite teacher at school?
I can't pinpoint a specific person, but I can think of qualities they all had in common. I was really lucky with all of my teachers at school, especially as I got older and I started to make subject choices. I didn't necessarily choose academic subjects like a lot of people around me. I chose more creative ones that also helped me develop as a person. I was a very nervous child, so my teachers were very positive, friendly and encouraging. They pushed me to tackle challenges I hadn't before, even if I was frightened, and I'm so grateful for each and every one of them.

Goodbye

5/9/2017

Giving up a class is never easy. They occupy your brain for a large chunk of the day, until the time comes when they're replaced with a series of fresh new faces. That day was today.

So, for one last hoorah, it's goodbye to the old, and hello to the new! I'm so grateful for the mature efforts you put in for the Learning First presentation; you really represented our class well. You can catch their work using the links below:
Part One
Part Two
Part Three
Part Four
However, with any feature film, comes bloopers (made entirely of awful impressions and completely fabricated stories. Rascals). This is how I'll remember you; witty, outgoing and unafraid.

To the new bunch, I loved meeting you today, and I'm really looking forward to what we can create. See you tomorrow!

BROAD

12/8/2017

My research dissertation was around the subject of teacher control; the title was something along the lines of, "To what extent does teacher confidence affect pupil achievement and self-esteem?" - the idea being, if a teacher isn't brave enough to let go, and is constantly providing a rigid example for children to copy, will they ever be able to match up to the standard in a way they could replicate on their own? Or will it be a constantly negative comparison to the version you created, leaving them ill-equipped?

Naturally, the conclusion was as fluffy as, "a mix of strategies is best" - this is the conclusion for everything in education. Often a rigid example (the support) is required near the beginning of learning something, and then you can loosen the strings as their experience broadens. Like learning to ride a bike.

With this in mind, the fourth part of my #LearningFirst workshop was about teaching the children the importance of Responsibility and Choice.

Strategies for improving teaching and learning:
1. Honest Modelling.
Your input should be you exampling what YOU would do, however, I think it's important that you let them know OTHERS may do it differently. Explain that if they're finding it tricky, to stick with the method that you have shown, but if they have a way of doing something themselves, that they can confidently explain, then that's alright! (Use their explanation to clarify any misconceptions too).

2. Provide options.
Imagine how far you would get through life without needing to make a decision. Would you ever achieve anything of any real value if you were constantly told what to do? My Maths is self-differentiated, and I veer away from guided groups in writing. Teach children the importance of making choices, and create a sense of pride in being an independent learner. You will also be able to promote more self and peer assessment through this route as they navigate their own decision making.

3. Foster Creativity.
One of the things that makes marking more bearable is that I have 30-ish pieces of work that all different! Disseminate the information they need and watch what they do with it. My class and I have an agreement, whatever they present to me at the end of the lesson needs to be informative and aesthetically pleasing. Try it, you'll be amazed at what they produce. You'll also be maximising the occasions that they find themselves solving problems.

4. Use responsibility as an assessment tool.
Often, the argument against providing less support is that they 'can't be bothered if you don't help them'. If this is the case, your classroom ethos is wrong, not the fact you haven't given them a structure. My children know that taking the easy way out is not going to get them anywhere - a fact they can apply to life. Granted, they're also aware it's going to be tough at times, but then I echo the thought above - teach them what pride feels like.

You can catch up on the previous #LearningFirst posts using the links below:
Intro
The Day
Part One
Part Two
Part Three
We are forever talking about a broad and balanced curriculum, so let's consider how many life lessons outside of that we can start teaching without even needing to plan them!

2017 Report

22/7/2017

As the end of the academic year is upon us, just like the children, it's time for my End of Year Report. I wonder if I've made any progress since last year's? Having read the comments in preparation for posting, there certainly seem to be some, completely falsified, running themes. Rascals.

General Comments

English

Maths

#AskMrN

3/6/2017

Welcome to Part Two of AskMrN! Gone are the days where teachers are believed to sleep in the cupboards - our kids had some fresher burning questions. If you missed Part One, catch up here!

Do you have a favourite student?
What a brave question! No teacher has a favourite student, simply because you're just as ridiculous as each other! However, we quickly learn who the most reliable and trustworthy students are, and who gets mixed up in the most silly business. So when you next meet a teacher, consider how you want to be perceived, and act accordingly. During our time together in school, we grow profoundly attached to all of you, so choosing a favourite would be most difficult.

Do you ever get annoyed coming to work very early in the morning every day?
Let's be honest, I don't there's anyone in the world that LOVES early starts, but we enjoy our job and that motivates us to get in. The day needs to be prepared, in order for you to make the best progress, and for that we need to arrive sharpish. It's important to get good rest, that goes for you too, to have a successful day in school. Also, on behalf of all teachers, thank you for recognising that we don't work from 9am until 3pm.

Why did you decide to become a teacher?
I decided to become a teacher because I loved my own school days; my friends and I had a great time, and because of the great time we were having, we learnt a lot and are all doing very well for ourselves. In short, I wanted to become a teacher so that I could create a similarly prosperous experience for someone else. We need you to put in the work now, to give you a strong foundation for your future. Irritatingly, if that doesn't go to plan, it'll be too late before you realise.

Would you teach a primary school or a secondary school?
What an interesting question! I have always preferred to teach primary school because the subject matter is more my level! While I am degree-educated, I don't think I could teach one or two subjects, at a secondary school, in such great detail and still enjoy my job. One of the many things I like about teaching primary school, is that we can mix up subjects, make links and use our imaginations as an adult, to make a learning experience for you to hopefully benefit from!

What's your favourite subject to teach?
This changes daily, and it depends on what we're doing in the lesson. Sometimes we get carried away with how much we can achieve in a single session, so while we look forward to teaching you, we often get irritated because we were too ambitious with what we wanted to get done. I am enjoying teaching English most recently, and I like to design the challenges in Maths. I like creative subjects too, but I'm lucky that my classes appear to exhibit creativity in most lessons through how they present what they have learnt.

One

20/5/2017

BOOKED IS ONE YEAR OLD! I can't believe it.

This week, marks one whole year of my first ever app, and I couldn't be more proud of it. I'm also shocked, that in the year that's gone by, I've not blogged about it before!

As teachers, we often get asked by eager parents, keen to help their child progress, what they can do to help. Now, I don't know about you, but when it comes to reading, I've always talked about the importance of comprehension; understanding what's been read.

In it's simplest form, it's vital that you ask your child questions while reading. There won't always be a clean-cut answer, but the fact you're delving deeper into the text, discussing different topics and engaging further with the book will be a real benefit.

But what sorts of questions should we ask?
And that's where I came up with Booked! I wanted to create a bank of question stems that could be used by families when reading together. Adding to that, I wanted to encourage children to read with their families more, so I wanted there to be a game element too. That's where it started.

One Year Later...

Booked is supporting learners and their families in several locations around the world.
Booked has sold in the UK, Norway, USA, United Arab Emirates and Australia!
Booked has been featured in the Primary Times magazine!
Booked has been added to various school newsletters, promoting reading together at home!
Booked has been renewed in the App Store, and I have plans to make it available for Android users too (thank you so much for your patience).

...and there are bigger plans afoot.

But for now, I wanted to share some resources.

PROMOTE BOOKED IN YOUR SCHOOL!
Available below, are some free posters that you can use to spread the message of Booked in your school. A black and white version is available too!

Also, if you'd like to add Booked to a school newsletter, contact me here, where I can send you a blurb, screenshots, anything you like!

Poster (Colour)
File Size:	393 kb
File Type:	pdf

Poster (B&W)
File Size:	411 kb
File Type:	pdf

Booked has over 150 adaptable questions, split into Fiction and Non-Fiction, ideal for sparking discussion over every type of text! Many of them feature completed examples, to help you ask the right questions to make the best progress!

Don't worry, if the question doesn't quite fit the topic you're reading about, there is helpful Switch button that will give you a new question to use, and you can tap it as many times as you like!

Below is a sample of 20 questions available for you to download. Print them using "Multiple Per Sheet" to make handy question cards for a variety of uses:

In class, peer-to-peer,
In intervention work, adult to child,
In small group work, teacher to learner,
At home, families together

Or, alternatively, print them full page and have them as prompts in your book corner!

Booked (Questions)
File Size:	2377 kb
File Type:	pdf

While I'll never recover the costs of creating the app, I loved every step of the project, and I fully intend on doing it all again soon; it's an expensive hobby, but I really enjoy the process. I'm so grateful for everyone's support - the feedback has been so kind and generous. I can't believe, after making a little sketch in my notebook, that I now have something selling globally; this has been such an adventure. Thank you for everything. Mr N. x