Tag Archives: Secondary

If you do not change direction, you may end up where you are heading. Lao Tzu

As a teacher of some thirty years, I have often seen students with talent and ability throw it all away. The reasons are different, but the waste of opportunity is always the same. Recently I met an ex student in a deserted street, I had sadly permanently excluded him when I was Principal. These situations are never pleasant and I wondered how he would react all these years later.

Luke* noticed me almost as soon as I noticed him. He crossed the street and came right up to me blocking my passage on the pavement. He put out his hand and greeted me in a jovial fashion. I shook it and smiled back as my heart rate and adrenaline levels slowly decreased. He told me he was doing well now and that he had a girlfriend, a job and a flat of his own. He went on to say he was pleased I had taken a hard stance with him, because it was what he needed to make him recognise where he was headed. I cannot tell you the joy that I felt in my heart when we had finished talking. The heartache at the time was all worthwhile. Luke* was only one of two students I had to make the decision to admit we had failed. I now realise that with Luke* we had not failed, but made the right decision to help him on his first step to success.

Recently more so than ever before, I have noticed an increasing lack of willingness by students to even try to answer a question or start a task. For some reason they seem scared of getting it wrong. They do not want to see scored out work or teacher crosses on their pristine work. I am doing my best to get students to have a go and explain I really do not mind if they get it wrong. I deliberately do not rub out my work on the board anymore if I get something wrong. I put a line through it. I actively go overboard at thanking students who have a go at a question but don’t quite get it correct. Later in the lesson or the following one, I will quietly check with this student that they now know the answer. Then you guessed it – I ask them in front of everyone and they give the right answer so being rewarded with a merit (or chocolate or sticker). They have learned from making a mistake.

I told a class about Thomas Edison and how he is reported to have exclaimed “I have not failed, I have just found 10,000 ways that did not work” when experimenting with the light bulb.  A lad said “That is inspirational Miss”. I thought he was being flippant, but afterwards he told me he really did find it a good way to look at things.

James and David* did not see how their continued low level disruptive behaviour was affecting their teacher. This is where I came in to try and assist as I was coaching this particular teacher. They did not see that it affected the work they completed or that they did not understand much of the content being taught. James and David* failed to recognise that some of their class mates were getting frustrated by their antics. The more the teacher tried to discipline them, the sillier they became. The class teacher was using all the tools available to her and when she finally had to send them out I took the opportunity to work with them.

We went into the Science work room. I placed four sheets of sugar paper around the room on the walls.

You may not be able to discern exactly what is written on each sheet, however just by looking at the number of comments it is possible to unpick their thinking.

It was so interesting to see James and David* work together on this task and the sudden realisation that carrying on the way they were was not going to get them to their destination or preferred future.HTC 1658

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This task was adapted from the work of Prochaska and DiClemente on the Cycle of Change. Both boys were certainly in the precontemplation phase during the lesson. They did not realise that their behaviour was having an effect on their future or that of others. It was just a bit of a laugh to pass the time of day.

When I set them a task with the four questions posed above, they were made to think about change and how it would benefit them or how it would be a drawback. The speed of realisation was quite fast and they were both very honest about how the process made them think about what they were doing.

A summary of the stages in the Cycle of Change

  1. Precontemplation : I’m not even thinking about change/ I did not realise there was a    problem
  2. Contemplation: I may change or I may not – I am thinking about it
  3. Decision: I have decided to change / I have decided not to change
  4. Active Changes: I have started to change
  5. Maintenance : I am keeping up with the change/ I have changed
  6. Relapse : I have gone backwards

It is important as a coach to recognise and remind yourself  that you cannot bring about change in another person. They must want to change themselves. It is their choice to decide whether to make a change or not.

After doing the task, I asked David and James* what they thought about the future and explained to them whatever they did was a choice. They were making a decision.

James said he felt that sounded “heavy” and he had never really thought about it before as being a choice. David said he felt ashamed he was affecting other people’s chances in the class as he was not too bothered about his future as his Dad would always have a job for him. He however was the student saying how hard it was to think and maybe he was doing it because he had lost the knack of thinking through a problem.

As always in a school, life is governed by the bell and the boys went off to their next lesson. The thing that struck me most about this session was that I did not have to do or say anything other than to ask them to be honest and answer the questions on the sugar paper. I have brought the horse to water – will it drink is the question?

I have had many such conversations with young people over the past thirty years and most where I did the “telling” rather than facilitating. I look back to the first part of the blog and wonder if I could have prevented myself and Luke from a lot of angst if I had let him do more of the talking.

*Names have been changed to protect their identity.

Further Reading:

Prochaska,J.O , Norcross, J.C and DiClemente, C.C. ( 2007) Changing for Good, William Morrow & Co.

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Get the elephant out of the corner!

I am working with a department which has changed a lot over the summer months. Four NQT’s have replaced experienced staff, three experienced staff have senior roles within the school and one has taken on the role of Head of Department in an acting capacity. The remaining team are early in their career being one or two year teachers.

The Head of Department asked me to do half an hour with the team on consistency and routines. Tricky when you are not sure of the routines yourself and only spent six hours in the department.

I decided to do a diamond nine exercise to get staff talking with each other. It worked well and reminded us all that certain words or phrases mean different things depending on who you are. One card said “Professional Standards” and the ‘one year teacher’ almost went into melt down at the mention. However my interpretation was – looking like a professional and acting as one. ‘Inclusive’ was another word which the groups discussed to ensure they were all talking the same language.

There were three groups of staff  doing this activity and once complete – I asked them to rotate and look at how others interpreted the cards as well. It brought about a lot of areas for discussion, which we will continue, but the easy ones to agree immediately were:

  • Everyone must be on time to class.
  • Teachers should not leave their room during class.
  • (There are no bells in this school) Accompany your group out of the room onto the corridor and ensure they are not loitering and causing a nuisance to other classes still in session.
  • Date all work and display Learning Objectives.
  • Have high expectations of self and pupils ( this one will need more unpacking).

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An interesting discussion occurred in this group about how to create consistency in terms of ‘Attitude to learning’. It was decided that this meant being relentless about the belief we can do it and instilling this belief in our pupils by having high expectations, not accepting passivity from students, modelling what is expected of students by our own actions towards learning something new, modelling what is expected in a piece of assessed work and making everyone aware that if it was not done well enough then we will ask for it to be redone. Homework came last and this was because the teachers involved wanted to tackle the in class actions first and not because they felt it was less important.

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IMAG0694[1]LEARN is a set of behaviours adopted across the school.

L= Listen

E= Enter on time

A= Always try your best

R= Respect each other

N= Not calling out

I have encouraged the teachers to use the LEARN poster actively to train the students into the routines and expectations in their room. There is a danger of whole school activities like this becoming simply wall paper and it seems to be so in these rooms.

I would love to hear if you have talked about consistency recently in your department and what you decided to focus upon.

What do you expect from me this year?

 I asked the question at the start of last year in my first lesson with my new GCSE Triple Science class: What do you expect from me this year?

Every student got a post-it note and was asked to write down what their expectations of their new science teacher were. I asked for this to be anonymous (risky perhaps?) but I really wanted to know what they thought rather than what they thought I wanted them to say.

I was really pleased with the attitude towards the task. A student collected the post-its and the pile sat on my desk.

I took the opportunity to post my expectations for the class which were:

  • Have confidence in your own ability – I will not be asking you to do something I believe you cannot complete well.
  • Complete your homework on time to the best standard you can and meet deadlines or face the consequences gracefully.
  • Be respectful to each other, to me and of the chemicals/equipment we will use.
  • Read my feedback and that of your peers and act upon it.
  • Always have a go!

Then the year was underway and off we went delving into the B1 theory of GCSE AQA Biology!

Approximately half way through the lesson, my curiosity got the better of me and so I decide to look at the post-its. I began to read . I was so pleased as many of the comments were just as I would have hoped for. There was of course the ever hopeful “No homework” pleas! Wouldn’t we have said the same?

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Suddenly there was some fidgeting on the left hand side of the room. George (his name has been changed just in case!) was beaming from ear to ear and staring at me waiting intently for my reaction. The two other lads on his table were also restless and so I knew there was a ringer in the pile of post its. There it was…..

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I waxed lyrical to the group about how our expectations were all the same and what a good year we were going to have together. George was still beaming and willing me to say something. I decided to tactically ignore the duck face post it for now. After all, George was hanging on my every word so why spoil the moment!

At the end of the lesson, as I set the homework I quietly mentioned that it was the first time anyone had ever thought I had looked like a duck and showed the class the drawing. They all laughed and I hammed it up saying they could have at least said I didn’t look like a duck but hey it was quite cute. George was beside himself and in the end he couldn’t help but come up to me and ask me if I thought he had done it. The class went quiet to see what I would do. I just laughed and said I had no idea who it was.

At the end of the academic year, I got the post its out again and put them on the board and asked the class to walk past and familiarise themselves with what they had written in September. I gave them a new post it and asked them to do two things- on one side write down how they felt they had lived up to my expectations and on the other side- how had I lived up to their expectations.

George couldn’t help but say “Miss, mine isn’t there.” At which point I said ” Mmm, Duck face?” and smiled. He promised to do the exercise properly this time and produced the following post it note. The class was once again asked to do this anonymously, but George wanted me to see his final message and handed it to me personally.

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I was blown away by the positivity of the class response to my teaching and also their honesty about themselves. I shall keep these post its for a long time and it is certainly something I will do again.

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Can't win them all!
Can’t win them all! But the student did feel I had pushed them and had high expectations whilst maintaining respect.

Why not be brave and have a go? I think you will be surprised at how much most students have the same desires to succeed as you do for them.

I would love to hear what you think of my first blog post and how your first day has gone.