(Originally posted on Staffrm)
I had a brilliant reading session with a pupil today. Normally, if I have someone for a whole lesson, once we’ve finished our reading-the-book part we use the time that’s left to play some literacy games or work on a particular target. This boy was keen to keep reading today so I gave him a choice of books from the Rapid books that he isn’t using and let him go for it.
Like many similar books Rapid have a series of comprehension questions at the end and they also have a joke. Again, like similar things, the answer to the joke is printed upside down. I was quite surprised that this boy who is at quite a low level and struggles noticeably was very quick to read the upside down answer without a problem. He even questioned why they would just write the answer underneath so anyone could see it. I did a small experiment and made him read some more with the book upside down. Now this wasn’t ‘War and Peace’ but the kid read the whole book without a single mistake. He was ecstatic!
Now. I reasoned as he was doing it that it might be something to do with him being left-handed. I’ve read things about left-handed people finding writing back to front/ upside down easier and guessed that this probably fits in the same bracket. I also suspect that the extra thought process might slow him down and make him think so he’s not rushing as much. I don’t know. I’m just making it up. What I do know is that it was blummin’ impressive and gave the boy one hell of a boost.
Obviously I’m going to try it again. Maybe I should try writing something out back to front and see if he can do that as well. I’m wondering if anyone else has experienced this sort of thing? I know he’s going to have to learn to cope with reading words the right way up (unless we build him a camera obscura to live in I suppose), but I think it’s worth exploring a bit further too.
(Originally posted on Staffrm)
Bare with me on this. I watched Legally Blonde recently and I’m going to stretch this one as far as I darned well can. Instead of a comparison with medicine, I’m comparing teaching with hairdressing and bending the metaphor til it, um, snaps.
Education, particularly evidence based education, is frequently compared to medicine. The idea that any profession should develop and update, based on research evidence where possible is something I’m all for. Education isn’t just a science though; it’s an art as well.
Teaching, like hairdressing, is a craft that needs to be honed and developed over a career. It is possible to learn the basics from a book or course. You could get by and end up with something crude. The theory, the step-by-step instructions, are great for giving it a go, but to be successful you need more than that.
The best teachers use theory and a core foundation of knowledge to push boundaries and try new things. They test out new products and can fine-tune the result.
The best teachers are aware of the individual needs of their client. They notice where they differ from the ‘norm’ – they spot the frizz, the cowlick, and the best ones know how to work with curl…
They know when someone might need a deep conditioning treatment or when they might benefit from highlights. They know you can only hide grey hairs temporarily.
Experience can be a source of invaluable advice but some are resistant to change and new techniques. They stick firmly to the tight perms and purple rinses that have always got them through. Others embrace fashion, rushing headlong into every new fad that comes along (without regard for anyone’s face shape or questioning the damage it might do). Some create the fashion; sometimes it’s classy and lasts a lifetime, sometimes it’s fixed in a particular era. There are the TV hairdressers, the ones with a voice, pushing their message to improve the hair of the nation. Most are probably in between, letting fashion filter through, adapting training as they need it – hanging on to trends a bit too long? Some insist on using a highlighting cap when foils might be the better option.
Keeping up to date and developing isn’t just about reading. It’s about having a feel for it and doing what is right by the pupils. Picking up the pieces of a bad job and turning things around even if it takes years; giving them something they can maintain between visits and, ultimately, something that will grow out well once they move on.
(originally posted on Staffrm)
This time five years ago, like many schools I suspect, the powers that be were trying very hard to get our school’s BSF project to the point of no return. Like many schools, we found it wasn’t to be. As it turns out, they’re still keen for us to expand.
New designs are about to be discussed for our extra building and the staff team have been given a chance to have some input into the new facilities. Given the headings of ‘Essential Features’ (eg. One storey), ‘Desirable Features’ (eg. Learning recovery spaces) and ‘Wish List Features’ (eg. Swimming pool), I was quick to write down a few things but it’s harder than I thought it would be to turn the vague ideas I’ve got into something more concrete.
My essentials include things like timeout space and a bigger staffroom. (It was ok when there were enough staff for 20 pupils, but now we’re going to go up to 100 that’s a few more staff). Desirable features are a bit more indulgent so I’ve mentioned having a bigger art room and a ‘proper’ library would be nice. My wish list is much more personal. I know our art tutor has requested a foundry and other highly specialist facilities, and I’m sure there will be some extravagant sporting suggestions from the PE staff. I’ve gone down the research route.
My thoughts on the place for research in the development of our school are constantly evolving and I’ve got a fair few things in place with ideas of where I see it heading. I am however a bit jealous of some of the things other schools are doing and what is a wish list for if not the extreme? So my wish list section now includes a Learning and Development space. Centre? Hub? I’m not sure. I’ve not thought about it as a reality before. Somewhere for CPD, collaboration, taking part in enquiry. Space to hold CPD events (for us and host for others). Host guest speakers from HE etc. A library of resources for professional development, to evaluate pupil outcomes and engage in action research/lesson study and reflective practice…
It’s not particularly solid as ideas go, but I think it could be. I wonder if it’s out-there enough for a wish list. I mean, I could’ve gone with pimped out golf buggies or a velodrome. If we get a chance it would be interesting to see what other members of staff have put as their answers.
So that’s what I’ve thought of so far. What would you put down as your ‘Wish List Features’ if you had the chance? You can have anything you like…