Having taught exam years for 8 years now both GCSE and A Levels, I always find these last few weeks before the exams start the toughest. Not only are the students exhausted and sick of hearing about exams but so am I! Speaking to other teacher friends many of them feel the same way so I want to share a few of the ways I handle this tricky period.
Set Clear Goals and Communicate them
Setting goals is essential to motivate students, but it can be overwhelming to think about the larger end-goal, like getting a particular grade. Therefore, breaking the goals down into smaller, more achievable targets can help students to stay motivated. For instance, encourage students to set daily, weekly or monthly targets and track their progress. This way, they can feel a sense of achievement with each goal met. I do this with lessons too for example highlighting that we have 4 weeks to go so I will be going over X Y and Z in each of the weeks so they have some certainty about what is to come. Often these areas are what the students themselves have asked me to go over.
Celebrate Achievements
In the last 3 weeks I start praising like hell! Any progress is celebrated. I especially take the time to highlight to students how their essays have changed for the better to build confidence. Teaching A Level those little celebratory thingsI used to do with my GCSE classes tend not to be used as much but in the last four weeks those techniques come back in force. Mini whiteboards come out. tally for the most answered questions and then chocolate prizes. Whatever it takes.
Verbal personalised feedback
This starts to take over in the last few weeks as time is short. This isn’t just on written work but exam techniques also individual advice to students about how to overcome their nerves.
Encourage Collaboration and Peer Support
Encouraging students to work together and collaborate can help maintain motivation. Students who work in groups can offer each other support and motivation, share study techniques, and test each other’s knowledge. Many of my students come in after school to borrow a board marker and plan an essay on the board. I then go in and check it after 20 mins and mark it up on the board, they then take a photo of it on their phones and go home. Working with subject friends makes revision more bearable.
Promote Healthy Habits
Encouraging healthy habits like good sleep, exercise, healthy eating, and breaks from studying can help students stay motivated. I’ve had to, each year, take some students aside or get parents involved because it’s obvious they are not getting enough sleep. And even though you might sound like a broken record, they need reminding.
Go over grade boundaries.
Sometimes this can take the pressure off. I like reminding my students that they can lose 1/4 of the marks on each of their three papers and still get an A*. They need less than 50% to get a C. These things just help put everything into perspective.
I ran a recent poll on Twitter asking people how they felt about Parents Evnings. of the 134 that voted only 31% said they were effective. Considering teachers spend a considerable amount of time to them I wanted to write this post on how to make the most of them. These are some tried and tested strategies I’ve used a teacher, Head of Department and Senior Leader.
This shouldn’t be the first contact you’ve had with parents
We don’t have a lot of time on Parents Evening and I often feel a considerable amount of it is sometimes taken up with generic questions like ‘How’s [student] doing?’ When actually, especially for exam years the conversation needs to be more in depth. Therefore communication with the parents needs to be more than just parents evening. This may in some schools be through data snapshots but as Head of Department I would always do an assessment 2 months before parents evening for exam years in particular and then send an email/letter to parents with results and 3 things the student could improve and how. Then I would remind them when parents evening was and that I would let them know then if this had happened. It led to more informed conversations and much more focused.
2. Have a handout.
Parents are often coming from a lot of different starting points. Some want to know what they can do to support their young people, some want to know what they should see their child doing at home to improve, some are not concerned with either and quite disengaged. Despite this our role is to help them and keep them informed. Have a little A6 piece of card printed with things the student can do to improve and how the parent can support them. Any key websites that can be used or other resources. In the case when parents don’t know what to say I can talk them through this and ensure we have a constructive conversation.
3. Ensure the student is present.
Where possible ensure the student is present. There is no point talking about progress unless they have bought into it. On occasions that this has not been possible I’ve asked students in the lesson to write 2 things they think they need to improve on and discussed these with the parent so they have felt involved. Made notes on their paper and returned it to the parent and student.
I’m sure there are a dozen other ways to make the most of parents evening but these are three that have worked for the best for me and I hope they help you too.
Well done to all trainees who have made it through their first term.
I was going to release this blog at the start of the year but when I casted my mind back to all the information I received at the beginning of the year as a trainee teacher I thought better of it. I’ve always felt the best CPD is practical and clear to implement. So looking back 9 years to when I started here’s what I’d tell my trainee self.
You are not here to mimic but to blossom into the best teacher you can be
It’s easy to be in awe of teachers we admire. It’s easy to assume that that is who we should become. Here’s the thing, your students can see straight through it when you are uncomfortably trying to be someone you are not. They want you to be the best version of you, so they can be the best version of themselves. Whilst in leadership I have had the pleasure of observing countless lessons. I have seen dynamic extroverted teaches capture the attention of students by owning the entire classroom and pacing around it with a bellowing voice. I’ve also seen students lean in to listen with interest to a quieter teacher who is more of an introvert but whom they equally admire. You can be you in the classroom, and offer so much. Don’t lose who you are, the students need you to show up as yourself so they can do the same.
2. Transparency with your students will take you a long way.
I’m being specific here. Transparency, around the curriculum, teaching practices, what is and isn’t working. Feel free to say things such as:
I’ve not tried this [insert strategy] before so can we all give it a go and if it works we can adopt it long term?
I’m worried we are falling behind and won’t have enough time for [X] lets pick up the pace so that doesn’t happen for you
I really want to try [teaching strategy] but I’m worried you won’t react well/make the most of it, so I’m going to give it a go for 10 minutes and then decide whether we continue.
Also feel free to ask them Questions about your teaching. I often ask my students at the end of each term
-Is there anything I did this term that really helped you and you want meet to do more of?
-Would you like me to go and watch another teacher teach if you really like an activity they do?
-Do you have any ideas on how I can help you learn better?
I am always surprised by the mature responses I get to the above questions. It also demonstrates I’m in it for them and not precious about teaching my way. It who’s us that we’re all in it together.
3. Show and share your passion
Geek out. Tell them what books you’re reading about the subject. A topic in the curriculum that you really love. One you’ve found hard and had to read around. Passion breeds passion. Trust me.
4. Group dynamics matter – teach your students how to be good classmates
Every year I tell my Year 13s my best performing groups have also been the groups that are most caring about each other. Then I break down for them what this means. These classes work well in group situations, co-planning essays in lessons and really digging deep into each others understanding. Students share examples with the group. If one person cannot grasp a topic, they don’t mind stopping and explaining it in lots of different ways with me, until they get it. At times I will stop the lesson and will literally say – “a high performing group would be doing {X, Y, Z]” so they can act it out.
The simplest way for me to explain the power of this to my students is the below. I often tell them:
‘Look you have your thoughts and ideas. But in order to be able to get the highest grades you need to be able to entertain ideas that are not similar to your own. The easiest way to do this is share opinions in the classroom and how you’ve come to some conclusions. If you can do that your evaluation marks will go through the roof.’ And then I pray they go on that journey with me.
5. Keep reminders of your successes for the tough days
My niece recently started her second year of teacher training. She is incredibly passionate about teaching English. She was telling me about emails she had received from parents with compliments. I have told her to print these out and keep them in a booklet or envelope. Because there will be days she will want to quit. When she will be tired and frustrated in the profession, thinking she’s making no difference. But those success reminder will always get her through. I have colleagues who do this in another way. One who always makes a positive call home before leaving on Friday for instance. Whatever it takes. Keep the good in easy grasp because this profession will test your will.
If you’re starting in the profession let me tell you it can start off tough but it is joyful. I can’t imagine anything more powerful that shaping the thoughts of young people through discussion and explorations of knowledge. Welcome. I wish you all the best.
Trying to do too much – Of course you want to make a good impression and if you’re anything like me, you’ll be apprehensive to say no to anything. But here’s the thing about working in schools. There will always be more to do than is physically possible. My advice to you; pick the two or three initiatives/projects you want to hang your hat on and be known for, and go all in. That doesn’t mean you don’t do anything else, that’s not realistic but these 2-3 things are what you’ll always come back to, what you want to become known for and an expert in. If asked to do more than you can handle you can go back to your line manager and explain how it will effect your priorities and because by then you’ll be the go to person for those areas, they won’t want to pull you from them.
Action before observation – Yes you want to hit the ground running and the academic year just seems too short to get everything done but I have seen a lot of managers storm in and start initiatives before ever observing what the current state of affairs is. So here’s my argument for not acting straight away:
a) It allows you to see how things are working and whether something needs a tweak or an overhaul
b) You doń’t come across as a power hungry authoritarian who wants to make their mark
c) When you do want to make a change you are suggesting it from a place of knowing, of what isn’t working as well as it should and can refer to instances you have witnessed.
Hanging on to to the past – Here’s the thing. No on wants to hear about how your previous school/dept etc.. did things better. Do not compare people. They don’t like it. Instead look forward and say how what you are suggesting may help the school/dept move forward.
Quick fixes over processes – This often happens when managers act too fast. They put a plaster on a wound that has cut an artery and really needs stitches. Take the time to get to the root of the problem. You may have a quick fix and you can use it. But you won’t be under the illusion it will solve it forever and can put processes in place to make a bigger change for the better.
Blanket conversations – Just like in the classroom how blanket punishments don’t work neither do blanket conversations. Yes introduce initiatives to the whole dept but then don’t forget to speak to individuals or small groups about how it effects them.
Lack of clarity of goals in communication – I am amazed at how often things are introduced yet the person introducing them doesn’t know why. Like really. Why. Be honest with your colleagues and make sure you know the why and it’s an emotive reason. Simon Sinek has spoken about this to great length so check out his Ted talk if you haven’t already.
Misalignment of goals – make sure you and your line manager know where you are heading and that you are going in a similar direction. When I took over a poor performing dept I made it very clear I wasn’t going to be able to turn around 2 key stages in one year. I would do one key stage a year. Managed expectations meant they knew what they were getting but also allowed me to steadily introduce changes to the staff and make changes in a manageable way.
I love teaching I really do. It’s the reason I gave up my role as a Vice Principal this academic year, because I missed being in the classroom. Missed the rush delivering lesson after lesson. I might sound mad but I’m telling the truth. But I think we can all relate to how exhausting it can be.
I recently watched Elizabeth Gilberts Ted talk ‘Your elusive creative genius’ for the 10th time over the last couple of years. What I love about this talk is she argues that there is enormous pressure on artists to be geniuses. She describes how after the success of her first book she was frightened that nothing she wrote would live up to that ever again. She promotes a different perspective. That rather than ‘being’ a genius, artists ‘have’ genius within them. That they separate themselves from that genius in a healthy way. Ask for it to show up but don’t tie their identity to it.
Yes I am comparing teachers to artists, because in all my years of watching these magicians at work I really do believe holding the attention of 30 individuals and transferring knowledge is an art form. But when we become the job we have a problem. You see as teachers we believe we ARE the job not that we DO the job. I’ve heard people say it over and over again, teaching is a vocation, but I think this comes at a terrible price, one where our self esteem hangs by a thread on people’s perception of us.
But what if rather than being an excellent teacher we all believed that we hold excellence inside of us. That we must nurture it. And embrace that it comes in volumes. In a 6 or 7 period day it may come loudly in P3 and then go for a short rest in Period 4. Do you think we’d be kinder to ourselves in that way?
So how will you nurture your genius this week? With a hot chocolate on the way home one evening? By going easy on yourself if you don’t stick to the lesson plan? By taking the time to have lunch sat down. Whatever it is, recognise that it resides in you.
4 years old was when I asked my teacher for a ‘kenchi’ (scissors) at nursery unable to think of what the English word was. I ran home at the end of the school day to ask my older brother and cried with embrassment.
6, is how old I was when I moved to a school in a predominantly white neighbourhood and realised I was different.
12, was the first time I heard someone hurl racist abuse at my mum and dad and watched them put their head down and walk away quickly to avoid confrontation.
14, is when I scribbled on the back of my history book, ‘where are all the women and brown people?’ I don’t think anyone ever saw it.
16, is how old I was when a man shouted in my face saying, that he didn’t want to be served by a p**i in the jewellery store I was working in.
18, is when I realised my background gave me a significant handicap in the degree I had chosen and I had to do something about it.
20, is how old I was when I watched a mainstream British movie that had a cast that looked like me and my family.
28, was the first time I saw a successful Indian woman in academia and was able to begin to imagine what my life could look like.
29, is when I started seeing my ethnicity as my superpower. My background and culture gave me a unique understanding of the world around me and I was grateful for that.
30, when I realised that without knowing it I was setting an example for young Indian girls in the schools I was teaching.
This month on our podcast, School Meets World, Karl C Pupe talk about Race, Representation and Inclusion. So as you can imagine it got me thinking about the role these things have played in my life.
Honestly speaking for much of my younger life I just wanted to be white and for life to be smoother. But now in my 30s I believe my ethnicity and background of having immigrant parents who settled in the UK, is my superpower. It’s this background that made me make the most of my education because my mum didn’t get to step foot in a school because of her gender. It’s this background that has permanently planted a little voice in my head every time I doubt myself that says ‘Come on Roma you’re parents came here with nothing and built a life for themselves you can publish a podcast/write a book’ or whatever other task I am talking myself out of! It’s the quiet knowledge of knowing everything I do needs to move the needle forward for anyone who comes after me, whether that be my nieces, students or anyone else for that matter.
I didn’t understand the value of representation until I met a woman who was a complete Powerhouse and my manager in a job I was doing to tie me over until I started my PGCE. Looking back she was the first strong Indian woman I had seen absolutely smash expectations in her job and have a great family life. She helped me visualise a future I didn’t even know I was looking for. It’s funny because at the time I didn’t realise it and it’s only in hindsight that I see she had broadened my parameters. And that’s what representation does. It broadens the way people see themselves, what their future could look like.
In this episode we talk about the value of representation in school and what we need to do in order to be more inclusive and allow our staff to feel more comfortable to speak up and feel counted. We have the privilege of being joined by Adrian McLean who eloquently demonstrates that if we want our young people to feel counted, confident and heard we have to start with our staff. He encourages us to check our biases be self reflective and honest. I hope you enjoy it. I hope you take some time to reflect and I hope you carry forward its message in the new academic year.
You can find our Podcast on Apple podcasts and Spotify or here
Twenty or so years ago a university education would have guaranteed you a well paid job. People with degrees were rare and so having a degree level qualification to your name would make you stand out at the very least and get your foot in through the door.
Fast forward to 2021 and the landscape is very different.
A paper by Universities UK titled ‘Patterns and Trends in UK Higher Education’ published in 2018 shows the growing number of University students since 2009 (see chart below).
I do not think it is a bad thing that these numbers are growing, some of this is down to the great work put in by universities to reach out to a broader audience of students and encourage them to attend university where they may not have traditionally considered it. Young people who are the first in their families to go to university. I myself, was one of these people.
Yet, with more recent figures claiming that half of all 18 year olds go to university and as the scarcity of people walking around with degrees is reduces, it begs the question, is it worth it? Considering that they may not make you stand out any more it is a valid question. Add to that the growing costs of tuition fees, housing etc.. and alternatives to university being pushed by the government, are students better off opting for alternatives?
I find myself having this discussion with my A Level students each year. May of them come in with a mindset that University degrees are more valuable than an apprenticeship and it’s only when we dig deeper that they see the value in apprenticeships rather than dated ideas about them.
So is it worth going to university?
There are a number of ways we can answer the question.
One is to look at the earning potential of degree courses, if students are completing a degree, what they will gain out of it financially.
The government published a a fascinating paper on this in November 2018 called ‘The impact of undergraduate degrees on early-career earnings.’ In it they highlight:
“Not all degrees are the same, and subject choice appears to be a very important determinant of returns. For men, studying creative arts, English or philosophy actually result in lower earnings on average at age 29 than people with similar background characteristics who did not go to HE at all. By contrast, studying medicine or economics appears to increase earnings by more than 20%. For women, there are no subjects that have negative average returns, and studying economics or medicine increases their age 29 earnings by around 60%.”
I would encourage anyone interested in this area to read the whole paper, particularly to highlight the difference in pre HE characteristics e.g. higher attainment and background which also has an impact on earnings.
In December 2019 FE news published the highest and lowest earning degrees in the UK 5 years after graduating.
The highest earning degrees were:
Lowest earning degrees were:
I think the above also raises questions about how we value different career choices in our society and in our markets. But should we base going to university on its financial benefits alone? Personally I don’t think so.
We know our young people don’t just complete degrees for earning potential. Many pursue subjects that they have a passion for or that lead them to careers they aspire to be in. Unfortunately, there is no data to show this (unless you are looking for satisfaction results by institution rather than degree level).
With a growing emphasis on degree level apprenticeships and the new T Levels however we do need to question whether students would be getting an equally valuable experience out of these rather than a degree. Again with many of them being so new data is hard to find to answer this question.
The Incomes Data Research Centre published some interesting research about the starting hourly rate of degrees vs apprenticeships in July 2019 and compared it to National Minimum Wage. Their findings are summarised below:
However, they did note:
“Despite the attractive pay on offer for apprentices, the study has found that graduates are more likely than apprentices to complete their training in full, possibly due to the development opportunities and status offered by such programmes, suggesting that recruits to graduate programmes perhaps have greater longevity with the same employer. Whether this changes as the number of degree-apprentices increases remains to be seen.”
So the conclusion?
This isn’t an easy question to answer. Higher education is about more than just earning potential (although that is important for our young people) and much of the softer data doesn’t exist. Whether students pick degrees or apprentices depends on how well they understand themselves and those around them understand them and can advise them.
I’m pleased to say I have seen some of my phenomenal students go to the most prestigious universities, others be the first ones to complete university degrees in their families and yet others complete apprenticeships at companies such as Rolls Royce, Google and KPMG. Each one chose their path based on what they felt was important to them in terms of style of learning, exposure to industry, lifestyle, location and many more factors. I was privileged to help them navigate through these complex questions. I was surprised how many came in with their parents with negative connotations towards apprenticeships and a preference for degrees and changed their minds once they recognised what alternatives to traditional degrees could offer.
Although I can’t offer a single response to the question I can for certain say that the conversation around this needs to continue with our young people and their parents for them to make the right decisions for themselves.
The panic is starting, I can hear it in the twitter sphere and in clubhouse rooms. The impact of lockdown on student learning and what we need to do to correct it. When what we need is more of what we said we would always do.
The need is too great. To come up with a fancy strategy to overcome a challenge. But the thing is the challenges were always great in teaching. It’s why we joined the profession. To work against the odds and give our students the best possible foundations for their springboard into life. The world has changed, that doesn’t mean that your teaching radically has to.
What I believe our students need when we get back are two key things
Routines
Focus on learning in the classroom – through a few strategies that you already know about
Don’t panic let’s just focus on good teaching practice.
The principles of good teaching still apply. We need routine, variation, spacing and interleaving. Let’s look at what these might look like when we return.
Routine: There’s no doubt about it our young people will come back having stuck to their normal routines at varying levels, they’ll need us to redraw the lines, explicitly reteach what is and isn’t acceptable, what we will and will not tolerate. What a strong classroom culture looks and feels like and their role in making that a reality as quickly as possible. The key here is to be explicit in our reteaching of routines.
Variation: Just like you, our students have spent a lot of time in front of a screen staring at information you may have presented. Perhaps you got fancy with breakouts and let them discuss things in small groups. But what they really crave is variety and nows the time to try it. Team work, getting them to build on each others’ answers, group discussions to really explore their thoughts with someone other than their cat! How can you switch things up so you don’t rely on a computer screen for your lessons when you get back?
Spacing: It’ll be tempting to reteach and test quickly, but learning requires forgetting. And not just forgetting once. So when planning recall don’t just recall what the students have learnt during the lockdown period but go further back like you normally would to last year and when they were in the classroom.
Interleaving:Yes it’s tempting to revisit what students have learnt at home however as stated above learning requires forgetting. There’s no reason you can’t move forward with the curriculum and put aside small chunks of time each week to revisit previous topics. Even better link them to what the students are learning now and going forward. We learn in stories and the more hooks you can provide to what they know the easier it is for them to remember new information.
None of this is rocket science. None of this is new. You can do this. You have done this. But we need to be brave and stick to what we know works and keep things simple in a time when it will be tempting to recreate the wheel.
I recently
joined Clubhouse the new online social platform which focuses on audio.
Essentially it allows you to go into ‘rooms’ hosted by others members to
discuss various topics. One such room asked the question ‘Do our schools
prepare our children for success?’ and that stopped me in my tracks is that the
bar now? Are we being held solely responsible for the future successes of young
people? And what do we mean by success? This then led me to ask the question ‘What
are schools for?’ Much like the age old debate about the role of the state we
find boundaries shifting.
It takes a village – but that village has got a lot
smaller.
You may have
heard the saying it takes a village to raise a child and that was all fine and
well when we lived in tight knit communities where people shared childcare. But
now in 2021 the majority of care is given by schools and immediate family. Over
time more and more is added to the curriculum to often teach children many of
the things they may have learnt in communities, through mentors, peers and role
models.
The question is ‘Have
we spread ourselves too thin?’ And whilst the government cannot control homes is
it over inflating the responsibilities placed on schools because it can? And
does that set us up for a fall?
Do we even know what the role of schools is anymore?
Nick Gibb
attempted to answer this question in 2015 when addressing the Education Reform
Summit. He argued that the purpose was, well broken down into 3 purposes.
Namely these are:
Economic – to
ensure our young people have the skills and knowledge to succeed in a demanding
economy through an effective and rigorous curriculum. In his speech he focused
on Maths and literacy in particular.
Culture – Here he makes the sensible argument that we need to teach young people
the basic tenets of the curriculum for them to engage in culture – for instance
grasping the language to enjoy poetry and set free our imagination. But then
things get a bit fuzzy as he quotes Matthew Arnold
and making ‘all men live in an atmosphere of sweetness and light’ before
talking about how much the arts have been invested in and the need to break
down class barriers.
Preparation for adult life – here he talks about character
education and draws on case studies from the KIPP schools in the USA who no
doubt do incredible work.
To summarise he
argues that schools have ‘Three
purposes – empowering young people to succeed in the economy, participate in
culture, and leave school prepared for adult life’ – and argues that these have
consistently guided the programme of reform by the government.
Let’s take each one of these in turn:
Economic – this is probably the one where most
school staff feel most comfortable so I’m not going to discuss it in any great
length because this is not a blog post about the curriculum. But at a basic
level we all agree that a rigorous curriculum that allows our students to participate
in the economy and be positive citizens in it, is something we can all get
behind.
Culture – What worries me here is that he
seems fine with the assumption that a solid education will allow students to
break class barriers. We all know that education can play a huge part but it is
not the only factor. For instance I can try and break down class barriers as
much as I like by educating students but if mass unemployment is still the norm
for parents these class barriers will remain because the economic conditions of
many of these young people will not allow them to prosper. Also if we have such
a commitment to the arts why are they not core elements of Progress 8 like
science English and maths?
Preparation for adult life –
There is now very clear evidence that schools can make a
significant contribution to their pupils’ achievement by finding opportunities
to instil key character traits, including persistence, grit, optimism and
curiosity.
I have no doubt
the above is true. But I also have no doubt that the home and the character
showcased by parents and role models at home play a huge part in students
future opportunities. And we can teach these in school but what students need
is the ability to practice them in the real world.
Far too often I
read reports about the skills young people lack to make them employable. Quite often
the feedback is from middle ages business owners harking on about how the youth of today don’t
have what it takes to be employed and they have forgotten what they were like
as kids. Its natural, I’m sure you’ve heard your parents say how much better
life was 50 or so years ago, yet none of us want to go back there. I have a
friend that lives in Yorkshire and was, probably foolishly discussing Brexit
with an elderly lady in her 80’s. She like many other people voted for Brexit
because she wanted to go back to the good old days. When asked when this was
she said the early 80’s. ‘You sure?’ asked my friend, ‘you wanna go back to the
miners strikes when we experienced mass unemployment and families struggled to
feed their young?’ She then proceeded to hit him with her handbag and told him
to stop being so clever. The point I’m trying to make is it is a story as old
as time that older generations think that youths of the time are less capable
then they were. My experience shows me something completely different. I see
young people able to navigate comples social relationships, online and offline,
caring about the planet, open minded. What these kids lack is experience in the
workplace to put these abilities to use and a chance. Let me ask you would you
hire yourself at 16? Or even 18? I asked my husband this question two days ago
and his honest response was ‘I don’t think I would have hired me at 22.’ My
husband who often manages placement students in their second year of university
has to teach them how to write emails, not because schools haven’t taught them
how to construct emails but because knowledge without context doesn’t work.
They have to know how to address different people in their organisation and
that happens in the workplace not in school.
My worry is each
time one of these reports come out, education ministers start cracking the whip
promising to make qualifications harder, kids more ready for work through a
corrected PSHE curriculum. I’m not saying we shouldn’t promote character in the
curriculum. I’m saying it can’t sink in with the adjoining help of the
community.
So given the
above can schools ever fulfil their purpose particularly if the onus is placed
on them wholly? My answer is no. We’ve all become too accustomed to pointing
the finger at schools rather than acting like a village with schools, parents,
local business and the government acting together to form an empowering tribe for
our young people.
Teachers have 12 (or more) weeks of holidays a year
Lets start with this one as it’s the reason I’m most often told I’m lucky to be working in education. So say you work in an office, you’re entitled to about 4 weeks right? Most teachers, and certainly if they are senior leaders, would give their right arm to be able to have 4 weeks off. How could that be you may ask? Here’s the break down. I appreciate that on the surface it can look like we have 12 weeks off a year (5 summer, 2 Christmas – one of which most people would get if they were not in retail. 3 one week half term breaks, 2 weeks for Easter). We had 8 bank holidays entitled to all so let’s take off a week and a half with that taking us down to 9.5 weeks. Most teachers also work for at least half a day each weekend. If a teacher is teaching full time the chances are they will be teaching 22 out of 25 periods. Most schools will want some sort of assessment done every two weeks these range between quick tests and longer exam papers. Many secondary school teachers will have between 11 – 17 groups so you can imagine that 3 hours isn’t going to cover the marking required, thus the weekend. Many primary teachers are swamped with lesson preparation too. Lets assume out of 52 Saturdays a teacher works 14 thats 2 weeks taken right there so we are down to 7.5. Then there is the revision sessions over Easter, the trial exam marking over Christmas, the planning of new specs to meet new curriculum requirements and the general updating of resources over summer and I’d say we can whittle it down to 4 weeks like everyone else. (Most would argue it’s lower, certainly for senior leaders who plan for the forthcoming year it can be). Now here’s the thing, it could be 5 it could be 6 or 3. but there are not many professions that require you to be around 30 people all the time. Yes ALL the time. Whereas most professions will enjoy a lunch, or coffee break teaching staff very rarely do get those moments of quiet, they’re usually on duty, helping kids with things they didn’t understand etc..so the break, for their sanity is much needed. Having an off day, as my husband highlighted in any other profession he can hide behind the screen and just take 15 minutes to gather his thoughts, not in teaching you don’t. We need the down time.
Teachers do not work 9am-3pm
This one really amazes me, because it’s often said by people who drop their children off to school at 7.30am and want them to do after school club till 5pm. Who do they think is watching their children?
Your child is different at school then they are at home
You know that one friend that you always have fun and get into trouble with? Yeah your child has one of them too and the chances are they are that kid for someone else. That’s ok. We are not expecting them to be perfect. But what we are expecting is when we call to say they have stepped out of line you believe us rather than saying ‘My little Jimmy would never do/say that.’ Because little Jimmy did, believe me.
School is not 5 hours of listening to a teacher speaking at your child
This ones in response to parents complaining that we cannot provide round the clock live lessons. When students are at school they are not spoken at from the front for every moment of the lesson. Quite often we have to give them the opportunity to apply what they have learnt or at least what we have been talking to them about and they do that in silence through some independent work. It’s important that they get the same at home during lockdown.
Schools did not close during COVID and teachers have not had a holiday
The children of key workers were still coming in, teachers were changing all of their lessons to make them adequate for online provision. Navigating online assessment methods, cheering up tutees who miss school and their friends as well as trying to teach their own children.
Children have a great imagination
This is in response to twitter feedback. Apparently, they’re too busy playing video games? Having played a fair few they require a lot of imagination too! The problem is they can’t often articulate their imagination or think no one will care.
We cannot tell you 4 years before your child’s GCSE’s what they will get
Sorry, we’d love that kind of certainty, erm actually we wouldn’t, I’d hate to be judged on my actions and performance from four years ago wouldn’t you? Yeah think that through. I’ll happily talk to you about effort and participation. But I cannot guarantee a grade years in advance. Even in Year 10 I’ve seen so many turn things around, but it all comes down to participation and effort. So if you want to help ask your child what questions they asked during the day, when seated at the dinner table, not how they did in a test.
Teenagers are not stroppy and clueless
Honestly they are the funniest, most caring, sensitive and bright young people I’ve ever seen. Most of them are just trying to figure life out (aren’t we all!) Seriously, these kids are going to change the world and they’ll likely do a better job than the abysmal one we have. And ok sometimes they are stroppy and clueless but aren’t we all?!
Exams are easier than they used to be
Another confusing one, because this is often said by the same people who can’t help their kids with their primary school work. I’m not sure I could to be honest! I’ve seen the primary curriculum and I teach the kids when they start with us in year 7 and they are amazing! Having planned, replanned and replanned again GCSE and A Level curriculums over the years I can tell you they are getting tougher, the content more intense and the requirements for them to think outside the box and apply their own thinking greater.
What’s the point of all of this?
I’m not asking for sympathy, a pat on the back or a national monument erected in my honour (although that would be pretty cool) and I’m sure no other teacher is either. But a little bit of respect when we are spoken of would be really nice.
*Please note a lot of my references refer to secondary provision. My primary colleagues are often working with fewer resources which means longer hours and are absolute champs. However, I can only speak from my perspective.
