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Open doors, silver linings and missed opportunities: NQT experiences in 2020/2021.

If I find myself exhausted at the end of a day of remote learning, I will often reassure myself, Well, at least I’m not an NQT. For many, the phrase ‘Baptism of fire’ is synonymous with your first year, where you are seemingly spinning a different set of plates every day. And the plates are on fire. And there’s someone watching you spin the plates every six weeks. And then you have extra training on said plate spinning. Oh God, the plates are on the floor - Mum, can you please cook my dinner and iron my clothes? Yes, I know I’m a 21 year old graduate.

Though some may say 2020 levelled the playing field. Most 21 year old graduates know how to use Powerpoints but perhaps that teacher with forty years classroom experience can just about access their email. We all had to learn how to teach remotely alongside each other. And we’re still learning - all of us.

Yet in many ways, NQTs have been dealt a poor hand this year. They haven’t been allowed to gain instrumental class experience or feel that exhilaration after a great lesson observation. Or have they? I spoke to five NQTs (three anon, two named) and one NQT mentor to see if the flames of the ‘Baptism of fire’ are still burning strong or whether this year has dampened them.

Wellbeing is shaping experience

There was no general, constant feeling of positivity or negativity amongst the participants. Many accepted that everyone, including school leaders and mentors, were working in unforeseen and difficult circumstances. However, strongly positive or negative experiences came down to school support. Being checked on regularly both professionally and personally resulted in more positive experiences:

They are constantly sending out information on support numbers or free therapy sessions we could use. Our principal has an open door policy so we can talk to them. It feels that our well being is more important than the teaching - Anon

I am getting vast support from my school. Having a NQT mentor meeting every week - @MissBindingNQT

Whereas a lack of support and tunnel-visioned leadership, focused on remote learning (or in some cases displays) with scarce for staff welfare had detrimental effects:

You’re given generic well-being training that comes across pretty insincere. A box-ticking exercise, almost. It’s like everyone is so busy that no one really cares to check in on you. You’re just expected to do everything by the deadline, and when you don’t, you’re culpable - Anon

Like the participants, I accept that we are all human beings working in difficult circumstances. However, I would challenge leaders who are not prioritising the wellbeing of their staff, especially NQTs who are entitled to extra support and care. These circumstances are difficult but they are certainly not new. We know the mental health of the nation has suffered and is still suffering. Those leading in any sector have a duty to safeguard their staff or face the consequences: departure.

By ‘safeguard [ing]’, this does not mean therapizing in the space of a professional, it is being there, checking in and giving staff the tools and resources to seek further help if necessary as shown above. Essentially and obviously, a kind, open school atmosphere is more helpful than a wellbeing seminar.

Trainees are being observed but the same practices aren’t being used to allow them to observe experienced teachers

All of the participants commented that they were being observed, usually half termly. Trainees in school were observed informally more often by senior leaders situated in corridors, which some found to be pragmatic and reassuring than formal observations. One participant noted how they found this style useful to their practice:

I am being observed but the teacher keeps their distance from my class. There’s an understanding that if my teaching is not clear to them from the outside of the classroom, it’s not clear to the children. - Anon

Due to the constraints of ‘bubble teaching’, it does seem schools are trying to fulfill the roles of mentors all the while adhering to risk assessments. Interestingly, none of the same participants said they were observing practice of others using the same strategy:

I found myself to be extremely busy with not a lot of time for observations, which is a massive shame - @raddiemakic

I’ve been encouraged to do it but I just haven’t had the time - Anon

We are missing an opportunity here. Using technology, we are able to observe any member of staff in any year group at nearly any given time. There are limits to what practice could be observed and embedded but during live lessons or recorded content, trainees could note use of questioning, voice and delivery. One participant specifies:

Schools are using IRIS Connect to share observation examples with their NQTs. - @MrTs_NQTs

Nonetheless, as shown above, many NQTs are too busy to observe or collaborate. As @MrTs_NQTs notes in his TES article (see Footnotes), offering a reduced timetable can help build teaching stamina and allow more opportunities to plan and assess. I believe that freeing NQTs up to observe more often should be prioritised in order to improve practice both remotely and in school.

Although trainees are having less classroom experience, they have felt their practice improve in other areas

Contrary to recruitment adverts, we all know that teaching isn’t a job that starts and stops when the children enter and exit the classroom. Remote learning may mean trainees are unable to teach in the traditional sense but many of the cogs and wheels of teaching have remained in motion:

I still have to be polite and professional, manage the needs of around 30 pupils every hour and I have done 2 parents’ evenings this term [...] I’ve gotten to know my students more during lockdown - @raddiemakic

I feel that my planning has become far more meticulous, far more detailed [...] I have loads more resources - Anon

For some, ‘bubble teaching’ has allowed them to work with different children in different stages, which they wouldn’t encounter in a normal NQT year:

Teaching bubbles, not just in my year group so [that means I’m] getting whole school experience and I’m delivering home learning. I’m getting a wide range of experience and skills which are highly transferable - Anon

Obviously, it is important to build classroom experience. The more mistakes you make, the better prepared you are for future ones and so on, that’s for any job or any skill. However, I am sure many of us veteran teachers will reflect on our NQT year (or maybe even more recent ones) and think, I wish I had more time to… Plan? Talk to students 1:1? Find effective, time saving resources? This cohort is being given that time. That is not to say that the time spent on these tasks is more important, or valuable, but the time certainly is not being wasted. It will be interesting to see what strengths these NQTs bring with them to their schools over the coming years in regards to curriculum design, lesson structure and relationships with pupils. Maybe schools will change for the better as a result.

Like with all education policy, how a school enacts a policy will dictate its effects. NQT support is no exception. It is clear some are using the pandemic as a cloak for insufficient or wrongheaded strategy, which I would presume existed long before COVID 19. Whereas others are acknowledging the difficulties that intensive risk assessments bring, all the while offering their NQTs outstanding professional and personal support. There is still scope to go further, especially in regards to observing other staff and the use of (albeit different) accomplishments of our NQT cohorts to improve whole school practice.

Footnotes

@MrTs_NQTs article for TES ‘7 ways you can better support September's NQTs’

#education

Why masculinity matters in schools

Why talk about masculinity in a patriarchal society? We know that there are more people called John than there are women in American leadership positions. In schools, women make 74% of the workforce but only 65% of heads are women.

For centuries, feminism has drawn attention to the multifaceted way in which women are disadvantaged: a lack of voting rights, harassment and traditional gender roles. It’s incredibly easy to assume that feminism is solely about feminine issues. To the contrary, discussions exploring masculinity have been had in academia (and outside it) for years.

But more recently, there have been many more popularized discussions around what masculinity is, often referencing ‘toxic masculinity: a set of individualised and societal behaviours that an archetypal man performs, much to their own or others’ detriment, For example, not being emotional, being dominant and violent. However, there are also traits which are described as traditionally masculine that aren’t necessarily negative: tough, independent, logical. In opposition to this are traditionally feminine traits of reservation, empathy and patience. And yes, there’s toxic femininity too: coercion through guilt, inability to confront and choosing indecision in order to not upset others.

And anyone of any gender can reaffirm these traits. A man can coerce through guilt; a woman can be violent. Anyone can undermine someone by claiming they are not a true man or woman because they do not display the masculine/feminine traits assigned to them; the phrases ‘Man up’ or ‘That’s not very ladylike’ come to mind. In summary, for us to truly challenge the role of women, we have to simultaneously deconstruct what it means to be a man. And eventually, someday, anyone could hold those traits, without it inevitably relating to their gender. Sadly 2021 is not someday and we live in a sexist, unkind world for all genders.

This is where schools come in. Rules, curriculum and culture can continue to gender these traits; with schools can become petri dishes for both toxic masculinity and femininity. Policing and sexualisation of girls’ uniform; gendered curriculums (netball is for girls, football is for boys) and not challenging sexist conduct all become part of the cause. Masculinity can be explored in regards to all of these. Why are we asking girls to police themselves when we could explore boys’ needs to dominate and objectify? What if a boy wants to play netball - why isn’t this as athletic as football or rugby? Why is it wrong to call a boy a cissy or gay for having girl friends rather than boy friends?

I took to Twitter to ask those identifying as men to describe the masculinities that they felt were present amongst staff and students and to describe the advantages and disadvantages of being a man within education. Participants were allowed to claim anonymity or to be credited (see Footnotes) ; I have used some of their responses to illustrate prominent views amongst the 120 volunteers*.

The presence of different men and different masculinities is important

Nearly all participants said it was important to have men in schools to reflect diversity in society and within masculinity. One respondent stated:

“ It’s important to have teachers of all genders, faiths, genders and sexualities. Pupils need to have a variety of role models. In particular, it’s important for pupils to see different types of masculinity. I am quite camp and chipper, a science teacher is strict and sarcastic, the head is typically masculine. We are all valid!” - Anon.

Moreover, one of the most common phrases that appeared in my research was ‘role model’, especially for boys with absent male role models in their lives:

“It’s so important for students to have strong male role models in school. I don’t of course mean physically, far from it, but men who are open, honest and representative of the majority of men in the country - not the minority in magazines, who make the news etc. As a HoY, I’ve previously had students where their mothers have openly said they see me essentially as their dad!!” - @ThebigCteacher

Many of the participants noted that being a role model for boys meant showing them that being a man means many things and many of these behaviours are not traditionally masculine. For example, being calm or expressing emotions, especially in the form of crying.

Men were also proud to show gender diversity whilst also representing different cultures and sexualities, demonstrating the importance of showing different masculinities within different contexts. This can be extremely helpful in challenging problematic views amongst students, including gamers, which can lead to ‘to racial, homophobic and negative sexualised language towards each other.” - @returnofthefact.

It is wonderful that men are so proud to challenge what ‘masculine’ means. We must ensure that this ethos is shared amongst all staff so that people are not single handedly firefighting. For example, if one teacher is demonstrating that men can cry, it’s crucial that another doesn’t say ‘Man up!’. This is especially so in regards to racism, homophobia, sexism, transphobia or ableism; those who are being discriminated cannot be the only ones to challenge it.

Participants also felt their presence was important in showing boys that their subject, such as English or Modern Foreign Languages was a subject that they could enjoy and thrive in. They also felt that being a man and a teacher showed boys that teaching was a career option for them too, which I speak about more further on.

Believing men handle behaviour better reinforces stereotypes

In the survey, the belief that teachers who are men are better at behaviour management was overwhelmingly prevalent.

‘Men are sometimes preferred to be the disciplinarian. Going to see one of the (very few) male teachers is seen as a negative view. Being a strict male is seen as a positive thing.’ - @MrG_Year3

Where does this view come from and secondly, is there any truth to it? The first question is impossible to answer succinctly. We really could take a detour into the role of men within societies, the patriarchy and power/gender relations. But let’s narrow our focus to schools - why is there a belief that men are better at managing behaviour?

Some participants stipulated that having deeper or louder voices is beneficial. I can see this in my own school experiences. I remember teachers silencing whole rooms with a shout, or down the corridors, simply because if they did not raise their voices, they wouldn’t be heard and there really could be some dangerous results if action wasn’t taken and heard. Sometimes the shout can really be a jolt - a sign that you have pushed limits too far and teachers deserve respect. This behaviour management strategy is highly visible, so if it works, it will be seen as effective.

However, what we need to remember is that the approach may be traditionally masculine but that is not to say that all men will use that approach. By extension, you will have women who have very masculinized management strategies. I have definitely heard whole corridors being silenced by women; there were men at my school who never raised their voices and never had disruptive classes.

Furthermore, the visibility of a shout does not necessarily mean it is effective. Teachers use warning/reward charts and verbal praise but perhaps this is seen as preventive rather than consequential; it is less visible and therefore potentially perceived as less effective. Believing that men are better at managing behaviour because of their biology glosses over their empathy and professional judgement, which could include those strategies. This simultaneously instills that women do not manage behaviour as effectively if they use a more ‘feminine’ approach.

In my opinion, effective behaviour management encompasses both feminine and masculine traits of firmness, patience and empathy, which any person of any gender can demonstrate or lack. Therefore, believing that one gender is ‘better’ at behaviour management is essentialist. In this case, this means believing that there are attributes that men have (stronger behaviour management) and visa versa for women (weaker behaviour management).

It is also incredibly unhelpful in regards to teacher training as shown in the quote below:

“I believe that it has been assumed incorrectly that I don’t need help with behaviour management at times” - Anon.

Assuming that all men have effective behaviour management as a skill because they are a man can be detrimental to individual and whole school development. We all know that effective or ineffective behaviour management can make you or break you as a teacher. What if we’ve lost amazing teachers who are men because they didn’t get the support they needed? What if we missed fantastic mentoring because we haven’t put a talented woman in charge?

Others noted that this biology did play a part in behaviour management but this is not necessarily a positive experience:

“[There’s a] perception that as a man you will do certain things, often physical when a woman colleague might not be asked.” - Anon.

Some men felt that because they were physically stronger, they were asked to physically restrain students or to break up fights, with little regard for their preference in the matter. We really shouldn’t assume that because a man is able to break up a fight, he should. After all, this is putting him at risk both physically and mentally. Some may say that men intervening is less physically risky than a woman doing so, but this is again working on the premise that all men are physically stronger than all women. What about women who are rugby players? They may be physically stronger (and maybe better mentally prepared) to intervene within an altercation. Assumptions like this reaffirm that men should be tough, brave disciplinarians whilst women sit by, ready to talk about it after.

There is both positive and negative discrimination toward staff who are men

As mentioned previously, the majority of the teaching workforce is women. This fact is sometimes cited as a reason for boys’ underachievement. Therefore, schools can be eager to increase the number of men amongst staff. A number of respondents mentioned this:

‘There are less men in primary schools so there may be a positive recruitment bias to increase numbers. Once in school I don't believe there is still an advantage.’ - Anon

‘I know for certain that I wouldn’t have got onto my PGCE cohort on merit. That there was a quota of men to meet was an open secret.’ - Anon

Despite this, the number of men in teaching positions is falling and boys now see less representation at the front of the class. The less representation, the less likely someone can see themselves doing a certain job thus the job is seen as either a man’s job or a woman’s, seen in the quote below:

“Whenever you tell a member of the public that you are a teacher, I often have people smirk and say that it’s a woman’s job. Which of course is nonsense as any gender can be teachers.” - Anon

Although I would challenge articles that use phrases to describe schools with many women as ‘dominated’ instead of ‘majority’. Both terms can be problematic, of course. Someone can feel alienated from a job simply because they are in the minority but the word domination has deeper connotations. Domination is the exertion of power. We can work in environments where we are the minority but also within unhealthy power dynamics.

Teachers who are men are no exception to this. Participants did note feelings of alienation or not fitting in amongst women majority workplaces but, more importantly, many noted that their workplaces had very traditional and detrimental views of what masculinity means including:

No support after traumatic events such as romantic relationships ending

Believing men were unempathetic, insensitive or not understanding

Deploying men to upper key stage two rather than early years

There were also physical barriers such as no adult male toilets.

Of course, in men-dominated workplaces, women can suffer in similar (or worse) ways e.g. sexual harassment (which men also can suffer from) and the pay gap. I am not arguing against this; we live in a patriarchal society where being a man comes with many privileges. However, if we continue to stereotype which careers are for men and which ones are for women, it harms us all. It stops fantastic teachers who are men entering the classroom; it stops women becoming engineers. It means men are not persuaded or permitted to take paternity leave whilst women can be turned away from a job in the fear she will have children.

Moreover, the lack of men within schools can bring with it a sense of distrust and that men have gone into teaching because they are, in one participant’s words, ‘perverts’. Several participants commented that they were told to be especially careful in order to avoid accusations. This is obviously upsetting for the teacher but also this is detrimental for the day to day responsibilities of teaching, see below:

“I feel less trusted than my female counterparts and also no one expects me to support any child if they have a toilet accident (I work in Year 1).” - Anon.

Additionally, what about talking to a student about something incredibly personal? What if one of their parents is dying? What if they have been assaulted? What if the only teacher the student trusts with this disclosure is a man? Our belief that men are predatory and dominating and unable to empathise can result in perpetrators committing the crime without consequence. If that student can’t disclose to that teacher, if that piece of the puzzle isn’t found, abuse can continue. Moreover, that’s why we need to discuss and challenge predatory behaviour, an example of toxic masculinity, in friendship circles and in the classroom, so eventually there is less truth within the fear.

Conclusion

Masculinity matters because many of us still see it only for its traditional traits. The stereotyping of teachers who are men demonstrates this. The survey showed many men feel they are typecast as tough, unfeeling managers of behaviour who cannot be trusted to deal with the sensitivities of teaching. Inferentially, women are viewed as not strong enough to cope with serious incidents and are more suited to the classroom, rather than the boardroom. Masculinity affects us all, so let’s talk and teach about it, highlighting its diversity and accessibility as well as its limits until eventually we do reach a point where a trait is no longer feminine or masculine, it just is.

What are your views on masculinity within schools? Let me know your views and experiences on Twitter:

@mimmerr

Footnotes

Further reading

Hegemonic Masculinity: Rethinking the Concept - R. W. Connell and James W. Messerschmidt

Learning from other teachers: Gender influences - Jeanne Keay

The Guilty Feminist - I don’t think this book is perfect; what book is? But see Part 1 for a good feminism primer and Enemy Lines chapter on why men aren’t trash and how women can also reinforce stereotypes.

Participant list

Many thanks to those who participated in the survey, both credited below or those who wished to stay anonymous.

@TallTailless

@samfurbank87

@ReeceMorris18

@asboteacher

Ian Brown

@FourfieldsY6

@MrBiology

@andycart2537

@historyguy7292

@cp2242

@sotiredteacher

@stuartmclean8

@mrjordanday

@mrking_mea

@returnofthefact

@MrOzzyMaths

@readeandteach

@m_cuss

@JamesDalbyY4

@Callum_SEND

@EnglishMrSingh

@christteach

@mrzalewski

@MrG_Year3

@MrJxson

@DLewis_Sci

@SubjectOfKings

@mrbusby

@langford_mr

@bailey_mfl

@mr_teachit

@MrLeech_history

@kamranabdus

@scottdx

@ThebigCteacher

@yourobedientsir

@ADMaplesden

*SurveyMonkey unfortunately cut some of my responses, meaning sixty responses were hidden from me, lowering the participant number from 180 to 120. If you completed the survey but cannot see your credit, I apologise and do get in contact to express your views on masculinity.

#education

Key workers, militant cowards, vital frontline staff: how the country viewed teachers during the pandemic.

It is obvious to say that the pandemic has been a difficult time for the public sector. First and formally, frontline NHS and care home staff have dealt with the horrifying human effects of the pandemic; a day does not pass without a bleak photo of a hospital ward or an interview with an exhausted team member. And we are blessed to have these people persevere all day, all night, to keep our loved ones alive.The pandemic has also brought to light other key workers on which our country depends: supermarket staff, refuse collectors and transport workers. Yet I would not say I hear these places of employment discussed with as much frequency and vitriol as schools and teachers are. I have probably lost some support with that last sentence. Here’s another teacher again, moaning about how hard everything is. I implore you to step back with me and unpick how you’ve come to that conclusion and then consider how I have reached mine.

March 2020, the pandemic has reached its first wave. After weeks of parents refusing to send their children to school, in addition to union and expert pressure, schools shut to all children except the vulnerable and those of key workers. Headlines reflect the resistance to do, using words like ‘forced’ and ‘Now it’s the schools’. Others comment on the government’s lack of support and guidance for leaders. However, community spirit is strong. People clap for the NHS every Thursday and we are reminded of both the fragility of life and what it means to be human: arguing with your family about one left sock on the floor and so on. The education sector is thanked repeatedly by the Prime Minister, Education secretary and companies (in the form of discounts etc) for their services.

June arrives. A selection of year groups are invited back to school. Unions, heads and councils argue with the decision and some parents do not send their children back at all. The Daily Mail’s headline reads, ‘Let Our Teachers Be Heroes’ and describes the unions as ‘militant’, espousing a dichotomy between unions and teachers.

Whereas in reality, the union is made of and led by teachers. Secondly, the use of ‘heroes’ to describe those returning to school acknowledges that there is some danger to heroically overcome. Moreover, an unwillingness to return to a class of children from different households, who are unable to socially distance, is the antithesis of heroic: it’s cowardly or selfish.

Skip forward to September, schools are open to all. A piece of normality is back, albeit covered in antibacterial spray, hand soap and wrapped in a bubble. School communities on the whole, although wary, are prepared and delighted.

Unfortunately a few months later, cases rise and everything begins to shut down again: pubs, leisure centres and non-essential shops. Schools are open but many partially shut, sending home year group or class bubbles in response to positive test results. There are calls for school closures before Christmas so staff and children are not told to self-isolate over Christmas, which at this point allows for household mixing. This does not materialise and for many staff it does not matter; those in tier 4 were now unable to mix households over the Christmas period.

New Year arrives and the peak is dangerously rising. Schools shut for two weeks in highly affected areas. Those in less affected areas go back in January to be told the next day they shut for the half term. This is where perhaps the biggest shift in narrative occurs. It is at this point that seemingly, every morning, on every TV and radio show, there is a debate between whether schools should open or shut. Often, one voice is of a stressed parent, quite rightly concerned about their child’s education, which has already been affected so much by this pandemic. The other voice is of a staff member or another parent’s, who worries about them or their child catching the virus or transmitting it to a more vulnerable family member. There are complaints about individual school practices such as unclear and inconsistent messaging regarding home learning and closure. I cannot and do not wish to spend my time defending ineffective school leadership. However, I would stress that some schools were told overnight to prepare for remote learning the next day and secondly, that schools who were aware of a fortnightly lockdown were told during their annual leave and had to prepare accordingly. There are definitely other jobs where there’s an expectation that work may affect annual leave but certainly not many. I’d also like to highlight that in all places of work, there will be ineffective management, but this is rarely applicable to other similar establishments. To put it crudely, we can accept that one bad experience with a doctor does not necessarily mean the whole practice is terrible and by extension, the NHS. One school’s poor management of remote learning does not mean all remote learning is poor and consequently, schools should stay open.

At this time and throughout the pandemic, there are inputs from the media, government and OFSTED, reiterating that schools are the best place for children and that school closures should be used as a last resort. This argument is obviously true. I doubt you will find a teacher that will suggest otherwise. However, the argument is also reliant on emotional response rather than conscious, encompassing reasoning. We know that schools can have hundreds of people inside from many different households. We know that younger pupils and those with SEND may not be able to socially distance or follow extra hygiene practices effectively. We know as teachers, that we usually have to work closely with children to read their work and teach them new skills. We now know that for some teachers the infection rate for COVID is 333% higher than the general population. Arguing for school closure is not cowardly, selfish disobedience, it’s self and community defense against a deadly virus. This cannot be pitted against children’s education and well being because it is also incredibly important yet is somehow footnoted.

In recent weeks, the narrative has again shifted, mirroring the one of the first lockdown: one of community spirit and support. The education secretary advised parents to complain to OFSTED should they have concerns regarding home learning. In response, parents sent over five thousand emails of thanks and praise for teacher’s hard work.

Evidence of school infections linking to community infection is growing supporting the previous concerns over school reopening and lessening room for debate on whether schools are safe. Consequently, there are hopes for teachers to be vaccinated in the second phase of rollout.

We came together to thank teachers alongside other key workers but it wasn’t long until they were blamed, rather than COVID, for school closures. When people are scared and worried, it can be all too easy to find someone to blame, rather than see them as a person with the same fears and anxieties. We must empathise with each other. To parents, I would say to not see unions or their members as the reason for closure, see them as people who want to keep teachers and children safe. We are also someone’s children. I would implore teachers to do everything they can to support parents struggling with home learning at home and to make sure learning is accessible as possible: they are not to blame for gaps in their children’s learning - they are not teachers. And together, we must not forget that school staff are on the front line, with many giving their lives as a result of being in school. Let’s put an end to oppositional vitriol. We want children back in school but let’s all now agree that can only happen if school staff are protected.

#education

Don’t forget what the last few months have taught us.

The term and school year is ending. Leaving behind what has been perhaps one of the most trying years in modern life, including in the education world. Hopefully, we’ll begin to remember what the word ‘bubble’ actually meant before it was defined as an unchanging group of fifteen children. Most importantly, we’ll see those who we are desperate to see and fingers crossed, school life will eventually go back to normal. After of course an inevitable few bumps in the road.

Lots of us will be excited for this, as well as a well deserved summer break, but like everyday of teaching, we also must reflect on the last few months and think of our WWWs (What Went Well) as well as our EBIs (Even Better If). And to make this clear, I mean strictly within a school sense; I don’t expect anyone who has experienced grief and trauma to see the bright side of a terrible situation.

As much as I am desperate for normality, I can also see the positives that 2020 has brought teachers and their students. Many educators out there have seen this overhaul in learning and curriculum as a necessity, a chance to “turn things around” but I often do not find tangible concepts that we can use in September. And if you do have your own, do please share. So, enough of broad, vague ideas, here are some we can actually implement in September and beyond.

Learning outside more often

The government is keen for us to keep socialising outside which is also advisable for schools; lessons are to be kept in open or ventilated spaces as much as possible. Learning is in the great outdoors more than ever, utilising spaces we had not yet explored and activities that we thought were too difficult to plan. It is possible, we just have to try.

We must be braver in taking our pupils outdoors, ad hoc and planned, building on learning where we see it and writing down ideas to build on it, a la EYFS, even if we are in Year 6. I cowrote a post all about the lessons you could do here.

Working from home

If there is one definite we can gain from lockdown, is that there is capacity for staff to work at home. Teaching is infamously inflexible but it no longer needs to be that way. Having PPA, if only occasionally from home, will do wonders for wellbeing by reducing hours in school and making home life more accessible.

Blended learning

Many of us a year ago would not know where to start with Seesaw or Google Classroom. Now, you’ve been handing out assignments and giving online in depth feedback; there hasn’t been an exercise book or worksheet in sight. Instead we have employed new electronic resources, as have our families, that enable children to watch videos from around the world or unlock thousands of e-Books, catered to their ability and interests. We cannot leave these discoveries behind. Bookmark them, share them, know them. Bin homework booklets and sheets if enough children are accessing your online learning. Consequently, we are saving paper, time and improving our children’s independence and love of learning.

Work life balance

Now I know many of you, especially if you are in leadership, haven’t felt the benefits of less work. However, with the instruction to not mark books or to stay onsite unnecessarily, many staff are having full and healthy lives outside school, even if they are socially distanced and restrictive. Doesn’t that go to show how many of our tasks are unnecessary and “tick box”?

Going forward, we must prioritise that balance, realising that a happy life outside work improves productivity and who knows what else in school. I imagine many of us will be coerced into catch ups, or convinced that we have had several months off and need to pick up the slack. If you have worked from home, then you have worked. It isn’t your fault that a pandemic happened. Remember the experiences you have managed to have with this extra time, like seeing your children more, or reading a range of books, and keep them going, leave work earlier.

Being child centered

With less children, means better focus on their independent needs and questions. We have been able to tailor their learning to what they are interested in as well as assessing gaps in knowledge more frequently. This is the result of simply having more time to talk to them!

Following their journeys and taking their opinions into planning, every minute, every day is what being child-centered is about. Rather than cramming in ten SPAG objectives, is it not better for them to know a fewer, learned effectively and creatively? Shouldn’t we spend more of our time talking to our learners, rather than instructing them?

What will you take forward in September? You can tell me on Twitter: @mimmerr.

#education

#MusicalOddities: H is for The Human League.

The #MusicalOddities series is an alphabetical blog series by Molly and Bradley Hall. The series curates the lesser known works and personal stories of and about prominent musicians. You are welcome to join in or respond, using the #MusicalOddities hashtag.

I met a girl once who asked me to go see The Human League. They had been supporting Siouxsie and the Banshees - I hadn’t taken much notice of them because The Banshees were so big at the time, eclipsing most others.

It was 22nd June 1979, I was only sixteen and had just left school. For me, this was the last year of punk; people had stopped dressing like Sid Vicious and fashion was changing. I had a pair of suede chelsea boots, black pegs and a Jesse James shirt, a copy of one sold at PX in Covent Garden.

Anyway, The Human League were formed in Sheffield in 1977 by Philip Oakey, Martyn Ware and Ian Craig Marsh. Oakey was a former hospital worker who sang almost part time for the band - a paid singer. The other two, the creators of the group, were creative students.

The Human League was the UK’s answer to Kraftwerk. They were a cross between them, glam rock and funk. But they had a wide range of inspirations: soundtracks from A Clockwork Orange and John Carpenter’s horrors; Donna Summer’s ‘I Feel Love’, (co-written by Giorgio Moroder); Eno’s input on Roxy Music; Bowie’s ‘Low’; Joe Meek’s production values. All of these influences culminated in them being the UK’s first true electronic group.

They were playing at the Marquee which was on Wardour Street, Soho, which was really different back then, full of sex shops, movie and music stars but empty by 7pm. It was a little venue where bands played every night, often with big shots from the music industry in the audience looking for new talent.

It was £1.50 to get in. First up was a band called Spizzenergi, a band from Birmingham who changed their name every year. They were a mix of electronic and guitars, a perfect opening act.

The Human League came on, no other band at the time were like them. Unusually, they had two keyboard players (Marsh and Ware) and Oakey was very tall, in platform boots, an asymmetric ‘wedge’ haircut: barely any hair on one side, very long on the other. They also had a visual director (Philip Adrien Wright) who played slides and projections during the performance that reminded me of George Orwells’ ‘1984’. The dark and moody set matched their equally shadowy earlier work. They played ‘Being Boiled’, their future hit, rumoured to have only cost £2.50 to make.

They were a breakthrough band on the electronic scene alongside Gary Numan, Ultravox, Visage. But they needed to have hits. The band split into two halves. Oakey and Adrien-Wright kept the name and had two members join them. The others made Heaven 17.

Being there was special. I saw the original, industrial band before they became a worldwide pop group; a part of musical history which many people were not privy to.

#music #musical oddities #the human league

Learning in Lockdown: lessons you could do outside this week.

This is a collaborative post with Carl.

Lockdown may be easing but many parents are choosing to keep their kids at home. We also have others deciding to send theirs to school, where teachers will be trying as much as possible to get children outside. Whether you’re a dad running short on ideas or an educator looking for inspiration, we have complied some outdoor activities ready to use this week.

Upgrade your chalk work

Now many of you would have already drawn beautiful rainbows and messages for NHS staff. ‘Not the chalk again, Mum!’ says young Fred. But the resource is super cool and use, we just need to work on making it more exciting. Why not lie down (or ask a child) and have some students draw your outline. From here, you can construct a background and even a stop animation video if you’re super interested. Not sure what I mean? Check out the video to Coldplay’s Strawberry Swing here.

Journey sticks

Journey sticks are well, sticks that tell a journey. You’ll need some string and tape but other than that, the natural world is your craft shop.

Take your child or class to a natural setting and allow them to find the perfect stick, asking them to question what the perfect one looks like, where it might be found and why it might be special. From here, they collect leaves, pebbles and grasses and then decorate their stick with their finds. If you can’t visualise what this looks like, check out this great post.

After, they use their creation to retell their journey, adding in lots of detail. For those seeking challenge, the children could use their stick to write a recount or draw a storyboard.

Mud kitchen

This isn’t an activity for the faint hearted and those of us that will sob at the sign of a stain. Mud kitchens are probably nothing new to those of you in EYFS with outdoor areas, but if you parent or teach older children, you might not know of their brilliance.

Mud kitchens are outdoor areas stacked with old, unused kitchen equipment such as pots, pans, utensils and plastic crockery. Fill up a few buckets of water to create some mud and kids will start cooking brownies and takeaways. They’ll soon start serving them in imaginative restaurants and kitchens.

There are many cross curricula opportunities here. The children could design their own recipes, menus using their knowledge of money and measurement. Children could describe the materials they have used and categorise them during or after the lesson. But most of all, children love being able to play and imagine as well as get messy!

Whether you've sent your children back to almost-normal-school, or are enjoying their company at home a little longer, these six activities will keep their hungry little minds active and help stave off that terrifying call of "I'm bored!" Plus, since they're fairly covertly educational, they'll work just as well during the summer holidays (which will be along soon)!

Click through to Carl’s post here which has 3 more ideas you could use!

#education #learning outside #outdoor learning

CPD: Returning to School.

This is a collaboration post with SecretVP. Some of us are back in school, some of us are still working from home. Regardless, we’d be particularly impressed if you weren’t fed up in some way with working life still being so different. In September, hopefully we will see settings that are reminiscent of the ones we loved before but we will still be teaching and working with staff and children that have lived through a traumatic time. We discuss below effective CPD that might be worth looking into before you return to the classroom, that will help everyone in education in a number of ways: mentally, academically or professionally.

Anxiety in Children and Young People during COVID-19

This free online course lasts two hours and aims to improve understanding of CV-19’s impact on mental health. It focuses on anxiety and its effects. You’ll learn how to spot signs in the classroom and how best to support students as well as their parents.

Mental health for small workplaces

After signing up for free, you’ll be able to access three online modules created by Mental Health charity mind. The courses focus on awareness, looking after yourself and ways of supporting colleagues. The e-learning is aimed at organisations with less than 250 staff but I would still sign up, especially if you work within smaller teams.

What children and young people say

This quick, free course discusses the importance of how we speak to children and the effect our words can have. It also explores how best to listen to them and ensure their voices are heard.

We hope the above links prove useful in helping you prepare for your return to work. It will be an unnerving time for all of us come September, we don’t yet know what it will look like, but if it is one thing that the lockdown has taught us is as a profession we are adaptable and strong when it comes to ensuring our students get the best of us.

Do click through to SecretVP’s post here where you’ll find three more courses.

#education #mental health #teachers #support #cpd

How do we teach about women in STEM?

This post is a collaborative one, written by myself and Miss Tough.

14% of x are engineers, <20% of x are in tech jobs and 35% of x are in STEM subjects. What does the x represent…? Women! STEMinism is a real issue and the classroom is a perfect place to tackle this. Clearly, women are significantly underrepresented in STEM, but why?

We may not actually be certain about the exact causes but we are certain that ability is not the issue. Research suggests a range of reasons from a lack of encouragement, lack of role models, or lack of positive reinforcement from friends and family.

The classroom is one place where we can challenge some of these barriers. One top tip from us is to consider the examples and questions you pose, to incorporate these female role models. For example, include a career in questions: a software developer created this code. Identify where SHE has used selection; or include SHE in scenarios which may typically be male dominated. The more you use healthy and diverse role models, the less children will make assumptions and believe stereotypes.

It is also important that these pioneers are explored in different areas of the curriculum, analysing their values and historical context as well as their scientific contributions. That way, children will really understand the enormity of their actions and intelligence. Science is very rarely just science. People need STEM to address disparity and disaster. Here are just some of the incredible women who you should discuss in the classroom this week.

Dr Rebecca Lee Crumpler

Dr Rebecca Lee Crumpler is credited as the first African American woman to earn a medical degree in the USA. She also was one of the first black women to have published a medical book. She had a wealth of experience and knowledge, from her first years as a nurse to her pioneering understanding of child birth and infant health. She faced discrimination as a person of colour as most medical schools only trained white people and also as a woman, who were thought to be less intelligent than men. She also dedicated her time to attending freed slaves and patients who could not pay.

In the classroom:

There are many ways children could learn about Dr Crumpler’s work both as a doctor and hero.

Science: When children are learning about different parts of the body, they could consider what Dr Crumpler would have looked for to assess whether a patient was sick or healthy. Children could consider what parts of the body are analysed during appointments e.g. doctors may place a thermometer in the ear canal, or use a stethoscope on the chest cavity.

PSHE: Children could discuss the discrimination Dr Crumpler faced as both a person of colour and as a woman. Using her story, they could form their own questions for discussion using a Philosophy for Children lesson structure. History: Dr Crumpler’s story focuses on the time after abolition, however her, her community and patients still faced discrimination. Classes could look at the long term injustices people of colour face both in the US and UK. There are resources to support discussions about racism here.

Dr Hawa Abdi

Dr Hawa Abdi is a lawyer, doctor and activist. Her medical background is within gynecology and she also was an Assistant Professor of medicine at the Somali National University.

Other than being extremely intelligent and a STEM icon, she is fiercely kind and a driver of social justice. She used her own land to house, treat and educate over 90,000 people during a civil war. When militant Islamists took her and her staff hostage, she stood up to them. Her daughters are also doctors who help run a foundation that gives medical care, education and food to women and children.

In the classroom:

Science: Dr Abdi’s foundation treats people medically but also runs food sustenance projects. From this, children could discuss why this is important, what Dr Abdi and her staff need to consider when growing crops and fishing. Children could also explore sustainability and how a healthy diet leads to good health.

PSHE: Dr Abdi is a real leader in her community. Children could consider what changes they would like to make in their local area and what is already in place.

Alice Min Soo Chun

A professor of architecture and an inventor, Alice Min Soo Chun is a pioneer for women in sustainable energy. Her invention, the SolarPuff, is a solar powered inflatable light that can be used anywhere, including during the Haiti earthquake.

In the classroom: Science: Alice Min Soo Chun’s work is a great entry point for children to learn about different types of energy, especially ones which are eco friendly. Children could also design and create their own ideas for renewable power lights.

DT: The SolarPuff is a great invention to analyse for its purpose, audience and impact.

English and ICT: Children could present their invention using a Powerpoint or other presentation software. They also could write instructions telling others how to create their own.

Here are 3 females who have made significant contributions to the STEM industry. There are of course many more - which we encourage you to explore! Miss Tough’s sister post has three more incredible women you can learn about here. Introducing these to students can be really powerful in building their confidence and aspirations so make sure you take the time to get these stories heard.

#education #STEM #women

Talk to a Teacher: Hannah Wilson.

As lockdown nears its end, we are finding ourselves reflecting on the last few months. They have been surreal, anxious and strange; time felt more expansive than ever. However, one grounding activity I took up was the #DailyWritingChallenge, set up by Hannah Wilson (Ethical_Leader), a brilliant initiative asking bloggers both old and new to explore different values. It has been a staple to many educator’s neverending days, (including mine) and an enriching experience, resulting in improved skills and new friendships. So I thought, what better than to interview the founder herself and explore what makes it so successful.

What do you think ‘ethical’ means within schools and why did you choose ‘Ethical_Leader’ as a handle?

Ethical to me, means being values-led. I feel that in many ways education has lost its way and I have worked with educators who have compromised their values. I work with Values-based Education, an organisation who support schools in embedding values at the heart of their culture and ethos. I hope that we can bring some humanity back to the school system and that we can focus on the nurturing of global human values in our communities.

My previous handles have been @Miss_Wilsey (my name is really common so Hannah Wilson was not available!) and then @TheHopefulHT as I was a headteacher with hope for change in the system. When I resigned from headship and planned to move out of working in schools I reflected a lot on what to change it to reflect my new identity.

I distilled it down to my essence – I am a leader, I am principled and I strive to model integrity. Surprisingly it was available so I nabbed it and started a new blog with the same name.

Let’s talk about how we know each other - #DailyWritingChallenge. How did it come about?

I have been blogging for a few years and really enjoy it. I find writing and reflecting are really cathartic processes for me to get clarity, make sense of what I am thinking/ feeling and assimilate my learning.

When we went into lockdown I was feeling guilty about not being school-based and I racked my brains about what I could to do to help others. I decided to offer two things – I hold daily peer support circles to create a safe space for talking about how we are feeling. I then put the idea out on Twitter to see who would find a daily writing focus helpful. Both offers gained a lot of traction quickly. 10 weeks on they are both keeping me busy, but also calm and focused, they have helped me and others lots to deal with the uncertainty.

What has been the outcome?

We are now on Day 56 of the challenge, we have brought together 100+ contributors and 600+ authors. People dip in and out of reading and writing the blogs exploring a value, as and when they have capacity. The DM group has grown so much we have 70 in one and 20 in another. Friendships have formed and the contributors have become a peer support group.

Schools Week picked up on it and asked me to write an article about why we need to focus on values now more than ever. I think it is the simplicity of the idea which has captured hearts and minds. Also lots of people like the idea of blogging but find it hard to get started, the inclusive approach means that people feel supported and less vulnerable putting themselves out there. A lot of educators have found their voice and their writing style through this daily intention. Writing has become a ritual for me each morning, it is now part of my wellbeing and self-care practice.

What do you think lies ahead for the hashtag and community created by the challenge?

As lockdown kept being extended, I checked in whether we wanted to continue. The resounding response was yes, it is keeping people connected, it is bringing some positivity and it is supporting our emotional self-regulation. I will run it for as long as we need it and as long as others are engaged and inclined to write. I anticipate getting to 100 days and then reviewing again.

I have organised thematic blogging events in the past via a site that has since closed called StaffRm. From September we will perhaps move to a weekly or a monthly writing challenge to keep us writing, but this will be dependent on the community and whether it is still serving them as it is now.

And finally, who should we be following on Twitter for ethical leadership?

Over the last 8 years of being on Twitter I have grown a sphere of brilliant educators around me, peers who lead with their values and model an ethical approach to education. I would firstly signpost the VbE team: Dr Neil Hawkes, Sue Webb, Julie Rees and David Gumbrell. Also @LeadersEthical is the handle for the Ethical Leadership Framework so check out who is following and engaging with that collaborative community. Kerry Jordan-Daus has blogged in the past about principled-leadership and James Pope is driving @HeadsUp4HTs and a more ethical approach to how we look after our school leaders. There are many many more of course!

Same question but for writing/blogging?

Over the last 5 years of being a blogger I have curated a network of fellow writers, some dip in and out so do not write regularly but I enjoy reading blogs by Jill Berry, Annemarie Williams, Kat Howard, Iesha Small, Angie Browne, Penny Rabiger and Pran Patel. I have also loved discovering new tweeters and writers to follow since we started the #DailyWritingChallenge so all of the contributors on that hashtag are worth a follow too! I have loved connecting with writers from overseas and from out of education too. Values are universal and connect all humans in all walks of life.

Many thanks to Hannah for her brilliant responses. You can follow her on Twitter here where you’ll find the values for the #DailyWritingChallenge pinned at the top of her profile.

#interviews #education #talk to a teacher

#FoldingPaperProject: Cal and Felix: Part XIX

The following text is part of the #FoldingPaperProject. The project, set up by Molly (www.mimmerr.co.uk) aims to spread productivity, creativity and fun amongst the world’s current bleak state.

It works like the folding paper game we played at school, where one person draws the head of a character, the next person the body and so on. Whereas, we’ll be continuing a story.

You don’t need to be an accomplished writer. You don’t even need to be any good! You just need to be able to continue the story in four- five hundred words and post it on your site. If you don’t have a site, I’ll put it on mine for you.

If you would like to get involved, contact Molly @mimmerr or at [email protected] If not, read on and share the story via the #FoldingPaperProject hashtag. Happy reading and writing!

Previous sections:

Part One

Part Two

Part Three

Part Four

Part Five

Part Six

Part Seven

Part Eight

Part Nine

Part Ten

Part Eleven

Part Twelve

Part Thirteen

Part Fourteen

Part Fifteen

Part Sixteen

Part Seventeen

Part Eighteen

#foldingpaperproject

#FoldingPaperProject: Cal and Felix: Part XVIII

The following text is part of the #FoldingPaperProject. The project, set up by Molly (www.mimmerr.co.uk) aims to spread productivity, creativity and fun amongst the world’s current bleak state.

It works like the folding paper game we played at school, where one person draws the head of a character, the next person the body and so on. Whereas, we’ll be continuing a story.

If you would like to get involved, contact Molly @mimmerr or at [email protected] If not, read on and share the story via the #FoldingPaperProject hashtag. Happy reading and writing!

Previous sections:

Part One

Part Two

Part Three

Part Four

Part Five

Part Six

Part Seven

Part Eight

Part Nine

Part Ten

Part Eleven

Part Twelve

Part Thirteen

Part Fourteen

Part Fifteen

Part Sixteen

Part Seventeen

#foldingpaperproject

#FoldingPaperProject: Cal and Felix: Part XVII

The following text is part of the #FoldingPaperProject. The project, set up by Molly (www.mimmerr.co.uk) aims to spread productivity, creativity and fun amongst the world’s current bleak state.

It works like the folding paper game we played at school, where one person draws the head of a character, the next person the body and so on. Whereas, we’ll be continuing a story.

If you would like to get involved, contact Molly @mimmerr or at [email protected] If not, read on and share the story via the #FoldingPaperProject hashtag. Happy reading and writing!

Previous sections:

Part One

Part Two

Part Three

Part Four

Part Five

Part Six

Part Seven

Part Eight

Part Nine

Part Ten

Part Eleven

Part Twelve

Part Thirteen

Part Fourteen

Part Fifteen

Part Sixteen

#foldingpaperproject

#MusicalOddities: G is for Grandmaster Flash.

My friend Joe tagged me in a tweet once; it was from Relentless (the energy drink). They were hosting a music blogger competition and he thought I’d have a good chance in it. The challenge: review a gig and send it in. The prize: a year being Relentless’ in house music reviewer. A foot in the door in an overcrowded and unkind industry that I had been hokey cokeying in and out of since I was fifteen. I hadn’t and have never given myself fully to the ambition in the fears of unemployment but this seemed like my chance - a way to get there without risking a stable future.

So I had a go. Unsurprisingly, I chose Arcade Fire, I had seen them at Hyde Park a few months earlier. And amazingly, I made the top five out of hundreds of applicants - a real pat on the back considering I hadn’t studied journalism. We had one final challenge to compete on: a gig review: Grandmaster Flash at the O2 Brooklyn Bowl. I managed to book it off at the part time job I had, citing “life changing opportunity” as the excuse.

We had around a week to prepare. I had heard of the Grandmaster: ‘The Message’ was nearly in every advert or TV series and Shaun and Ed dance to ‘White Lines’ in ‘Shaun of the Dead’ with a zombie. But I’ll admit, I wasn’t an expert, indie bands with dodgy haircuts were my area of expertise - GM was the godfather of hip hop, the inventor of scratching and DJing. So I spent seven days listening to his discography, reading every website I could find and plying my DJ dad with questions on tech and the historical context of The Grandmaster. I even prepared interview questions on the off chance that we would meet him.

The day arrived and following advice from my friends and family, I really dressed up, nearly all in black with a very on trend co ord set with creepers to match. I had enough make up on that you could probably scratch it off with a credit card. I wanted to feel confident and glamorous. I just ended up looking a bit overdressed and try hard. Anyway, we did some interviews with the brand and filmed some footage for the competition. We all spoke about our experiences, of which I had the least. And somebody said how pretentious it was to use a notebook during a gig for notes, which I always did and was planning to do tonight. My bag had never felt heavier or lamer.

We separated out and began to observe and enjoy. I had to get my book out in the fear I would forget the samples GM was using. These were the days before I had an iPhone. It was a great gig and I made sure to show this in my article. The ‘master’ part of his stage name was well deserved, the whole performance was effortless and full of surprising cuts and changes to his classics. It was an education into the world of hip hop.

We all parted and wished each other good luck. I didn’t win, which was at the time saddening but also understandable. The girl who had was thoroughly lovely and talented. Whereas, I had a long way to go within my own work and style but the whole experience did remind me that I could do it, with or without a formal qualification. Here we are years later with a (partially) successful blog and self assurance. And what’s more, I had found a new appreciation for a genre of music I hadn’t known about. I later saw Grandmaster Flash of my own accord and without the notebook.

#music #MusicalOddities

#MusicalOddities: F is for Futurama festival.

When I was younger, me and a few friends were in a post-punk band. One day in rehearsal, my mate Peter said “You’ve got to come and see my friend’s band - they’re called Wasted Youth’. I thought, are they a reggae band? At the time, there were a lot of reggae bands with ‘youth’ in their names. Anyway, they weren’t, they were post-punk like us and were playing in Canning Town at a pub called the Bridge House.I saw them a few times and really liked them. Then we found out they were playing at the Futurama Festival, held in Leeds.

It was September, 1980 and the Saturday of the two day festival; we didn’t get tickets for the Sunday. I got up really early to get the bus to the newly opened Hackney Central station and then onto Canning Town to the pub. We were dressed quite outrageously and I was a bit scared. Dressing like that back then was risky.

One by one we all arrived to get the coach up. It was four hours long and the furthest North I had ever been. We turned up to the Queen’s Hall, a former tram depot near the station. It was cold, damp and wet, the old tram lines visible inside and it was so dark that if you wandered away from the stage, you couldn’t see anything.

There were some big names playing that day: Soft Cell, Altered Images, Modern English, U2 and Echo and the Bunnymen. Headlining were the newly reformed Siouxsie and the Banshees. This was also one of the first gigs where I saw a large screen being used; Ian Curtis had just died and footage of Joy Division’s ‘Transmission’ played. Later, Wasted Youth were on, all in black, entering the stage one by one, exiting the same way until just the drummer was on stage.

We were just about to see Siouxsie and the Banshees, who were top of their game after their recent release ‘Happy House’ but then the coach driver said he wanted to go home… so we missed them. Never mind.

#MusicalOddities #music

#FoldingPaperProject: Cal and Felix: Part XVI

The following text is part of the #FoldingPaperProject. The project, set up by Molly (www.mimmerr.co.uk) aims to spread productivity, creativity and fun amongst the world’s current bleak state.

It works like the folding paper game we played at school, where one person draws the head of a character, the next person the body and so on. Whereas, we’ll be continuing a story.

If you would like to get involved, contact Molly @mimmerr or at [email protected] If not, read on and share the story via the #FoldingPaperProject hashtag. Happy reading and writing!

Previous sections:

Part One

Part Two

Part Three

Part Four

Part Five

Part Six

Part Seven

Part Eight

Part Nine

Part Ten

Part Eleven

Part Twelve

Part Thirteen

Part Fourteen

Part Fifteen

#foldingpaperproject

#FoldingPaperProject: Cal and Felix: Part XV

The following text is part of the #FoldingPaperProject. The project, set up by Molly (www.mimmerr.co.uk) aims to spread productivity, creativity and fun amongst the world’s current bleak state.

It works like the folding paper game we played at school, where one person draws the head of a character, the next person the body and so on. Whereas, we’ll be continuing a story.

If you would like to get involved, contact Molly @mimmerr or at [email protected] If not, read on and share the story via the #FoldingPaperProject hashtag. Happy reading and writing!

Previous sections:

Part One

Part Two

Part Three

Part Four

Part Five

Part Six

Part Seven

Part Eight

Part Nine

Part Ten

Part Eleven

Part Twelve

Part Thirteen

Part Fourteen

#foldingpaperproject

How do I start my own education blog?

The other day, I was mentioned on Twitter as someone to talk to if you want to know about blogging. I know - madness. The compliment inspired me to write this post, passing on everything I’ve learnt onto you, should you wish to join the wonderful world of #edublogs!

Do I need to tell you why writing online is a good thing? If not you can skip this part, I won’t know. Blogging is a great way to connect with other educators, share your worldview and have your opinion challenged. You’ll learn loads, improve your patience and writing skills and a bonus - someone might read it and think it’s fab!

So where to start? Setting up.

There are many websites you can pick from: Wordpress, Weebly, Medium and Tumblr. From what I have seen, Wordpress is the most popular: it is an easy to use site which serves a beginner well.

But Molly, you use Tumblr!

Yes, yes I do. Tumblr is less popular but I picked it because it’s very simple to post and edit my blog’s appearance.

Your site has .co.uk not Tumblr.

That’s because I bought the domain after getting used to blogging. You can do this with most blogging sites but don’t worry about this for now.

The URL

There are loads of great articles on picking a good URL by people that are much smarter than me. Do some Googling to find them. In the world of edublogging, you’ll be glad to know that it’s quite easy to get right. Many people will just copy their Twitter URL across: simple, effective and links your accounts together. Other people may have more of a brand style title like mine.

The blank page

So it’s all set up but what to write… that was the whole point! Disaster strikes as the blank page stares at you, reminding you that you can’t do this, leave it to someone else. No! All writers, new and experienced, have periods of creative waterfalls and pitiful puddles, you will be no different, forgive yourself and make hay when it’s sunny: aka write loads when the ideas come.

During those trickier times here’s what I do to get ideas:

Read education news sites and write an opinion piece. It goes without saying, don’t plagiarise the post and if you use any facts/quotes, link back to the site.

Create a blog series that has a concept, enabling you to continue adding to it. See my examples: #MusicalOddities, #CommunitySpirits.

Find someone to collaborate with on a post, sharing ideas on what to do.

Complete a writing challenge. These enable you to read other pieces and join a community with other writers. Also creativity is high when you are given constraints or a theme. Try Hannah Wilson’s daily one.

So if I run an education blog I can only write about education?

No hun, you are a chameleon, teacher in one light and a film buff in another. If there’s one thing I would change about #edublogs is that I’d love to see people write about their interests outside school. It shows your reader who you are *insert Disney song here*, can engage non-edu people and encourage others to have a life outside school.

The Dos(ish) and Don'ts (ish)

The reason for the ishs above is that it's very easy for me to say: people hate reading, 500 words or less only! Or only write about current issues. Whereas in reality, these rules are more nuanced and are dependent on who is reading. Therefore, I would say:

Vary your word choice depending on the purpose. Research pieces are rightly longer whereas opinion pieces are shorter. Always think: does this need to be explained/described or will my audience already know this info?

Have a mix of different purposes (research, opinion, creative, response) or have a style all your pieces follow.

What about structure, planning and SPAG?

You are not taking your SATs! These components of writing are important but should you find yourself less confident about one area, please don’t let it stop you starting a blog. So what if you spell a word wrong? If I see a spelling mistake in someone’s work, I just think, That’s a spelling mistake, never mind. And that’s the end of it. I’ll go and make a cup of tea and never think about it again.

Structure is hard to get right at first but planning using bullet points or a mind map as well as proof reading refines this skill quickly. You don’t necessarily need to have a point per paragraph, let it flow.

My tips would be:

Scan your work for repeated words, ideas and phrases

Argue with yourself and consider the opposing view, these easily build paragraphs which link

Vary paragraph size where appropriate

Read your work from conclusion to introduction to ensure the ending is as good as the beginning.

But these are my preferences, not a prescriptive list.

Reception (not the year group)

A lot of people can be apprehensive about blogging because they worry about employers finding their sites. And to this I say...fair enough *shrug*. We are constantly telling our children that what we share online sticks and this rule applies to us. What your blog is about will dictate how this affects you. On one side of the spectrum, we have those who anonymise completely and on the other, are those who link their blogs to school accounts. But unsurprisingly, most of us sit in the middle, known as one name (Molly or Mr/Miss A for example).

Some guidance though:

Don’t name staff, children, specific and identifiable situations. No one should read your blog and think that’s literally me or my child… :(

Unbelievably, you can criticise something without sounding rude or unprofessional. But consider: is your blog the right platform for this? For example, exploring why you believe academisation is bad on your blog sounds reasonable. Explaining why your school shouldn’t become an academy in excruciating personal detail is questionable and blogging is not the place to have the debate. It is in your head’s office, hopefully with tea and biscuits. To summarise, wider issues good, smaller ones in identifiable detail linked to you, bad. Some effective phrases are: ‘Across the country,” “In many schools,” “It is very common to see...”

And follow any advice from your teacher training/employer on e-safety and privacy. A blog (unless you change the settings) is a public space everyone can access.

Reality’s bitter sting

You’ve spent an hour on the post, tweeted it out and sent it to your mum. And she is the only reader. Now, I learned my lesson that sadly, the world doesn’t revolve around me and my blog. Shocking, still upset about it. But, there is nothing I can do to change this; I can’t expect someone to drop everything in their life to read my post on why dogs are the best thing that have ever happened to me (and the planet/universe). So, do go in with a mindset that anyone reading your blog is a real bonus, an honour. Even better if they respond to you. Then you’ll be less disappointed at first.

If you are super keen to have your work read, most people on #edutwitter are genuinely lovely people who will, if you tweet them a link and ask them to retweet. But it is crucial should they do the same, you return the favour, kindness costs nothing.

That is my advice for anyone starting out and as I’ve mentioned, this is very much my opinion, and what has worked for me and my strange little brain. I am sure someone could go through every single point and explain why I’m wrong but hopefully no one has time for that.

You are more than welcome to visit my Twitter (@mimmerr) and tell me your blogging tips or ask a question. I’ll be writing more advice as soon as I’ve learned more myself.

#education

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