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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

Listening and travelling

19/12/2019

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A creature of habit, I have a view about how long terms should be. 15 weeks is fine for Autumn, but it should be 8 followed by 7, not what we’ve just had. I’ll complain to someone about it. Anyway, we’ve got there. T.S. Eliot’s Magi knew a bit about endurance, as they reflect in old age on the journey to follow the star.
 
A cold coming we had of it,
Just the worst time of the year
For a journey, and such a long journey:
The ways deep and the weather sharp,
The very dead of winter.
 
And how deep the winter has been so far.  All that shouting, all that messy politics, all that dislike and distrust as darkness deepens in just the worst time of year.
 
A hard time we had of it.
At the end we preferred to travel all night,
Sleeping in snatches,
With the voices singing in our ears, saying
That this was all folly.
 
The end of the autumn term does feel like we’ve been travelling all night, coming to school in the dark and leaving in the dark. And folly is easy to find this December. Folly in the mad consumption of Christmas, folly in austerity’s punishment of children, folly in the state of the climate, folly in leadership of all kinds.  
 
However, we take our pleasures where we may. We’ve been having a great time in assemblies this week rockin’ around the (dancing) Christmas tree, Heads of Year in Santa hats, Pastoral Welfare Team in tinsel, Parris on drums and Tomlin on the old joanna. Hearing’s only part of the experience, and it takes time before it turns into listening. We heard an enthusiastic rendering of an old hit: we listened to a slightly raucous gift of love from people whose working life is devoted to the children’s welfare. 
 
The penny doesn’t always drop quickly. I was directing traffic indoors at the crossroads of block 5 and 6 when two girls waltzed past, one saying ‘but I hate my name, I’d rather be called Val or Tina’. No disrespect to any so-called readers but I thought these were old-fashioned sort of names. It was a day before I realised she’d said ‘Valentina’. 
 
Governors visited a couple of weeks ago to give us the once-over. They talked to some BTEC students in the sixth form about their work, their endeavours and their plans. Students said ‘we love it, but there is a stigma attached to BTECs that is completely unfair’. We can’t do anything about the ridiculous way qualifications are turned into a snobbish calibration of worth but we can do something about hearing their anger, listening to their complaint and advocating for them.
 
We should understand this at Tallis. Our lives are enhanced by our deaf students and their skilled signers, teachers and advocates. It adds a dimension to our experience that some communities never know. Likewise our students for whom language itself poses a problem and for whom the world is full of discordances and jarringly inexplicable noise. People who can’t hear can still listen: people who hate noise can teach us to long for calm.
 
Not that adolescence lends itself to quietude. I joined a science class who chunter on so much they can’t hear themselves think, the concept of an unexpressed thought alien to them. They were all wittering about work but there’s only so much ‘I need a pen, have you got one, does the stapler work, why not, where’s the pencil sharpener, what did you get for number 4, why is number 10 wrong I thought it was right, what’s wrong with my formula, what’s the pass mark, I’ve stapled the wrong bits together, Miss! what does this say, what did you ask us to do?’ one can take. After a bit I called a halt and blessed silence engulfed us so we had the chance to organise a thought, to listen to our learning.
 
The advantage of the election being over, and it being nearly Christmas is that we all might get a similar break from each other in national life. Having been a Radio 4 addict since I first encountered it at 19 I’ve found news so difficult in the Trump-Brexit era that I’ve avoided it. I know a whole lot more about Radio 3 than I used to, which really does require listening. However, this ostrichy approach must end with the old year. I must return to the fray in 2020.  
 
The three kings in the poem reach their destination and don’t quite know where they’ve arrived they’ve got to
 
Finding the place it was, you may say, satisfactory.
 
But that’s not how it ends. Children are a gift and a life, exuberant, reflective or both at once is never satisfactory but wonderful, terrifying, joyful or desperate. We can’t be indifferent to children, and we can’t ignore them. We have to hear them, listen to them, travel with them and resist folly as we serve them with integrity, courage and kindness. Here’s to Christmas, and a better New Year.
 
CR
19.12.9   
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Roll of thunder, hear my cry

1/5/2016

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Bertolt Brecht, 1948 Credit: Time & Life Pictures/Getty Images
Drama plumbs depths in the young. Year 11 final devised pieces can be stories of Shakespearean perfidy. In past lives I’ve watched scenes that would make Jeremy Kyle wince with angry foghorns drowning out nuanced human experience. I worry that yelling is the lingua franca of too many homes, while noting its experimentalism in other thespians from very quiet homes. This week was wonderfully different: four pieces on night two of the rehearsals bringing gripping and complex stories, broken hearts and agitprop, physical and verbal dexterity, the odd laugh amidst the agony. Young people who struggle to express themselves elsewhere perform with confidence and power through skilled teaching. Drama is key to any curriculum that offers a voice to the voiceless. It’s not that voices aren’t annoying elsewhere.

​This mad weather is no friend to the teacher on yard duty: we expect balmy sunshine in the summer term and are infuriated by cold and rain.  Tuesday afternoon started with ear-splitting thunder and stuff falling from the sky. Some year 8 boys approached me, undeterred by the leaky down jacket that makes me look like a seagull pie demanding ‘Is this snow?’ I regarded them and prevaricated (snow excites the young). The Person In Charge of Weather put us right; ‘light hail from an arctic maritime front’. They were disappointed. ‘Don’t hailstones knock you out?’ 
All this against a background of hysterical squealing and rushing to hug each other before the world ended. It takes industrial shushing to recover from the wrath of God in the last 10 minutes of lunchtime.

​
Undeterred, year 7 consider the Dalai Lama. I’m an old cynic and was touched by how impressed they were by his thoughts. Our prime purpose in this life is to help others. And if you can't help them, at least don't hurt them. Some squirreled the sheet into their bags for further reading: one made a public vow to be kinder to his brother. You forget how easily moved and spontaneously happy a young person can be, despite the prevailing wind.  A helpful student enjoys hosting an open evening for next year’s  year 12s ‘. "Our school is full of joy" she said. "There's always laughter".  

A correspondent wants to discuss Picketty’s Capital with me and I am happy (but ill-equipped) to oblige. Capital as a concept is important to educators because it helps us think about the contribution we make to our children’s futures.  It straddles raw achievement, the education of the whole child and our work for a just and sustainable democracy (as the old National Curriculum used to have it). Picketty’s schtick is that that returns on capital are more important than the outputs of work. Education is the best method for building up capital and achieving equality, because economic growth is simply incapable of satisfying this democratic and meritocratic hope. However, those who already have capital try very hard to reproduce structures of professional and social control down the generations. We have to create specific institutions to alter this. Turning schools into academies by lure or fatwah will serve to prevent debate in the public forum of local democracy about how we finance the key mechanism in reducing social inequality: schools need to be products of democracy if they are to be agents of social change. But if you don’t want to schools to change the distribution of capital in any form, then removing them from democratic control is probably a very effective way of doing it. 
       
A representative of the people comes to visit. She’s thoughtful and interested, so we offer her school cakes, honest reflection on our pennilessness and a trip round the reservation. She liked the photography and had a trip through the Narnia door into the dark room. At the end, a verdict: ‘you feel at one here: it’s happy’. 
​
A happy and just school isn’t accidental. Schools make commitments to their values and their methods and have to make sure that they work to create educated people to play a part in a just social order. It’s not easily reducible to metrics. The 90% Ebacc-ers – with whom, in another context I used to have more sympathy than I do now – argue that the capital of traditional subjects is greater than that of drama or art. Is it? Or is it just easier to maintain the current social order if no one has the articulacy to challenge it? Roll of thunder, hear our cry.
 
CR
28.4.16
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Antlers? What Antlers?

20/12/2015

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Waiting with tired teachers and a welcoming smile by the door for the Christmas concert and pondering the Christmas tree we were startled by a pianist bursting from the hall in a flounce. ‘The bands in there, they’re all MUCH better than me!  How can I play? I’ll be RUBBISH’ woe is me etc. We smiled and said the show must go on. ‘I’m going to Performing Arts’ moaned the pianist, implying that’s where the sympathy was but they were all in the hall, plugging things in and tuning things up with no time for arty fits. Of course he was fine an hour later, playing without a quiver, urbane and understated, taking a bow as if he was Jools. I sometimes worry that parents or even those without an adolescent in the home might find us heartless when we frequently tell children to get over themselves and get on with it. 
Everything from playing the piano to the daily-changing examination system that passes pressure from the government through schools to young people. 

We have to moderate and normalise it for them: don’t worry, work steadily, think hard.
That’s why a brisk, cheerful and unemotional approach is usually right. Queen of the brisk remark is our senior dinner lady who retires this week after 30 Tallis years. Everyone will miss her and our little world of 2000 will be changed by the absence of one person. 

Pressure does derange one: the aforementioned Christmas tree, festooned with red tags has two sets of lights on it.  One string is super-bright but the other looks as though it’s not making any effort at all. I was away with it – what if OFSTED did Christmas tree lights? Would you know what the judgement was going to be by the wattage they sent? What if your lights don’t reach the plug, like the ones in the hall? Really, I need a break.

30 year 7s appeared with a wish to sing to me in Spanish: Noche de Paz and Feliz Navidad. When they sing in the office we press the tannoy button so that everyone hears. Some have Santa hats and one a pair of sunglasses with Christmas Trees on: I love it that some do and some don’t and no one minds. At the concert the Flute Choir wore wearing smart black dresses and antlers with bells on. They were utterly deadpan when I congratulated them and smiled graciously about their playing but looked at me as if I was mad when I mentioned the headgear. Antlers? What antlers? 

Then news arrives on wings of another musician – a sixth former to whom the Greenwich Music Trust had to give a piano and whose neighbours complained when she practiced has won a place at the Royal College of Music. Joy to the world!

Our Christmas card this year isn’t so cheerful, but then advent is a season for reflection on hope in the darkness. It’s a drawing of Syrians queuing for food in Damascus. One of our year 9s won the Big Draw competition with it – a sea of humanity trapped in a once-beautiful city, ancient places of the earth bombed to destruction while their people hope not to starve. On the back of the card I’ve adapted a quotation from the wonderful Eglantyne Jebb, who founded Save the Children during the refugee crisis after the First War. She said of the fund:
‘It must not be content to save children from the hardships of life - it must abolish these hardships; nor think it suffices to save them from immediate menace - it must place in their hands the means of saving themselves and so of saving the world.’

These last couple of days of term we do our year group Celebration Assemblies where bands play and tutors say a few words about their groups.  Year 9 dancers (40 of them) reduced some grizzled old souls to tears with their exuberance. It’s a bit of horizontal bonding in a big school and an excellent Tallis tradition. We’re brisk and sometimes a bit sharp for most of the year but we do actually tell our young people we love them (in one way or another) at the end of term. So, given the state of the world, let’s take our responsibilities to them seriously and share a bit of love with any children within reach this Christmas, no matter how adolescent and awkward. 

Have a lovely Christmas. January comes soon enough, and we need to be refreshed and ready for abolishing hardships and changing the world, one child at a time.

CR
17.12.15 
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Thomas Tallis School, Kidbrooke Park Road, London SE3 9PX
T: +44 (0)208 856 0115   F: +44 (0)208 331 3004   E: [email protected]
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