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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

Dipsticks

22/5/2021

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Picture
Not that you’re interested, but I have an aversion to clipboards. When a bright young thing proposed improvements to our walkabout procedures demanding clipboard use, I decried the plan. However, the second half of same plan proposed walky-talkies which are unendurable so I wound my neck in and compromised on the clips.  As it happens, it’s worked a treat.

Once I’d recovered from that, A Paper I Don’t Buy appeared on my dinner table courtesy of a visit from my mother-in-law. It had a front page news story about online parents’ evenings. These, says the Recovery Tsar, are the answer to a problem I’m pretty certain has never previously hit the front page, secondary school parents’ evenings’ congestion. Slick software doles out time in packaged 5-minute blocks that the most loquacious pedagogue or parent can’t subvert. All schools are trying this. Conversations are focused, what’s not to like?

Oh tell us, Luddite, I hear you groan, above the wind outrageously buffeting year seven happily around the yard.
My own children were at the school I last led so their father did parents’ evenings. He had a flexible job, a speedy bicycle, a notebook he used each year, a preference for facts over speculation and a brisk manner. Online parents’ evenings would suit him just fine. Not perhaps so for other parents who like to get to know a teacher, or are less confident being upfront about what they want to know, or shy, or worried, bewildered, at home in another language, without hardware or software or the leisure to learn how to use it. Or who just prefer the humanity of face-to-face meetings.

The story in the paper took a particular view of parents’ evenings focusing on what a pain it is to find a parking space and how annoying the queues are. Really? I know people who’ll queue round the block to get into a cool new restaurant or buy a street food shrimpburger. Music festivals and holiday parks are just one long queue with intermittent entertainment. Why is a queue to talk to your child’s teacher suddenly the worst thing in the world?
I’m undecided on online parents’ evenings so far, but I know that some people can’t use them and some people might never enter their children’s school that’s the solution, which would be a loss. I was shocked that the Tsar declared himself so early and immoderately in favour, bedecking himself with flimsy middle-class tropes. It didn’t look as though he was using a very long dipstick and it made me think the less of him.

I also thought: front page? Who owns the software?

Today brought a piece from another news provider which used public sources to tot up which individuals have the most impact at the jolly old Dept for Ed. There are five of them, not including the Recovery Tsar, though the pointy-elbowed so-called Behaviour Tsar is right in amongst it. Even looking at the next few on the list aren’t very representative. I reckon only one-and-a-bit of them actually work in a school, and one of the others certainly has a software interest. What kind of dipsticks are they?

Down among the oily parts on planet Tallis we’re coping with imponderables. First, Teacher-Assessed Grades. This is hours upon hours of work the exam boards, whom we are still paying in full, usually do. Second, Covid. Despite the national cheeriness we’ve had an upsurge in cases. Every one has an effect on our community, of lost teacher or learner time and having to make do as best we can. Third, terrible weather.

Here’s what could help us. Exam boards giving us some money back or at the very least stopping saying that they’re also working harder than usual, which can’t possibly be true. An end to stop presses that teachers can’t assess fairly and will only give the right grades to clever pleasant students, as if we were all corrupt or stupid. A moratorium on doomsday forecasts of the effect of lost learning on poor children’s futures: social mobility had stopped long before everyone started coughing. No lemming-rush towards social mixing and foreign holidays. Some sunshine on the yard.

I overtook a pair of ambling year 12s on my way out of the rain this week. The shorter, not a model of industry in year 11, said to the taller ‘It is what it is. You’ve just got to get on with it.’ I backed this sound general advice so he offered me more ‘He’s a capable lad. He just needs to stick in’ as if he were a forty-year classroom veteran.  Reaching the hall I goggled at ENTRANCE and EXIT ONLY signs, next to each other on the same door. In staying phlegmatic under ridiculously competing vicissitudes, I have much to learn from the young.

I’m perfectly happy with party politics and a free press. I put up with exam-obsessed schooling and I’ve even grown to love a clipboard. What I cannot bear is a feeling that decisions are made by or to placate people at such a distance from schools that you can’t see them with a telescope. Here’s a message for all Tsars and the ministers who own them:  stop justifying yourselves and endure with us for a while. Develop a preference for facts over speculation. Find a longer dipstick.
 
CR
21.5.21
0 Comments

Ahoy there!

24/8/2014

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Picture
Sir John Everett Millais The Boyhood of Raleigh, 1870
Perhaps the stripy tops and nautical imagery have overwhelmed me this week. If we were a ship entering harbour at the end of term then what are we doing now? In dock being - what's the term? - fitted out? What happens in school in the hols? 

Infrastructure, enabling works, drainage on the west field, painting and decorating. Refurbishing the foyer, tidying classrooms, clearing emails, moving offices, not being ruled by the bells but working at another pace. Wandering about without any shoes on, archiving stuff, battening down the hatches for when we put to sea again. 

And much more. Thinking, preparing for new roles, writing schemes of work, hosting the summer school, sixth form enrolment. Quiet reflection on what we know, about our subjects and how to teach them. Reading new books, and research, reflecting on our pedagogy: what went well, what needs changing, what could be better, what’s new. Dragging our families to bizarrely fascinating subject-related destinations. And we think about the assessments we have and the progress that our young people have made. National attention is focused on the 16 and 18 year olds, but we are on a longer voyage.    
Is the weather set fair? I observed a lack of national excitement after the A level results last week, and posed some questions about the way we do A levels and whether the structure of the examination system serves us well. This week, approaching GCSE results, a different kind of commentator joined in when the Head of Eton described the whole examination system as ‘archaic’. The wonderful Professor Michael Young wrote a response on the Institute of Education’s blog,  part of which I reproduce here: 
What really would be news would be if Eton decided to stop entering pupils for any public examinations until the system was reformed. Then, especially if a number of other such schools followed suit, we might get a Royal Commission with the remit to examine both why such an anti-educational system of examinations had emerged and what might be the alternatives.

No complex modern education system could exist without some form of examination system….. The problem is that the relationships between public examinations, the curriculum …and the professional work of teachers, have become grossly distorted. Instead of examinations guiding teachers and students and providing feedback on the curriculum, they have come to replace the curriculum in deciding what is taught and how, and to be a major control force over teachers’ pedagogy and student learning. Taken to its limits, this turns teachers into technicians and all but the very highest achieving students into exam fodder, those that do not give up.

This is a constant struggle, but we still find time sensibly to assimilate and use the subject knowledge we believe to be important despite the constant churn of national curriculum and examination specifications which require different changes for different reasons almost every year.   

Ten years or so ago I read Redmond O'Hanlon's Trawler in which this greatest of travel writers is quietly but comprehensively terrified by everything about an Orkney trawler in the North Atlantic. At one point he clutches the arms of his chair in a force 8 gale and remembers the 'six degrees of freedom' he'd read about somewhere: pitch, roll, sway, heave, surge and yaw. I’ve had this in my diary ever since.  It serves as a useful, if unfortunate metaphor for the education policies that create our weather.  

This year’s GCSEs nationally are characterised either by recalibration or volatility, depending on your commentator. Either way, they call for sturdy sea legs, but this is nothing new. It is always the case that results are simultaneously wonderful and disappointing, and young people euphoric and upset. 

The change in the weather that would make the most difference to schools is for us to enter a period of calm so that we may concentrate on our scholarly curriculum and expert teaching. That’s something else we do in the holidays: think about knowledge that is powerful and important for our young people and how to make it irresistible to them. Let’s hope the exam debate attracts a following wind so we get a better chance to do it.

It only remains for me to cry ahoy there to our new staff, new year 7, our biggest ever year 12 and all their parents. And ahoy there to all those who've sailed with us before. We're glad you've chosen us and we're ready, whatever the weather. 

CR

23.8.14
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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: headteacher@thomastallis.org.uk
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