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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

If I ruled the world

4/2/2023

1 Comment

 
Picture
An interesting week in schools all over the place and also on Planet Tallis. I, however, had the chance to talk to a very affable bunch of year 7s: approximately the top 10% of the industrious, those who’ve thrown themselves into school life and are really, really enjoying it. I congratulated them on their production and assured them that effort was a very reliable route to success. After that, I trespassed on their good nature to ask questions three.

First: what could we improve about school? Sadly, this stumped them because they think it’s great. When pressed they said that they’d like to have their own week in the Library, that the water fountains could be cleaner and that the bridge got a bit crowded at lesson change. Oh, and on the matter of lesson change, how could they get from one to another without any travelling time? How indeed. A conundrum of school life. We need another library, cleaner plumbing, a wider bridge and, I believe, physics. (We don’t give travel time because it encourages loafing.)

Second, what did they think we did well? Clubs, trips and visits. The opportunity to do extra things (like Latin), the food, rugby. And subjects, they’re really interesting.

Having expected the first question to take longer, which it certainly does by year 9, I hastily invented a third. If you ruled the world, and who’s to say you won’t one day, how would you make it a better place for young people? They talked to one another – quite loudly – and wanted to solve the following. Ending knife crime so fewer young people die. Lowering the voting age so old people don’t make bad decisions they won’t have to live with.  Better free facilities in local areas, like swimming pools and wildlife parks. Ending discrimination and racism so that everything is fair. Stopping littering. Helping people with rent and food costs. Not cutting down trees. Teaching black history. Sign language a compulsory part of the curriculum. More poetry. More food banks so that everyone can get what they need.

Hold on, I said, trying not to be too tough on a young altruistic thinker. Wouldn’t it be better to live in a world where we didn’t need food banks. He had to think a bit. Yes, obviously, he said, with the air of youth kindly tolerating dotage. But ... It doesn’t have to be like this, I said. Food Banks used to be very, very, rare, for people on the very margins of society. Not in every community, not for people in work. Note to self: remember this conversation.

Later the same day I read the Leading in Practice review by the Committee on Standards in Public Life, just published last month. Ethics remain in the news, with the report on the former Secretary of State and his subsequent departure from his subsequent role, and there’s at least another one on the stocks. One would hope that the Committee for Standards in Public Life was buoyant.

​Page 15, however, is terrifying:
for some civil servants, working at the centre of government on policies that are pushing at the boundaries of legality, this presents more of a challenge than they have experienced under previous governments [...] the Cabinet Secretary Simon Case noted: ‘The government of the day are not remotely afraid of controversial policies. They believe that have a mandate to test established boundaries.'
I really enjoyed watching SAS Rogue Heroes when it was on the telly. Guilty pleasure. There was a great moment when someone said something like ‘This is the desert, no place for realists, pragmatists or believers in common sense.’ Swashbuckling stuff. But where they were trying to turn round a war that was going badly, the current swaggerers do it just for the love of swaggering.

Last week I tried to write something serious on the day that Donald Trump was allowed back on Facebook by Nick Clegg. A global platform for a man who proudly can’t tell truth from lies facilitated by a man who couldn’t keep a promise.

I’m sure boundary pushing is a jolly jape, a wonderful debating point, and feels very exciting in the corridors of power. Iconoclasm, a mention in the history books and all that. But where do the boundaries go? Right into the head of an intelligent and good-hearted 11-year-old who’s going into adolescence thinking that food banks are normal and should be more widely available. 

If I ruled the world I’d want to change it for the better.
 
CR
2.2.23
     
1 Comment

Spend a penny to save the world

30/3/2014

0 Comments

 
Picture
Phyllis Galembo, Mami Wata Mask, Cross River, Nigeria, 2004

It’s Mothers’ Day so put the daffodils down and bear with me. 

I’m a third generation teacher. My grandmother was born in 1901in a shipbuilding settlement called Bill Quay on the south bank of the Tyne. Her father was a foreman in the shipyard and her mother a domestic servant. She was a clever child and passed the test for the Grammar School in Jarrow. She went by train for the interview to clinch the place and the headmaster asked her its number. She knew he wouldn’t know, so she made it up. Whether that got her the place, she never said. She became a pupil teacher and then a certified one, earning her own living up to the end of the 1920s.  Married women couldn’t teach so, despite her husband being in the Merchant Navy she had to stop, describing herself in later years as ‘vexed’. When the second war came, and teachers were in short supply, she was implored to return to the classroom. She refused. Not a woman to be toyed with. 

My own mother was well educated and her father hoped that she’d go to university in 1951. She chose to go south to the City of Leeds Training College and did a two-year teaching certificate.  
She qualified at about the same time that women teachers started to be paid the same as men. When I was born in 1961 my retired grandfather sent her back to work with the words ‘it doesn’t take three people to look after this baby’. He taught me the parts of a car engine and the church boiler and took me to meetings. My mother worked as a primary school teacher for 40-odd years in Teesside. She did everything: lots of plays, singing and dressing up as well as a furious insistence on the primacy of times tables by heart over all things. My friends’ mothers in the 70s didn’t work and I was proud of her career, which started when teachers were also Civil Defence Volunteers and ended with computers in the classroom. Married twice, she wasn’t told to stop until she was 65.

I did go to university, though my grandfather didn’t live to see it. I came to London and then did a PCGE at Birmingham. I’ve taught all over the place and picked up qualifications at two more universities. I chose not to work when my children were tiny and was a Head by 40. No-one has ever shown the slightest interest in whether I was married or not, though colleagues did buy me a nice set of pans when I did.

My own daughter shows no signs of going into the family business. Educated to within an inch of her life at an excellent comprehensive school, she took university in her stride. Like her grandmother and great-grandmother she knows a thing or two about life and is not a woman to tangle with. Prosperity or austerity – what could get in her way?

Having an educated mother is a pretty good start in life for any child. UNESCO knows that having a mother with secondary or higher education halves child mortality. The World Bank recognises that educating girls to secondary level is a clear indicator of prosperity and stability. Yet simple things prevent it. While Malala’s story is a crystal-clear shocker of bigotry and brutality education remains impossible for millions of girls for cruder reasons. Even in places where governments have strained every sinew to provide education, girls stop going to school once they start menstruating because there are no toilets, no privacy and no running water. Some girls don’t get educated because their world is against them, but some don’t get educated because there are no sanitary towels and no doors on the loos.  Half of the girls who drop out of school in Africa do so because there are no proper toilets.

So have a look at the Toilet Twinning website, and if you haven’t bought your Mum anything for Mothers’ Day, put a toilet in your basket.  My mother and grandmother had some things to overcome in their time, but nothing as outrageously basic as this.  Let’s spend a penny or two and give other women the chances our mothers fought for.

CR

26.3.14  

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Welcome to our world

16/2/2014

2 Comments

 
Picture
Ed Ruscha, The Act of Letting a Person into Your Home, 1983
We have open mornings on Tuesdays and sometimes prospective parents come several times to have a look. They are taken round by enthusiastic year 8s who can extend a conducted tour to epic length, despite many classrooms being really quite similar. They tow the unsuspecting around this enormous public investment and wave an airy arm at landmarks of purely personal significance: ‘this is where I have English’, or ‘if you stand on the bridge here you can see how long the sandwich queue is’ or ‘I saw some people doing parkour here but I don’t know how you get picked for that’. These 12 year olds take us for granted and suppose that all schools are as new, beautiful and spacious as this, our second home. The parents and their 10 year-olds get to see us at work, warts and all, nothing to hide. This is common practice in comprehensive schools. 
We are looked at a lot, and we take that for granted too. The Director of Education visited us last month.  We had a walk around and found the Head of Maths keeping an eye on his kingdom at lesson change. Unrehearsed, we had a detailed conversation about our habits of mind project and the enthusiasm our students show for inquisitiveness, collaboration, persistence, discipline, and imagination. On the way back we talked about OFSTED  – but that particular entrail-reading is unsuitable for a newspaper column. I presented her with a Tallis umbrella for the current deluges. 

Last night was Governors and we powered through our agenda in 95 minutes, because of the amount of sub-committee and visiting work our team do. We talked about how best to represent our community and thought of some more ways to encourage a wider range of people to take part. Three members of the sixth form came to talk, and presented a better scheme for student representation. Another friendly professional from the local authority came to train governors in inspection skills.    

Parent and student surveys, commercially commissioned, tell us that we are doing a fine job.  The performance tables paint a healthy picture. Detailed national achievement analysis is covered in good green boxes with hardly any bad blue boxes. This half term I have drafted a new Behaviour Policy which staff and governors are currently looking over: we’ll meet with parents to talk about it after half term and include their views too. Yet the papers are full of advice for us. The secretary of state tells us that children should be punished by being made to run round a field (we don’t punish them with fitness) or write out lines (there’s proper work to be done in detention) or pick up litter (obviously). The former Behaviour Tsar’s advice is re-peddled: teachers should know children’s names (you don’t say), prepare their resources in advance (strewth) and use praise as well as reprimand (give me strength). Another politician describes public servants as having unaccountable power and tells us (reminds us, actually) that parents can trigger an inspection. There’s not a Head to whom this is news. 

We are correctly, accountable, every hour of every day. To OFSTED, the Local Authority, governors, our communities, parents and one another. Teachers support and challenge one another in equal measure and a staffroom can be unforgiving to someone not pulling their weight. I’ve never met a representative of a teacher union who wants to keep the wrong people in classrooms or a lecturer in education who wanted to train teachers badly. We live like the man in Amos who ran from a lion but was met by a bear, who escaped to the house, rested a hand on the wall and was bitten by a snake.  We observe, scrutinise and plan for improvement every breathing day and yet we’re castigated as if we were unprincipled oligarchs. How did this happen?

It is the children to whom we account and mustn’t let down. While we make account of ourselves the daily work goes on. Geography lessons are taught, basketball teams play, year 9 astronomers see Jupiter’s moons, next year’s timetable is written, drama, dance and music perform at the Cutty Sark (and appear on Woman’s Hour), ICT is tussled over, money is worried about and angry, distraught or confused young people are helped to make sense of the world.

We don’t need telling to be accountable.  We don’t know any other way to live.

CR

13.2.14       

2 Comments

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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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