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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

Very Tallisy

1/7/2017

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Picture
My brooding on the freedom of the press was interrupted by the unmistakable sound of 12-year-olds legging it down the corridor. By the time I’d leapt from my reverie, found my shoes and set off in pursuit, my admonitions went unheard above shrieks of joy. What I lack in speed I make up for in determination and tracked them down to block 3 where I found previously blameless children excited beyond containment by water squirting ‘outside the library Miss that corner near drama’ as if I needed a 6-figure map reference. That made it worse (Books! Water!) so they got some thoughts at old-fashioned volume about the dangers of running in the corridors. 20 minutes later, letters of apology appeared, nicely written and heartfelt.
 
I was out the next morning learning about empathy (really, you couldn’t make this up) and felt rather ashamed of myself. I trotted off at moderate pace to apologise at afternoon tutor. I shared my nightmare vision of a tripped-up child’s head trodden on accidentally and we nodded sagely to each other and looked sad. Then we perked up again. The squirtee grinned happily at me at parents’ evening and I kept my counsel when other parents hoved to.  
 
There’s a covenant between teacher and child which shouldn’t be overlooked no matter how closely school and home work together. You make mistakes at school and sometimes the sheer joie de vivre of being young takes over. As long as you’re not doing it all the time, we deal briskly with a first minor offence. Forgetting homework, being late once, running in the corridor, wearing the wrong jumper, not having your kit, trying to subvert the dinner queue – all can be quietly nipped in the bud.
 
Parents might hear from us for a first offence if it’s cruel or anti-community: oppressive language, spreading rumours, fighting, undermining teachers. Whether you hear from us or not, we’ve made a judgement about the severity of the incident and we’re either just raising an institutional eyebrow with a bit of a glare or we’re pressing a reset button and we’d like it pressed at home too, please. 
 
I think most parents are happy with that – it’s a matter of us using our judgement. Sometimes we’re challenged for not reporting every infringement, and allowing things to stack up before parents know about it, so the first conversation between school and home is more difficult than it might have been. Hard to know what to do.
 
Some schools are really big on sweating the small stuff (not that I really know what that means) and believe it makes all the difference to children’s self-regulation. Like uniform, it’s a matter of school ethos. I was out and about at an unusual hour today and passing through communities at school’s out time. Young people everywhere, happily drifting around the pavements, walking backwards, shoving each other a bit, grasping each other doubled up with laughter. And if I was to go into any of those schools in the morning I’d get a feel for the way it is and how it holds together – and if that’s missing, you miss it straight away. I can’t explain that either, but a safe and happy school makes you smile when you walk into it, and the opposite makes you look for the door.
 
Upstairs, year 10 are practising exams-in-the-hall while we all practice what-will-the-marks-mean? I take a guest to lunch and we chuckle at year 9 alone, vaguely wondering where everyone else is, as if year 10 and 11 might be hidden behind a pillar. They’re growing up, my dears, examined and gone, or under invigilation. Yes, even at lunchtime. The guest is blown away by the articulacy of the chat and the quality of the sausages. We’ve Jamie Oliver to thank for the sausages, but we do the chat ourselves.
 
A tall colleague comes and takes me surreptitiously by the elbow. ‘Press photographer outside’. But it isn’t and after a pleasant chat I wander back through reception. The sun shines through the back windows as if we could disembark onto the happy lands and I pass some drama rehearsing in the corridor. ‘Come and see our piece, Miss, we all die’. Later, we look out of the window and see children dancing wearing cloth and bamboo structures, being photographed by their peers. Very Tallisy, all’s well.
 
Learning and kindness are important, happy schools are important, freedom of expression’s important, space to make a mistake’s important and the freedom of the press is important. With children, every day’s a new one.
 
CR
28.6.17 
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Roll of thunder, hear my cry

1/5/2016

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Picture
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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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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