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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

The falling rain's own sons and daughters

3/10/2020

1 Comment

 
Picture
I wrote to parents some time ago with the happy news that we didn’t have a plan B for social distancing, keeping year groups apart and rain - except for coats and umbrellas. Today was monsoon protocol day and thankfully, children turned up in the coats, largely. We’ve got the umbrellas for staff, new, highly visible, personally labelled and carefully branded. Only 2% of them fell apart at the first gust, so that’s not too bad.

However, our senior folks are logisticians to match Heathrow, Disney or the Army and when we saw the forecast they jumped to it like good ’uns. Our devised routes and wet weather zones worked a treat. Year 7 in the canteen, Year 8 at the east end of the sports hall, Year 9 in the dojo, Year 10 at the west end of the sports hall curtained off from Year 8, Year 11 in the main hall.

We have routes. Routes to get them to the zones, out of the zones, to the toilet, to the lunch queue and back again. We have routes to detention and places for anyone who gets too excited. We have different rules for packed lunches, sandwiches and Friday fish and chips and a DMZ between Year 7 and 8 dining. We have routes to the prayer room and the library. We have more routes that you could shake a stick at. And we adjusted them all so that Year 11 could have a live assembly in the sports hall about Year 11-y things: exams, working hard and what they might do next year.

We have staff. Heads of Year who didn’t sit down all day, teachers who volunteered to manage zones even though they taught all day, support staff who hold the world together.

And we have children, who did what children do, at various heights. They sat on the floor and chatted, they leaned against the walls and read, they speculated on romance and annoyed each other quietly. They ate tidily and asked teachers how they were. They had elastic bands to confiscate and water bottles to spin, but they held it together.  They lined up indoors and waited patiently to be led away. Some of Year 8 didn’t cope so well with a whole day indoors, but they’re at an awkward age. Some will need a bit of re-setting next week, nothing new.

And as I passed thought it all, I saw how open and inclusive they are, how friendly and accepting of the foibles of others – including the bizarre rules seemingly normal adults dream up for them. ‘We have to get there how?  Really? Oh, ok then.’

I love Don Paterson’s poem Rain. He talks about looking at lives as if they were in the kind of film that starts with rain and follows its effects on the characters. The last verse moves me every time I read it:

forget the ink, the milk, the blood –
all was washed clean with the flood
we rose up from the falling waters
the fallen rain’s own sons and daughters
and none of this, none of this matters.

The mess and the damp, the mildly frayed tempers and the setting-rights, the silly acts and the overreactions are all bearable, containable if we can rise up. None of this matters if we have hope and kindness, if we have love. It could have been the worst, but at the end of it, in an empty school, it’s been the best wet day I remember. 

Thank you Tallis.

CR
2.10.20
1 Comment

Whistling

7/5/2018

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Picture
It’s a large site so there’s a time lag when it comes to gathering everyone up after break and lunch and posting them into the right rooms. The whistles go in order, canteen disembarking first, basketball courts, fields then everyone else. Whistling is creative here so we do it enthusiastically in fancy rhythms. We could set up a Thunderers Orchestra, the acme of creative crowd control.

A whistle makes shouting unnecessary. In a particular context and time, the whistle means: do the next thing, reset your expectations, desist. I happen to know there’s a nautical signal flag that means ‘stop carrying out your intentions and follow my instruction immediately’ but a whistle is much quicker than that.

Long before the end of lunch one wet day this week I wandered into the canteen in search of hot food and found two sirs chuckling to themselves. A child had been running (indoors! near cutlery!) so a desist and reset whistle was sounded. Upon which 200 children gathered their affairs, put their hoods up and went tidily out into the rain, which wasn’t really the intention at all but made life a lot simpler, if wetter. An old grey whistle trick.

On the other side of the freezing yard, this penguin weather has made the year 11 study hall suddenly more popular - or it may just be the ides of May. So, I write in the silent company of 28 boys and 1 girl, all allegedly working. 9 have headphones in - could be GCSE Pod, could be Tassomai, could be Shostakovich for all I know. 17 have eaten sandwiches, one a large bar of Fruit and Nut. As it's spring and the heating’s off, 20 of us are wearing coats. Two are trying to discuss the work silently because I won’t let them speak, one has been gazing at a strand of his hair for 10 minutes as if all the knowledge in the world was written on it in very small print. They’re a rainbow nation, fidgeting through revision, silently. Borrowing a pen silently, reading poetry silently, sharing revision cards silently, not-before-time silently, satisfaction-of-a-job-well-done silently, 2-weeks-to-go-panicking silently. Blowing a whistle would be cruel at the end so I tell them the time quietly and they too gather their affairs, put their hoods up and move tidily into the rain. They’re still working as they go: It’s hydrogen, man; there’s a gothic theme to Jekyll and Hyde; these equations don’t stay still; I’ve done the reading for next lesson, have you? She’s setting us a twelve-mark question. I’m going Library after school.

It makes a change. On another matter, during the morning I’ve been involved in a phone discussion about why we don’t have a schools ombudsman. Did you know that? The Office of the Schools Adjudicator just looks at admissions, we have tribunals galore, but no ombuds. Because of a deal done in 1972 we can’t even complain about that to the Local Government Ombudsman. There’s no importuning route for schools about local government or about schools for anyone.

It’s not as if we don’t need it. The new landscape of schools is, to put it politely, disparate. One might even say fragmented, confusing, chaotic, perhaps unplanned. It’s hard to know where the gatekeepers are when it’s not obvious where the gate is. Or if there is one. Either way, in the ungated field of a thousand blooms who’ll hear a whistle when it’s blown? Where does the frustrated taxpayer get justice or just a hearing?

Whistleblowing is real whistling. It needs people to stop, consider their actions, desist, reset and do the next thing right. It searches for shared and valued norms and expectations and a common language. It longs for quality in consistency, predictability, effectiveness and diligence. That’s not to say a whistle can’t be blown in anger, malice or delusion but that’s seething humanity for you. Access to support, a fair hearing and justice is a human right. As a rallying cry it’s a little arcane but Bring on the Ombudsman.

The DT showcase last night brought the sun with it, and wonderful work beautifully displayed, canapés and music.  I went to look again this morning and found a smallish youth on his knees scrutinising the underside of a Bluetooth speaker in half a basketball, to see how it worked. I’ve commissioned the Black Lives Matter posters for my room and other public places: professional-standard stuff with a necessary message.

And overheard on the bridge: No, you can’t just crack open any egg and a chicken comes out. It doesn’t work like that.’  I assume this was a Biology or Food issue, not a comment on the local elections. It may form part of a campaign: School Ombudsman, because not every egg produces a chicken. I’d give the job to the little chap studying the speaker, he knew what he was looking for.
 
CR
4.5.18
0 Comments

Roll of thunder, hear my cry

1/5/2016

0 Comments

 
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
0 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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