Interesting experiment.
I have a class working at the moment on an independent learning project in GCSE Humanities based around the Vietnam war.
I am watching them from the sidelines and listening to conversations, making notes for group feedback and interacting when and where needed.
Next step...get them to feedback on my input and whether they think I could have done more...or possibly less...to input into their groups.
They are very protective over the work they are producing and incredibly focused in completing the task.
Great learning environment...
Tuesday, 2 February 2010
Monday, 1 February 2010
Time to step out...
I have never been any good at saying 'I did this!' So after some nudging and feeling like a hypocrite at saying to some students today stand up and be proud about what you did I feel I need to come clean.
This poem appeared on my blog a couple of days ago:
'Time winds its way through a repetitive process of hours, minutes, seconds
The partitions of it seem so heavy and time is lost in the relentless darkness of this life
Days become blurred into periods of day and night, good and bad, illness and death,
As we move through the process of routine and towards the conclusion of it all.
I used to love the song of the birds, but now there is only silence
They know not to be here, where life is measured in usefulness and names replaced with numbers.
Through the small bars I see the clouds and the shapes they take gives me a moment of escape from all this
Which is soon lost
The time for death is upon me, moved into this pen, herded with so many to await those who would seal our fate.
But I am calm.
If hell exists then it is here, where I am, but soon I will be free.
What is 'free'?
Its release from the monotony of time, from the routine of fear.
Death does not scare me for with it will come peace, a freedom they cannot take away from me.
What is 'free'?
I am.'
Shawn Skellon (2010)
Well...'I did this!'
There I said it...as I creep back into my hole.....
This poem appeared on my blog a couple of days ago:
'Time winds its way through a repetitive process of hours, minutes, seconds
The partitions of it seem so heavy and time is lost in the relentless darkness of this life
Days become blurred into periods of day and night, good and bad, illness and death,
As we move through the process of routine and towards the conclusion of it all.
I used to love the song of the birds, but now there is only silence
They know not to be here, where life is measured in usefulness and names replaced with numbers.
Through the small bars I see the clouds and the shapes they take gives me a moment of escape from all this
Which is soon lost
The time for death is upon me, moved into this pen, herded with so many to await those who would seal our fate.
But I am calm.
If hell exists then it is here, where I am, but soon I will be free.
What is 'free'?
Its release from the monotony of time, from the routine of fear.
Death does not scare me for with it will come peace, a freedom they cannot take away from me.
What is 'free'?
I am.'
Shawn Skellon (2010)
Well...'I did this!'
There I said it...as I creep back into my hole.....
Moving on up
I had a conversation with a student today about option choices.
'Its really confusing' they said, 'I have so many things I would like to do but so little room to choose because of what others want me to do.'
My advice...choose what you want to do.
I think its a shame that we put so much pressure on Yr9 that they end up thinking a wrong decision will destroy their futures. If we're honest all they are doing are choosing the keys to allow them open a door so they can move on after GCSE.
'Its really confusing' they said, 'I have so many things I would like to do but so little room to choose because of what others want me to do.'
My advice...choose what you want to do.
I think its a shame that we put so much pressure on Yr9 that they end up thinking a wrong decision will destroy their futures. If we're honest all they are doing are choosing the keys to allow them open a door so they can move on after GCSE.
Follow this!!!
This is a great blog to follow, lots of interesting articles, well explained and detailed (is that enough Ian?) and its by someone who just fab!
Seriously have a look...
http://secondaryemotion.wordpress.com/
Seriously have a look...
http://secondaryemotion.wordpress.com/
Wednesday, 27 January 2010
What is 'free'?
'Time winds its way through a repetitive process of hours, minutes, seconds
The partitions of it seem so heavy and time is lost in the relentless darkness of this life
Days become blurred into periods of day and night, good and bad, illness and death,
As we move through the process of routine and towards the conclusion of it all.
I used to love the song of the birds, but now there is only silence
They know not to be here, where life is measured in usefulness and names replaced with numbers.
Through the small bars I see the clouds and the shapes they take gives me a moment of escape from all this
Which is soon lost
The time for death is upon me, moved into this pen, herded with so many to await those who would seal our fate.
But I am calm.
If hell exists then it is here, where I am, but soon I will be free.
What is 'free'?
Its release from the monotony of time, from the routine of fear.
Death does not scare me for with it will come peace, a freedom they cannot take away from me.
What is 'free'?
I am.'
An important moment to stop and think...
About 2 and a half years ago a plan hatched in my head to take a group of students over to Auschwitz and from that experience impact the school in some way. It seemed impossible but through some out of school funding it happened and last November half term we set off with 4 students to Poland.
This week has seen the fulfilment of this dream as the assemblies all week are being taken by these students to silence and respect from all year groups and incredible feedback from all staff.
Today is Holocaust Memorial Day. Today period one the whole school had a PSHE lesson on the Holocaust set out by these students from their experiences and their thoughts. The feedback has been fantastic, so positive with no hassles and focused discussions from all year groups.
Its been a difficult journey and a very emotional week - with 2 assemblies to go - but the impact has been tangible and I feel proud of what has been achieved.
Spend a moment today to remember those who's lives were so brutally taken because they didnt fit into to someone else's plans.
This week has seen the fulfilment of this dream as the assemblies all week are being taken by these students to silence and respect from all year groups and incredible feedback from all staff.
Today is Holocaust Memorial Day. Today period one the whole school had a PSHE lesson on the Holocaust set out by these students from their experiences and their thoughts. The feedback has been fantastic, so positive with no hassles and focused discussions from all year groups.
Its been a difficult journey and a very emotional week - with 2 assemblies to go - but the impact has been tangible and I feel proud of what has been achieved.
Spend a moment today to remember those who's lives were so brutally taken because they didnt fit into to someone else's plans.
Wednesday, 20 January 2010
When you know youre doing the right thing...
Its days like this that remind me why I became a teacher.
Its my birthday...relevant to the story not pushing for presents...OK maybe a little push!...and every child coming into my room seem to know this and have wished me happy birthday.
On top of that I have a pile of cards next to my desk from all year groups and have had happy birthday sung at least 5 times!
Its when things like this happens you feel like you are making a difference!
Its my birthday...relevant to the story not pushing for presents...OK maybe a little push!...and every child coming into my room seem to know this and have wished me happy birthday.
On top of that I have a pile of cards next to my desk from all year groups and have had happy birthday sung at least 5 times!
Its when things like this happens you feel like you are making a difference!
Thursday, 14 January 2010
'Herd' of this one?...
Recently I have bought in a new marking system into the faculty which we have worked on and tweaked and involves using small red yellow and green stickers to mark work. The key to understanding these stickers is on a sheet in the front of their books and involves them answering some questions to self evaluate how they are doing and what they can do to improve.
All was working well until...8S3...this would need some thought!
I decided to herd them together in terms of the colour of the sticker achieved and see how it would go. So we had the red table..s and a yellow table.
To begin with they needed some nudging as to what to do and the TA in the room with me and I wandered round answering questions and keeping on task. Then it took off.
Someone on the red table said 'I don't know what to do to improve?' and before we could get there someone else on the table responded 'Oh I know you haven't...'
The conversation took off! They began to peer assess and evaluate and then cross table conversations started as the reds wanted to know what the yellows had done to get a yellow.
We just stood back and let it happen...quite an eye opener for the both of us and a great way to end the topic.
All was working well until...8S3...this would need some thought!
I decided to herd them together in terms of the colour of the sticker achieved and see how it would go. So we had the red table..s and a yellow table.
To begin with they needed some nudging as to what to do and the TA in the room with me and I wandered round answering questions and keeping on task. Then it took off.
Someone on the red table said 'I don't know what to do to improve?' and before we could get there someone else on the table responded 'Oh I know you haven't...'
The conversation took off! They began to peer assess and evaluate and then cross table conversations started as the reds wanted to know what the yellows had done to get a yellow.
We just stood back and let it happen...quite an eye opener for the both of us and a great way to end the topic.
Wednesday, 13 January 2010
snow fun....
Watching the world change to white over the last 24 hours I was hopeful that we may see 'Snow Day 4:The final moments'.
This would follow last weeks:
'Snow Day'
'Snow Day 2: The unexpected'
and my personal favourite 'Snow Day 3: I've only done a one day week!'
However, powers that be have decided and Snow Day 4 has become 'Ice Slush Hell'... really not looking forward to getting out of this car park!
This would follow last weeks:
'Snow Day'
'Snow Day 2: The unexpected'
and my personal favourite 'Snow Day 3: I've only done a one day week!'
However, powers that be have decided and Snow Day 4 has become 'Ice Slush Hell'... really not looking forward to getting out of this car park!
Friday, 8 January 2010
Day after tomorrow...is today!
Loved the film and now living the reality...some areas of the UK as cold as Moscow...Isotherms doing their thang!!!!
Friday, 1 January 2010
Thursday, 31 December 2009
The turn of the year...
There is a time for everything on the earth... for things to start and to end, for being raised up and facing trials, for standing still and moving on...change is universal and we face it all the time.
As we come to the end of 2009 I wish all of you a fab New Year and hope that 2010 is a year of breakthroughs, blessings and good times. That the victories outnumber the challenges and that the opportunities come thick and fast opening doors that will lead to recognition and reward.
Happy New Year!
As we come to the end of 2009 I wish all of you a fab New Year and hope that 2010 is a year of breakthroughs, blessings and good times. That the victories outnumber the challenges and that the opportunities come thick and fast opening doors that will lead to recognition and reward.
Happy New Year!
Wednesday, 30 December 2009
when opportunity knocks...
dont knock it...its not the knocking thats the problem...its the patience needed to wait for the knocking to start, or the things that get in the way of opening the door before it stops.
Tuesday, 15 December 2009
Follow the yellow brick road...
We are putting on the Wiz this year as the school musical and many hours of hard work have gone in from staff and students since early in 09 to get to the point of first night.
Whilst standing backstage and looking out onto the production the other day it reinforced to me how talented the students we work with are. We don't give them the credit they deserve and due to our leaderships desire to purely be the best school in ...wherever... we are so quick to criticise, pick out fault and nag. All we do is destroy the creative spark that is attempting to come out because we don't want to take the time to let it.
The league table drives the direction of the school and ultimately its staff - yet we are supposed to be non-competitive!
Its about time we let the students we teach 'follow the yellow brick road' of creativity without the 'winged monkeys' of conformity and results taking them away from ultimately seeing the 'emerald city of success'...too much????
Lets not stifle that which is natural...nuff said
Whilst standing backstage and looking out onto the production the other day it reinforced to me how talented the students we work with are. We don't give them the credit they deserve and due to our leaderships desire to purely be the best school in ...wherever... we are so quick to criticise, pick out fault and nag. All we do is destroy the creative spark that is attempting to come out because we don't want to take the time to let it.
The league table drives the direction of the school and ultimately its staff - yet we are supposed to be non-competitive!
Its about time we let the students we teach 'follow the yellow brick road' of creativity without the 'winged monkeys' of conformity and results taking them away from ultimately seeing the 'emerald city of success'...too much????
Lets not stifle that which is natural...nuff said
Thursday, 10 December 2009
A catalyst for discussion...
I have been working with my Yr10 Humanities class on the topic of Conflict and we were working through the section on the Northern Ireland crisis. It was about 10 minutes in when I realised they had no idea about this!!! Suddenly feeling old I explained in detail about what happened and showed them a video highlighting the main events of the conflict. They sat silently afterwards and then one voice said 'Gosh it was so bad over there.'
This triggered a discussion around the video for the remainder of the lesson (3 part lesson out the window...HOORAY!) which was incredible.
Next lesson I set them a GCSE question which included an example question based around a conflict they had studied...amazing answers.
Take time to listen...give them the chance to speak
This triggered a discussion around the video for the remainder of the lesson (3 part lesson out the window...HOORAY!) which was incredible.
Next lesson I set them a GCSE question which included an example question based around a conflict they had studied...amazing answers.
Take time to listen...give them the chance to speak
Wednesday, 9 December 2009
Vocal appreciation
As with any school we have an agenda to allow students to voice their opinions whether that be in terms of focus groups, feedback, student council etc...
So I thought how about their opinion on you as a teacher? Dangerous territory, flying without Union backing on this one!
When its structured well it works. When its not...it really doesn't! I remember a teacher in my faculty a few years ago holding some Yr11's back and asking 'What do you think of my lessons? Be honest' ... they were honest, she was literally destroyed by it.
Its not only the structure, its the relationship you have with the students. If you pick a class where there are behavioural issues then feedback will be, well interesting.
When I have done this its been very casual and laid back environment with no pressure being applied. You can use many methods. I have used discussion, feedback box and then response to the points by me next lesson, feedback sheets, red/yellow/green ranking based on a criteria designed by the students and agreed by me - to name a few.
Each time I have found out the same thing - students are very good at highlighting your areas of complacency. They love the variation of lessons so if you settle into a routine because its easy they will pick up on that.
The important thing is you feedback - whether that's verbally or through making changes - so they realise their view is valued and being listened to.
Its risky, you're vulnerable...but its worth it, as the only ones who see you teach day in and day out are those in front of you.
So I thought how about their opinion on you as a teacher? Dangerous territory, flying without Union backing on this one!
When its structured well it works. When its not...it really doesn't! I remember a teacher in my faculty a few years ago holding some Yr11's back and asking 'What do you think of my lessons? Be honest' ... they were honest, she was literally destroyed by it.
Its not only the structure, its the relationship you have with the students. If you pick a class where there are behavioural issues then feedback will be, well interesting.
When I have done this its been very casual and laid back environment with no pressure being applied. You can use many methods. I have used discussion, feedback box and then response to the points by me next lesson, feedback sheets, red/yellow/green ranking based on a criteria designed by the students and agreed by me - to name a few.
Each time I have found out the same thing - students are very good at highlighting your areas of complacency. They love the variation of lessons so if you settle into a routine because its easy they will pick up on that.
The important thing is you feedback - whether that's verbally or through making changes - so they realise their view is valued and being listened to.
Its risky, you're vulnerable...but its worth it, as the only ones who see you teach day in and day out are those in front of you.
Tuesday, 8 December 2009
Punching above their weight...
Had a year 8 class this week who often are fairly lethargic so I thought I would raise the bar for them. They are set 1 and the range is level 5-6 in terms of end of KS3 FFT targets. We are looking at rivers and flooding at the moment so I started with a question on the board from a higher GCSE paper which we discussed and thought about how we would answer it and the type of information they would need to include.
They then had 20 minutes with a GCSE textbook to make a note of any information they felt was important in terms of answering the question. After this data collection time they then had 20 minutes to complete the question in class under exam conditions.
Final plenary - feedback as to what they thought. Many felt they had answered the question well because they had taken time to prepare for it and were confident of success and getting near their target grade. Lots of positive discussion.
I then told them that they had done a GCSE Higher paper question and there was a moment of silence before one of the lads said 'Hmmm, wasnt that bad really!'
I have looked over a lot of the answers and those students I have spent time reading are above their target grade.
Its all about taking a moment and giving them time...
They then had 20 minutes with a GCSE textbook to make a note of any information they felt was important in terms of answering the question. After this data collection time they then had 20 minutes to complete the question in class under exam conditions.
Final plenary - feedback as to what they thought. Many felt they had answered the question well because they had taken time to prepare for it and were confident of success and getting near their target grade. Lots of positive discussion.
I then told them that they had done a GCSE Higher paper question and there was a moment of silence before one of the lads said 'Hmmm, wasnt that bad really!'
I have looked over a lot of the answers and those students I have spent time reading are above their target grade.
Its all about taking a moment and giving them time...
Friday, 4 December 2009
Moving on up...
Dont worry not going to sing...
The more I have moved through this week the more I have begun to realise who to lean on and who to walk away from. Support comes from those who care but also those who know you and what you can achieve...the problem comes when those in positions dont know either!!!
Time to push on, move on up and look for the opportunities that are missed by us not being in the right frame of mind to take them.
Tomorrow is a brand new day...:)
The more I have moved through this week the more I have begun to realise who to lean on and who to walk away from. Support comes from those who care but also those who know you and what you can achieve...the problem comes when those in positions dont know either!!!
Time to push on, move on up and look for the opportunities that are missed by us not being in the right frame of mind to take them.
Tomorrow is a brand new day...:)
Monday, 30 November 2009
Moments in time...
'Time passes so fast if you dont stop and take a look around once in a while you might miss it'
Ferris Bueller
Its so true, and we need to take time to stop and take in what's and who's around us and appreciate them. However, it is also true that this relentless movement of time removes moments you want to forget and replaces them with moments you would rather remember.
Today has been like that for me.
Bad day at school...actually one of the worst I can remember in a long time. Just relentless put downs and negative comments having what I've done wrong pointed out in many ways yet no apologies for things others had done wrong. Just a day where it was my turn to be the scapegoat...
then...
2 things happened.
1) A friend turns up (yes you know who you are :)) and listens and gives advice and makes me feel 'I can' again
2) I get home to find a copy of Gifted International Education on my doorstep with my article in it alongside Professors from Universities and directors of Critical Thinking centres from around the World - someone else thinks I can and wants to show me they think I can...(does this mean I can now say I am published????)
Time marches on and despair is replaced with hope...
Thank you to all who bring hope - you are greatly appreciated :)
Ferris Bueller
Its so true, and we need to take time to stop and take in what's and who's around us and appreciate them. However, it is also true that this relentless movement of time removes moments you want to forget and replaces them with moments you would rather remember.
Today has been like that for me.
Bad day at school...actually one of the worst I can remember in a long time. Just relentless put downs and negative comments having what I've done wrong pointed out in many ways yet no apologies for things others had done wrong. Just a day where it was my turn to be the scapegoat...
then...
2 things happened.
1) A friend turns up (yes you know who you are :)) and listens and gives advice and makes me feel 'I can' again
2) I get home to find a copy of Gifted International Education on my doorstep with my article in it alongside Professors from Universities and directors of Critical Thinking centres from around the World - someone else thinks I can and wants to show me they think I can...(does this mean I can now say I am published????)
Time marches on and despair is replaced with hope...
Thank you to all who bring hope - you are greatly appreciated :)
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