East meets West in Shanghai

This was one of the highlights of training this year, alongside my second visit to Ethiopia in August. Hugely anticipated and requiring significant planning, this was always going to be an exciting trip. I was invited to work with Nord Anglia International School in Shanghai, Pudong on behalf of Dragonfly Training Ltd. It’s a long way to go for a day’s training so I managed to persuade myself that I needed a couple of days in Hong Kong on the way back to ease the jet lag.

Arriving a day before training, I had a chance to wander the old quarter of Shanghai and adjust to the new time zone. It’s a busy place with regular updates on smog and air quality available to its millions of people, many of whom were wearing face masks. The air quality that day wasn’t particularly bad so I passed on the face mask. I stood on The Bund and watched the enormous, heavily laden and almost sinking barges make their way along the river, puffing out diesel fumes and chugging away like old men with cigars hanging from their mouths.

The school was a fantastic, purpose-built venue, set in plenty of acres in the middle of Pudong. With a wide range of international students to cater for, from ages 3 to 18 and from all over the world, the school had exceptional facilities to offer them. The staff provided a warm welcome, with a great deal of enthusiasm for the training that day and great feedback at the end. I will always adjust course content to suit a particular context and I will always respond to feedback from delegates on how the day has been received.

I had a chance to look around the school, talk ‘teacher talk’ for a while and then prepare myself for a short (2 hour) flight to Hong Kong. Having never been to ‘Honkers’ before, I wasn’t quite sure what to expect but I had done some background research which proved helpful. I hadn’t really pictured what such a huge number of people in such a small place would really look like. Shopping on the equivalent of Black Friday was not a wise choice. Pretty crazy shoppers – thousands of them – queuing up for bargains and rifling their way through piles of clothes, labels flying everywhere. On the Sunday, having walked miles on the Saturday, exploring the sights, I came across another peculiar human phenomenon: ‘Philippino Maid Sunday’ – they all have the same day off – they all meet in subways, underpasses, bridges, pavements, just about anywhere really and sit and chat. They dance, cook, socialise and buy and sell clothes and jewellery. It is a sea of humans and negotiating your way through is quite a task.

I have certainly learnt a great deal from travelling, exploring and asking questions about life on the other side of the planet. As I continue to work with teachers around the world, I can draw on these experiences, create unique contexts for the training sessions and empathise with different cultures. Fascinating.

The course I was delivering is called The Big Four – Sustainably Improving the Quality of Teaching and Learning. Available through Dragonfly Training Ltd.

Differentiation and Beyond

Dragonfly Training offer practical courses designed for teachers across the world.

Teaching teachers. A piece of cake they said.

I spent a day with teachers from St. George’s English International School in Munich last week. A wide range of nationalities, skills, teaching backgrounds and experience and a whole host of previous training days under their belts. For the teachers, the new term promised a brand new school building, slightly out of the centre of Munich, but with so much to do and only so many hours in a day, the shiny windows, squeaky clean flooring and whistle-white walls would have to wait. It wasn’t ready. We were relocated to a local football club with a decent-sized function room.

Training teachers takes effort, patience, understanding and an unusual perspective. It took me a while to get over the fact that I wasn’t teaching and I wasn’t offering egg-sucking courses either. The fact that I had 22 years teaching experience didn’t really matter. What counted was my ideas, my take on teaching, knowing what works and finding the right way to connect with colleagues on many different levels. I consider myself to be emotionally intelligent. It is important to know what a bad training day looks and feels like. There have been a few. Listening to regurgitations of the ‘Haynes manual of teaching’ and wishing you were still on that beach. Painful. But a good training day can be inspirational, uplifting and fire you up for days, weeks and even years. I am fortunate enough to have attended lots of these. I have also worked with energizing colleagues and gained a great deal from them.

The teachers at St. George’s were definitely ready for a good day. Some were still figuring out where to live in their new town but all were ready to engage. After some warm up activities, we looked at three key pillars of good teaching and learning: Differentiation, Assessment for Learning and Feedback. Teachers tried some practical ways to differentiate for learners. We called it ‘personalization’. There are so many ways that learners can be challenged, stretched and engaged appropriately.

Here are some of our differentiation ideas:

  • Multi part tasks – split part one into three different tasks with different levels of complexity eg describe A) Romeo and Juliet main characters, B) family circumstances and C) the effect of family on their relationship. Then use all of these together to D) write a short summary of the main events of Romeo and Juliet and then E) write a 140 character tweet to summarize the story including spaces, hashtags, and emojis.
  • Providing roles – scribe, observer, listener, artist, designer, summarizer, timer etc. Kids love roles and respond differently to each job description. Rotate at will.
  • Scaffolding – provide support and structure in different guises. Simple skills developing into more complex skills. You can also use mind tools to help with creative thinking.
  • Framing questions – ‘from the viewpoint of ……., how did …….impact on …….’ creates opportunities for empathy and can also provide constraints within which a question can be answered.
  • Big questions – contextualizes the learning. This is important for all learners but especially EAL learners.
  • Real Issues – gets young people fired up about big issues and means they can see how learning becomes relevant to their world
  • Projects – learners can approach projects in so many different ways. Let them have an open-ended outcome and see what happens
  • Differentiation by learning needs – this could be dyslexia, EAL (English as an Additional Language), cognitive (processing), sight, hearing, behaviour, autism, Free School Meals, Gifted and Talented. Think about how you would need to differentiate for each of these.
  • By sequence – change the order of activities to suit the needs of different learners
  • By pace – change the timing of each activity to suit individuals but keep the pace up.
  • Use circus or stations – you can change the order, have certain stations for each group of learners or provide increasing complexity as you move around – this works well in science with different experiments for example.
  • By outcome – provide different levels of outcome (possibly colour them, grade them or give them different names such as ‘beginner’, ‘expert’, ‘ninja’)
  • By task – provide choices for learners eg hot, spicy, mild – better than easy, medium and difficult
  • By activity – watch something, listen to an audio file, talk to each other, write something, act out something – lots of ways to engage learners on different levels.
  • The ‘enable table’ – set up a table, space or wall display with extra, extension information.

There are many others (feel free to add yours in comments) but with a limited amount of time, we then considered how to assess pupils progress using a range of classroom techniques and strategies.

  • Asking questions (the right type of question) – these are the tools of your trade – get them right and you will find true wisdom and enlightenment!
  • Red, Orange, Green student response cards, to hold up, leave on the desk so that teachers can see who understands what.
  • Mini whiteboards – these have seen significant use in classrooms across the world. Great for checking on progress. Join them up in a line or make a ‘big picture’ with all of them on the floor or hold them up for a time lapse video.
  • Standing on a continuum – these are useful and get learners out of their seats – try ‘yes/no’, ‘agree/disagree’, ‘1-10’ or make up your own
  • Find your corner – label each corner A, B, C and D – pupils stand in each corner depending on the question
  • Hot responses – hot, spicy, mild – pupils choose an activity and difficulty, therefore, indicating their confidence
  • How many fingers – 1-10 confidence level or 1-5 depending on the question
  • Thumbs Up or Down – quick testing of confidence
  • Confidence Rating – use 1-4 rather than 1-5 as pupils will often plump for the middle one.
  • Sad face or smiley face – easy to use in books, whiteboards etc for self or peer assessment
  • Starting Point – by deciding on level of entry pupils indicate their confidence level and prior knowledge
  • No hands – means all pupils have to come up with a good answer and to help with this…
  • Random Name Generator – use http://www.classtools.net (with loads of other games and tools) or StickPick app (small cost).
  • Snowball fight – write/work on something – scrunch it up and all throw at the same time – good fun – open, add, edit, assess, scrunch and throw. Repeat. Use notes with annotations to formulate a final draft.
  • Snowballing – one person works on a task, pairs up, joins a third, a fourth and so on.
  • Pyramid – one pairs with another, two become four, become eight etc – good for class discussion

Feedback has most effect when it creates ‘cognitive conflict’ meaning that the student is puzzled they got it wrong, and starts to work out why, Hattie (2003)

We also had a play with Quizlet Live, Kahoot, Spiral, Socrative, Plickers and QR codes. Lots of digital ways to assess learning and find ways to move forwards. We also looked at how to support EAL learners in the classroom – often a significant factor in International Schools.

You can see some of the feedback on the course below. Teachers left with practical strategies that really work. Dragonfly Training pride themselves on making courses ‘hands-on’, based on current research and educational thinking and bespoke to a particular context for each school. Each course can be adapted to suit any number of teachers. They also work well for all-through schools. Get in touch if you would like more information. With huge thanks to those staff willing to share some feedback on camera. (You were great!)

This was a great team of teachers to work with. Full of enthusiasm and ready to take on new ideas and tweak some old ones. Have a look at their site here http://www.stgeorgesschool.de/munich

 

 

I also deliver courses on Google Suite – Apps for Education (Digital Pedagogy), Raising Boys’ Achievement, Active Learning, Science and STEM in Junior and Elementary Schools and Wellbeing. Just get in touch with Dragonfly HQ for more information.

Return to Ethiopia – finding your ‘ikigai’

Whilst not quite the eye-opening experience of last summer, my return to Bingham Academy in Addis Ababa, was none the less inspirational and uplifting. I was delighted to be asked back to work with an amazing group of teachers, many of whom were present last year. Retention of staff in International Schools is always an issue especially when they don’t get paid. That’s right. No pay. Teachers raise money through friends, family and their church groups in order to fund a year at Bingham Academy in Addis Ababa. The funds cover food, some of the travel costs and general living. Many teachers bring their families. Lock, stock and barrel. They often commit themselves to at least two years with many staying longer or returning at a later date.

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This is where staff are: right in the middle.

There is an undeniable feeling of warmth and welcome in the campus. It’s not the weather – it was rainy season again and just about scraped into the twenties (seventies Fahrenheit) – but the people who work there. From the drivers, security staff, cleaners and cooks to the teaching assistants and teachers, everyone plays their part and very much contributes to the unique atmosphere at Bingham Academy. Their Faith is key. They come here to help spread the word of God. It’s not overt and ‘for the sake of it’ but it is interwoven in everything they do. They are fully committed to what they do. A husband of one of the teachers works in a recording studio, translating the bible stories into many of the 80 different local languages in order to improve literacy rates. Fascinating and inspiring.

Dragonfly Training delivers an extensive range of courses for teachers. This is my third year and they have sent me to all sorts of places to deliver training. It’s a real privilege to be part of a team committed to improving standards in education and supporting teachers with practical strategies to engage and inspire young people. Bingham Academy identified some key issues that were hindering their rate of progress. Children come from diverse backgrounds, cultures and educational systems. They often dip in and out and their starting points can vary widely. Add to this the fact that ‘results’ count and teachers are under pressure to make every lesson count. Dragonfly Training approached this with some teaching and learning fundamentals: Assessment for Learning strategies and good old fashioned differentiation. Teachers explored how to assess learning in a number of practical ways. Great responses and engagement from teachers meant each of the ideas generated even more suggestions for success within this unique context. A series of differentiation ideas and some Project Based Learning followed in the last two sessions with positive outcomes for all staff.

I will apply ‘digital’ strategies to learning wherever possible but the internet in Ethiopia often hangs quite literally by a thread. I offered some use of Spiral (www.spiral.ac) which with strong internet will be a potent tool for learning and assessment. We also had a play with Kahoot and Quizlet. The Ethiopian Government often disconnects the Internet (it’s a big red switch) at the first sign of political unrest or for days on end when there is exam season. Last year, exam papers were released online (unofficially) from which widespread cheating ensued. This year, WiFi went offline for 3 weeks in June which negated the (online) cheating somewhat. The school has to cope with regular outages and it just becomes part of life. I found it rather refreshing.

I had three evenings on campus; A chance to socialise and get to know a little more about what makes Bingham Academy such a great place to be. The first night was pizza night with board games. I haven’t really played board games for decades (apart from a family game of Scrabble which I ended up winning because I was the only player left!) and it was great not to be reliant on devices electrical or otherwise for entertainment. It was social networking in its truest form. New staff joined in and I became one of the family for the evening. I loved it. The second night was dinner in a family home with friends, stories, good food and the usual warmth of welcome. Thirdly, was dinner out with twenty teachers and a bit of local grub. Njeera is the must-have and requires a good palate, a taste for spices and plenty of antibacterial hand gel. A sense of adventure helps too.

I am looking forward to another return to Addis Ababa. The people are fascinating, charming and passionate about what they do. There is a great deal of commitment to improving things in every classroom from Kindergarten right through to Year 12. I have set them some ‘Project Based Learning’ ideas – sown a few seeds – and I hope that these have created enough of a spark in each teacher to take them through the year. I am keen to develop science teaching in the elementary and junior school and thinking of ideas that fit with their unique context. You can find out more about their work here http://binghamacademy.net/ 

With best wishes for the next year and thanks to all the staff at the school.

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Spiral to success

Teaching and learning are all about engagement. If you can find the right way to ‘hook’ learners then the ‘reeling in’ is much easier. In my role as a teacher and trainer, I have used a wide variety of tools to switch people on; tone of voice, body language, volume, music, video, quizzes, pupil leaders, active tasks, readers, visual stimuli (‘fascinators’ my art teacher friend calls them) and more recently digital tools.

I am running a new course for Dragonfly Training called ‘Current Best Practice in Digital Pedagogy’ as I believe there is a real lack of clarity about what really works in the post-big-digital-spend wave that has passed through so many schools. Ultimately schools are looking for tools that improve outcomes for learners, don’t require huge training and engage pupils and staff alike. It doesn’t matter if the next tool is all singing and all dancing because if teachers have to spend hours getting to grips with the mechanics and preloading data it just won’t work.

I’m using three highly efficient and simple to use tools for my teaching, training and business use. Spiral.ac, Google Apps for Education and Kahoot. I have written about Kahoot and Google Apps already, so here’s some info about Spiral.

Spiral.ac  is a suite of four apps that provide engagement, collaboration and live feedback. They are simple to use, efficient and reliable and really work. The first one is

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The first one is Quickfire. A quiz app that allows preloaded questions or shoot from the hip kind of teaching where pupils answer through devices and the teacher can tick, send back, comment or present to the class. Answers can be anonymised and names revealed at a later date. Responses can be collated by individual or by class and archived for use at parents evenings or review sessions to reflect on progress. You can also search for other public quizzes and edit those to save time. A new feature within Quickfire called ‘Step’ means you can pull out particular questions and responses for expansion.

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Next up is Discuss. Import a slide show from PowerPoint or Google Slides and the app creates images of each slide which can then be populated with questions or just responses from learners from open-ended questions. This is really useful for Assessment for Learning at key points in the lesson (start, middle and end). Again, all feedback can be archived and shared with learners in a review session. You can also create slides in a variety of formats from scratch which provides flexibility in presentation styles.

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The third in the suite is Team Up. This is a great tool for differentiation in lessons. Divide up students into random or pre-arranged groups, allocate roles, objectives and outcomes and they work collaboratively to create presentations through instantly linked devices and present them as a team. Evidence is collected and it’s easy to see who has contributed (or not!). It provides for creativity, collaboration and teamwork – essential employability skills.

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Last but definitely not least is Clip. This is a game changer and means you can take any YouTube clip and add questions at key points to check understanding and learning. The progress indicators are obvious. Play the video without questions, then repeat with questions, open up for discussion with open-ended questions and then check responses. The Chrome Webstore (apps for the Chrome browser) provides a Spiral add-on that makes adding questions to video clips seamless. There’s also the ability to set viewing for home time and independent study, where pupils can watch as many times as they like – flipped learning at it’s best.

As a trainer, these apps work really well. Presentations become highly engaging, interactive and fun. There’s minimal setup time because I can import directly from Google Slides, YouTube and PowerPoint or just have open-ended discussions in workshops. Being able to demonstrate the features of Spiral whilst delivering a training session is great and all the apps are applicable to a classroom, training room or board room equally well.

The best news is Spiral is free. There are some premium ‘dashboard’ style features available to account managers that provide a detailed analysis of usage and progress reports but the basic suite of apps is free and is likely to remain so. So what do you need to get started? Sign up for a teacher account at www.spiral.ac, check out their Twitter account for news, tips and tricks and updates.

For more information on the Dragonfly Course ‘Current Best Practice in Digital Pedagogy’ get in touch with them here http://www.dragonfly-training.co.uk/

 

 

 

Need a good idea? Ask a child!

Pupils gather to share STEM solutions to major world issues in UK’s first STEM Leaders’ Conference for young people.

Over one hundred 9-12 year-olds from 11 East Sussex schools across Eastbourne, Hailsham and Seaford took part in the UK’s first STEM Leaders’ Conference. They had been working on a range of projects to create imaginative and sustainable solutions to major issues facing many populations around the world including sanitation, clean air and renewable energy sources. The projects were inspired by the work of the charity Practical Action (www.practicalaction.org) who work globally to tackle major issues in developing countries. Their projects include the Squashed Tomato Challenge, Floating Garden Challenge and Beat the Flood. They provide high-quality free resources for schools through their website.

The event was organised by Pevensey and Westham CE Primary School to raise awareness of global issues and to raise the profile of practical STEM subjects. Richard Thomas, Headteacher, said, “We have made practical science a priority at our school. Primary School is not just about Maths and English. We want to equip our pupils with a range of skills and enthusiasm for learning. It is through engaging science that we have been able to raise standards across the whole school. Ofsted inspectors confirmed this last month. This Conference has allowed us to share this enthusiasm with other local schools.” The schools involved were Pevensey and Westham CE Primary, The Haven Voluntary Aided Primary School, Stafford Junior School, Langney Primary, St. John’s Meads Primary School, Grovelands County Primary, Oakwood Primary, Willingdon Primary, Seaford Head School (Secondary), Hailsham Community College (Secondary) and Gildredge House (Secondary).

Pupils from Years 5, 6 and 7 brought along their ideas in the form of working models, presentations, videos and posters. The emphasis of the Conference was very much about the ideas rather than the presentation but the level of expertise in presenting to a packed auditorium of peers and teachers was commendable. Pupils also developed a range of employability skills, a focus of STEM Learning UK, including teamwork, collaboration, brainstorming, leadership and persistence. Pupils were also delighted with Conference ‘goodie bags’ and a variety of prizes drawn through the afternoon.

Conference coordinator, Marcus Cherrill was delighted with the level of support from local businesses and educational companies alike. He said, “These kinds of events don’t really happen without support and people working together. We would like to thank Eastbourne College for hosting the event in The Birley Centre and to TEVA Pharmaceuticals Ltd for sponsoring the staff training event. David Lloyd Eastbourne, The Beach Deck, Deliciously Gorgeous and Games Workshop also provided vouchers for the event. Twig World, Music4Learning and Twinkl Resources also supplied prizes and vouchers for educational resources. We are very grateful to our supporters.” Attending the event, Sarah Jerkins from TEVA Pharmaceuticals Ltd, said, “We were impressed by the enthusiasm all of the teams showed. It was clear that they had put a lot of effort and research into putting their ideas together to make a working model and were able to present their findings to the audience. We look forward to welcoming the voucher winning team to visit our distribution centre in Eastbourne.” The Conference was also supported by the ASE (Association for Science Education), The Science Museum and STEM Sussex and their team of STEM Ambassadors. Marcus Cherrill added, “We believe that with the right support and good planning, this kind of Conference for young people with Science leadership roles in schools, can work without imposing great burdens on teachers or pupils. It really works.”

Two year 7 pupils from Hailsham Community College commented afterwards, “That was great fun! We were really nervous as we had to wait until the very end but we were pleased with our water filtration system. We think it will solve clean water issues in a number of countries around the world. We are already thinking of ideas for next year!”

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Group photo courtesy: India Pocock – Eastbourne College

All other photos: Sarah Carmody https://www.sarahcarmody.uk/

Sound Matters

As a lifelong fan of decent music and in my new role as a Fellow of the RSA (Royal Society for the encouragement of Arts, Manufactures, and Commerce), I attended my first RSA event at the Sallis Benney Theatre in Brighton: The Future of Urban Sound Planning on Wednesday 22 February.

With an eclectic mix of seasoned speakers, University academics, and engineers of soundscapes, I was instantly engaged in the content of the evening. Sound really does matter and how we respond to the multitude of sounds around us is complex, innate and fascinating.

Julian Treasure, he of acclaimed TED talks on sound and founder of The Sound Agency, branding machine for international corporations, spoke at length with crystal clear audio accompaniment on how sound affects us. Sound in the workplace, open plan office spaces, distracting sounds, painful sounds and calming bird song with rhythmic pulses of ocean waves filled the auditorium and carefully contextualized the importance of the evening. Julian highlighted the importance of protecting our wellbeing through careful choices and through ‘sound’ design and not just volumes but rhythms and types of sound. He explained how we are designed to respond to our ears much faster than our vision. Hearing is 360 degrees he explained, yet our world is dominated by the visual signals we are subjected to on a constant basis. Sound affects our behaviour – the deepest bin in the world clip demonstrates this. Sound affects our mood – melancholy or magical tones can lift us or bury us. Music too has its own place in our world. We are born with a natural response to rhythm and we just know how certain combinations of notes can make us feel. I believe that music has a significant and profound effect on our emotions, that’s why I founded Music4Learning. That’s why I was interested in hearing more about soundscapes and how people are working to achieve better sound balances in our lives.

A team from Brighton and Hove City Council are working on a number of projects to create better urban spaces through a more creative use of architecture and sound. In one of their pilot projects, they took a busy seafront location, full of traffic, people and noise and used focused sound to create a calm zone. The results were spectacular. Another part of the research took them to use cameras and music in a dingy subterranean tunnel from the main road to beach and promenade. With the sugar plum fairy music from The Nutcracker Suite playing,  skulking changed to waltzing and introvert switched to extrovert in a matter of seconds.

Andy Knowles from Anderson Acoustics described brilliantly the passion that some architects have for creating better soundscapes, responsive to our needs and promoting our well-being. Sadly, planning blocks, intransigence and bloody-mindedness get in the way. It’s a frustrating business to be in by all accounts. Generating ideas is only half the battle.

One of the last presentations was on how the study of sound from an academic point of view can ‘open our eyes and ears’ to more thoughtful approaches to urban design and public health. In one part, Dr. Emmanuel Spinelli described how he had studied the designs and subsequent noise output of a wide range of hand dryers. Interesting – particularly when you consider the noise output from a child’s point of view. They are tested to within an inch of their life in sterile sound-proof booths but not necessarily in a fully tiled echo chamber that exists in most restrooms and can leave a sensitive 4-year-old requiring another visit to the bathroom.

I found the explanations of how sound design can be better incorporated into our world entirely fascinating. My role as founder of Music4Learning is to help teachers change the atmosphere in their classrooms through careful choices of music. Sound really matters.

The event was supported by The Noise Abatement SocietyAnderson Acoustics, and The RSA. Our Twitter feed commented on the evening @music4learning #rsasoundscapes

Sir John Jones: magic weaving

June 2016 – University of Sussex

Some key ideas from the talk given by Sir John Jones to a large group of trainee teachers at Sussex University this summer. It was remarkably inspiring.

“Magic weaving”

The three most important words to an educator should be ‘children, children, children’, nothing else too catchy or well-thought out just tell it like it is straight from the heart. Most educators would say they join the profession to ‘make a difference’ and Sir John Jones would generally agree that this matters. However, bigger factors influence the success of our endeavours as educators. Babies are born (fairly frequently apparently) into a ‘demographic’ (a family, a postcode and an income level) and life begins. For some, this is a happy journey but for others, it’s a daily struggle against the odds. It’s not fair. One in four children in the UK lives in poverty. One and a half million children live in a house where no adult has worked. Sir John described four battlegrounds that these children face over the next few years:

  • Cognitive – in a professional family a four-year-old will have been exposed to over 40 million words. Adults will hold conversations over the dinner table and read books together. In a deprived area, the likelihood is only 10 million words and lower levels of literacy. Society wrongly confuses this gap with ability. Not fair.
  • Emotional – in a professional family, children will get on average twelve encouragements to every one discouragement. A huge impact on self-esteem. At the other end of the spectrum in benefit street, one encouragement is met with two discouragements. Not fair.
  • Aspiration – society distinguishes the aspirations of children from wealthier backgrounds as ‘high’ and those from poorer backgrounds as ‘low’. Sir John suggests we use the words ‘broad’ and ‘narrow’ instead.
  • Expectation – most wealthier children would expect to attend university. Those from poorer backgrounds have never heard of a university. He reveled in the fact that at a Bolton Academy, where he is a governor, 15 students went on to University last year. The first members of their families ever to have attended University. Boy did they party.

He went on to quote Nelson Mandela:

“It is only through learning that the son of a miner can become the manager of the mine and it is only through learning that the daughter of a cleaner can become a doctor and it is only through learning that the child of a farm worker can become the president of a proud nation.”

The future of the planet lies in the palms of the hands of those adults that have dedicated their lives to young people – the magic weavers.

Sir John skillfully and passionately described the context in which teachers are required to perform. It was not a political statement. It clarified the importance of the role of the teacher as a route to social justice.

“The keeper of dreams”

Everyone should have one of those teachers. The ones that made school better or even bearable. I remember mine, Mrs Yorke. A maths teacher from the old school. She taught we learnt. We practised and we got really good at it. We would do anything for her. Sir John described a conversation with a teacher who was inspired by one of her teachers. A teacher who was there on a wet and windy November afternoon to see her one and only netball hattrick. The teacher who said I’ll look after your self-belief until you’re ready to take it back. She was the one person who a year after her mum’s death, whilst she was still at school, came up to her and whispered in her ear “Are you okay? I’m here if you need me.”

Working in a school is a supreme act of faith he went on to say. Never quite knowing what children have become. Sir John then described four gifts that teachers provide to young people:

  • opportunity – skills and expertise that teachers talk about in interviews should be brought into schools and used whether it’s embroidery, cooking, golf or playing the piano. Plant a seed.
  • passion – create passionate children by putting passionate adults in front of them. Passion gives you a desire to do more. A desire to do more gives you an appetite for discovery. Be enthralled by learning.
  • time – given unselfishly – teachers are good at this!
  • world class teaching – plant the seeds and allow children to fly.

“You’re hired!”

Sir John revealed key elements of his interview process. Before saying a word, he would look deep into the candidate’s eyes and look for passion. He knew when it was absent too. The look of a ‘velociraptor’ who doesn’t like children. Not good. The next thing he looks for is warmth. A warm heart of someone who cares.Not someone who brings fear and trepidation to a class. Next on the list, it was ‘fire in the belly’. Stand up for what you believe, push the boundaries and tell people what gets up your nose. Then, an unconditional positive regard. Liking all children is key even the ones who are tough. He described a school where some of the children were definitely unloved. An OfSTED inspector arrived for a visit but somehow ended up coming through one of the back doors only to be nearly knocked over by a group of teenagers leaving the school building. He asked one of the girls at the back, “What’s going on here?” She replied, “There’s a big inspection going on today so they’re sending all the dickheads home!” Out of the mouths of babes. The final attribute Sir John was looking for was a relentless pursuit of excellence. Doing small things brilliantly and relentlessly. There’s always a better way.

“We would like our teachers to …..”

A plea from children to their teachers. Sir John described some fundamental needs from a child’s perspective.

  1. Have a great relationship with us. We’ve got to spend lots of time with you. It’s no good for our self-esteem if you don’t really like being with us. It has long-lasting effects on our cognitive and emotional status.
  2. Ask me brilliant questions, abstract questions to which there is no right or wrong answer. About 80-90% of questions asked in a classroom are answered correctly first time.
  3. Let me learn independently.
  4. Don’t tell us how to do it.
  5. Let me learn with my friends.
  6. Tell me how I’m doing. John Hattie says this is important!
  7. Have high expectations of me. Believe in me!
  8. Give me challenging work.

Sir John ended with a reminder about telling good stories because all good teachers are good storytellers. Make it RING. Relevant, Interesting, Naughty and a Giggle. He described the American teacher who was asked out of the blue by one her more persistent students, “Mrs Johnson! How many times did you have sex with your husband last week?” He defied anyone not to see a ‘win-lose’ situation but being the true professional she ignored the question and carried on with the lesson, choosing to act not react. The boy asked again. He said, “Mrs Johnson, are you ignoring me?” She replied, “No! I’m still counting.” One-nil to the teacher. Humour is very powerful in the right context. The poor boy is still in therapy.

This was a heartwarming, stimulating and insightful talk. If you get a chance to see Sir John Jones talk then make a date. You will not be disappointed. Thanks to Jo Tregenza, Head of ITT at University of Sussex, for organizing and my invitation. @sirjohnfjones