Karachi at its best

Arriving at a bustling, sweltering airport with immaculately dressed pilgrims returning from the Hajj, my first visit to Pakistan was full of anticipation and nervous excitement. My usual browse through medical requirements and ‘sensible people’s’ FCO do’s and don’ts suggested plenty of caution but I have learnt to take each place I visit on face value and spend time listening to the people who live and work there. It makes sense.

I was asked by the British Overseas School Karachi to deliver three days of training on behalf on Dragonfly Training. CPD in Pakistan is almost non-existent. There are hundreds of schools with passionate, hardworking and intelligent teachers but very little investment in their professional development. So, day one was an invitation to local schools to participate in a day of training entitled ’21st Century Teaching and Learning’ – a course designed to cover essential strategies for effective differentiation, assessment for learning, better questioning and feedback. Teachers came from a wide variety of schools and phases, bringing a range of professional expertise to the day. It was a great day with time to chat with colleagues about the challenges they faced and what things they were looking forward to trying out. The intention is now to create a centre of excellence for CPD both in Karachi and the wider region

Day two and three were spent with staff from the hosting school, British Overseas School Karachi, with the usual mix of new teachers and experienced staff with a good smattering of well-travelled expat staff. Again, the focus was on effective strategies to use in a 21st Century Classroom including the use of some digital apps including Kahoot, Quizlet and Plickers.

Alongside the chance to inspire and ignite a little passion in teachers, I was able to sample local food, chat with other colleagues from the school about future plans and meet the exceptionally talented trainer, Pam Mundy, with vast experience in the Early Years and Primary phase. It is always professionally rewarding to connect with people on different levels. The warmth of welcome from the staff, the depth of passion and commitment from the senior leadership team, the exceptional knowledge of the Headteacher, Andrew Williams, of local and international context and the extraordinary efficiency of administration staff all contributed to an overwhelming feeling that Karachi is a great place to work. If you are looking for an exciting challenge in a fast moving city in a school that thinks of the past, present and future in equal measures then get in touch with the school directly.

My lasting memory, however, will be of the view of Karachi from the rooftop of the excellent Avari Towers Hotel, where I watched hundreds and hundreds of black kites circling high above looking for their next meal or maybe just enjoying the sights of downtown Karachi. Watching a kite close up, as it perched on my balcony, tucking into a small rodent was quite extraordinary.

Next stop, Nicosia, Cyprus, then Bogota, Columbia. Always excited to travel and make teachers lives more professionally rewarding and fulfilled with better outcomes for young people. Get in touch if you would like to find out more about some of the courses on offer.

 

Bottle of nuts to go!

Training in Lagos. What an incredible experience with memories to treasure.

A quick look at TripAdvisor or the FCO website and Lagos, Nigeria would probably not be top of anyone’s list. However, with a bit of research, some reassurance from fellow trainers at Dragonfly Training and a visit to Boots pharmacy, I packed my bags and set off for St Saviours School Ikoyi in Lagos.

As part of a structured professional development programme and a continuing relationship between the school and Dragonfly Training, I was invited to deliver a three-day programme for all staff entitled ’21st Century Teaching and Learning’. Day one was with a group of teaching assistants, full of enthusiasm, looking at effective deployment in classrooms. We examined a range of evidence of best practice and explored the essence of good working relationships. Day two and three were for teaching staff but many of the teaching assistants joined in (even on their days off). We worked on a range of practical activities that allowed staff to access a range of strategies to support differentiation, better feedback, stretch and challenge and assessment. There was also plenty of time for reflection, discussion and a bit of dancing.

The school is an oversubscribed independent prep school for just over 300 children from Reception to Year 6. Staff are mainly Nigerian, with UK teacher qualifications and a selection of experienced ex-pat staff mainly from the UK but also from France and the Czech Republic. The school is overseen by a highly committed and passionate board of trustees who make regular visits to support the school. The Headteacher is Craig Heaton, a charismatic, well-travelled, sharp-dressed leader with a knack for getting the best out of his staff. He quickly builds trust with all stakeholders and his staff enjoy working with him. His vision for the school, a place of the highest quality learning and teaching is rapidly becoming a reality. He is ably assisted by Deputy Head, Chinwe Ibekwe, who is a testament to the development opportunities available to all staff. She started at St Saviours over 20 years ago as a teaching assistant and has seen much progress. She is committed to providing a rich, challenging and professionally stimulating place to work and her enthusiasm is infectious.

I was fortunate enough to travel to Lagos via Amsterdam with Craig and his family for the last leg of the trip. On arrival, we were met by our security team and escorted through Yellow Fever checks, immigration and customs. Craig’s advice on being asked for ‘tips’ by customs and baggage checks is simple. His response is always ‘With four daughters do you think I have anything spare?!’ He tips where he needs to for his security staff and we swiftly move through to our car where an armed guard is ready to follow us into town. This is not an alarmist response just a sensible precaution and very much part of the way of life for many with significant roles in the city. We chat on the way in and arrive at the hotel about an hour later. Further security briefings included advice on leaving the hotel, chatting to ‘single ladies’ in the bar and contact numbers of half a dozen staff in case of emergency. I felt I had been fully briefed!

We spent two evenings out visiting the local Lagos Yacht Club for dinner, watching the tankers and newly built oil rigs saunter up and down the lagoon, trying peppered snails, and a high-class Thai-fusion restaurant overlooking a beach and nearby islands, with a stunning menu and an interior to match. Lunch at school was a decent helping of Jolof rice, spicy and tasty, with a chunk of chicken on the side.

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I was very aware of the significant contrast between rich and poor in Lagos. There is no hiding from the exceptional poverty and hardship that many people face. However, the industry, the willingness to work hard and the endeavour that people show every day is incredible. People travel from miles away to work in the city and then spend hours travelling back to their families in cramped, overcrowded, battered, yellow VW sardine cans. They hold their heads high, literally, with straight backs and find any way they can to make a living. For some, this means a suit and a briefcase, for others, it’s a large round tray of bottles of peanuts, or grapes or soft drinks or photocopied bestsellers or chewing gum often carried on their head in the middle of three or four dusty lanes of hooting, tooting, passive-aggressive car and lorry drivers. Note: road markings seem to be largely an optional extra and are often regarded as perfunctory. Quality of road surface is pretty variable too as the heat rapidly degrades the tarmac leaving cave size potholes.

I would encourage any teacher looking for an adventure in a developing country, working with passionate, committed professionals to consider St Saviours school in Ikoyi, Lagos. If I was many years younger and looking for a challenge, for memories to last forever and a professionally rewarding job, this school would be the place. The course was a great success with some great takeaways for staff (see below). If you would like the course ’21st Century Teaching and Learning’ in your school then get in touch with Mary Chapman, International Director of Dragonfly Training mary@dragonfly-training.co.uk  or call +44 (0)2920 711787.

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I’ll leave the last word to Craig Heaton, Headteacher at St Saviours School.

“I hope that our values, our teaching and our school will mean that one day a child will return to Nigeria as an inspirational leader and change the country for the good of all Nigerians.”

 

Want a better world?

Nearly 50 pupils from across Eastbourne and Seaford gathered to discuss and debate ideas on global issues such as clean water, renewable energy and sustainable technologies. They presented their ideas to the conference of pupils and teachers and then shared their ideas with other pupils in true science conference style. Eastbourne College again hosted the second STEM Leaders’ Conference on Thursday 26 April at the prestigious Birley Centre in Eastbourne and it was a great success for all involved.

The schools attending included Seaford Head School, Willingdon Primary School, St John’s Meads CE Primary School, Parkmead CE Primary School, Pevensey and Westham CE Primary School and The Haven VA CE Primary School. Pupils had been working on a variety of projects over the last few weeks inspired by a wide range of resources created by the global STEM charity Practical Action. These projects included The Squashed Tomato Challenge (where pupils find a way to transport tomatoes down a Nepalese mountainside to take them to market without squashing them), The Floating Garden Challenge (where pupils design, build and test different forms of floating garden so that people in Bangladesh can still grow crops even in flood waters) and Ditch The Dirt (where pupils create a water filtration system to clean dirty water).

Conference Organiser, Marcus Cherrill of I Can Teach Ltd, who created the conference on behalf of Pevensey and Westham School said, “The STEM Leaders’ Conference is all about sharing ideas and allowing pupils from local schools to work on engaging and stimulating projects. They can then develop their leadership, teamwork and presentation skills through the Conference. It is a very supportive and non-competitive environment which allows pupils to really develop their confidence. We also had support from a number of local and national companies who provided prizes for the pupils, their teachers and their schools.”

St John’s Meads CE Primary School won a VIP Tour of local pharmaceutical company TEVA, where they dress up in overalls, face masks and hair nets and see how engineering and science skills are put into practice.

Richard Thomas, Headteacher of Pevensey and Westham School said, “We were delighted to run this event again this year. The response from the schools that attended was excellent and it is clear that these kinds of events have a lasting impact on the profile of STEM in local schools.” Aoife Cherrill, acting as a reporter for Ocklynge Junior School, was “impressed with the quality of presentations and the range of ideas presented by the schools. It was great fun and really interesting.”

For more info on the charity Practical Action’s free STEM resources for schools go to www.practicalaction.org/schools

Running: a British School in Nanjing

I have always been an advocate of running. Good for the soul and good for the heart. Not so good for the knees. It clears my mind and gives me breathing space away from 4G, Wifi, browsers and emails. It’s always been a key to a better work-life balance.

As part of my work with Dragonfly Training, I was invited to run two training days at The British School in Nanjing. My two year visa and an excellent track record, meant I was a good fit. We had lots of time to find out exactly what the school’s needs were, so we formulated a toolbox of practical ideas to improve, regenerate and revitalise teaching and learning. After a long journey, my first priority was to explore the school, share resources and connect with senior staff. I was able to spend time listening to the Head of Senior School, Heidi Witt-Williams and the Headteacher, Matthew Shephard, describe the unique context of their school. It was time well spent.

I just want to say how much of a pleasure it was to host Marcus here in Nanjing. I think it’s often overlooked how important it is that training is enjoyable and that trainers need to be engaging. Marcus was excellent; I only got to sit in a couple of hours of the two days but I felt inspired. – Matthew Shephard, Head, BSN

The two days were filled with practical suggestions for differentiation, assessment for learning, stretch and challenge and ways to create independent learners. The final session looked at how to use projects (particularly STEM projects from www.practicalaction.org/schools) to bring classrooms alive. Staff completed the Squashed Tomato Challenge, starting with a scavenger hunt for various items and then constructing a working model to show how to bring small amounts of tomatoes down a Nepalese hillside to markets in the valleys. Great fun, highly engaging and a fantastic way to finish the two days.

Day one started with a ‘Keynote’ presentation to the whole staff. It was called ‘Brilliant Brains’ and was really a way to get people thinking about how connections, brain development and memories are key factors in learning. I have learnt a great deal from a fellow trainer at Dragonfly, Dave Taylor and been lucky enough to share ideas about how kids learn best and what makes us better teachers. I was able to use some of these during the first session.

Making connections with real teachers really matters to me. I invest a huge amount of time and effort in creating a tailored course to suit the needs of individual schools. I want people to enjoy it, but most of all I want it to impact on their professional lives, making work more rewarding, fulfilling and ultimately more enjoyable. I want children to be engaged and nurtured, stretched and challenged rather than become passengers in a classroom full of uninspiring content and knowledge. I was inspired by the passion of the educators at the British School in Nanjing, their flexibility and willingness to adapt to new situations, new buildings and new challenges. I have a follow up chat with the Head in the next few days to see how things are progressing.

The Head, Matthew Shephard, has a calm and uncomplicated approach to school leadership. He promotes quality first teaching, supporting and encouraging his staff. He is surrounded by a highly experienced team of educators who promote and model excellent teaching and learning from Nursery up to Year 13. We discussed leadership styles, teaching and learning……. and running. I suggested a simple program to build up to 10k over the next few months. Good for the soul. Good for the heart. I look forward to joining him on a run in Nanjing the next time I visit.

For details on Dragonfly Training courses, give Mary Chapman a call on +44 (0)2920 711787 or email mary@dragonfly-training.co.uk

 

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.

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 

Training in Ethiopia

August 2016 Bingham Academy, Addis Ababa

A long flight from London Gatwick to Addis Ababa via Dubai brought me to Bingham Academy, a mission school in the heart of the bustling city. It was rainy season. Proper rain. Can’t see the roads kind of rain. For three months of the year, the quality of road surface gradually deteriorates and large holes are commonplace. The journey to the school was bumpy, slightly concerning but nevertheless eye-opening and entertaining.

The school is set within a busy market district of the city within a walled compound. A guarded gate provides entry. The buildings were a mixture of concrete and corrugated iron roofing with polished wooden floors and spaces in the walls for a select group of rodents, and newer buildings with offices and well-lit classrooms. The vultures flying overhead were interested in the local abattoir located just round the corner. The heavy humidity meant a variety of new smells were hanging in the air.

Brad Adams, Director of Bingham Academy showed me around. I had a little apartment within the main school building. Brad described how the teachers were sponsored by their local churches to teach children of missionaries working in the country. Most would raise tens of thousands of pounds to fulfil their calling to work in this fascinating country. Many teachers came with their families, with a long term commitment. Some were young Christians, wanting to start a lifelong career of service.   I got settled and then went to my first hosts for dinner. We chatted over spaghetti about faith and service, teaching and commitment and the Olympics.

Monday was the first of two training days for over fifty staff. We looked at differentiation and assessment for learning. Techniques for personalising learning and getting the best out of individuals. A great deal of engagement from participants helped along with some chocolate and some Haribo love. Dinner was hosted by an English couple, one a GP responsible for looking after the teachers, the other staff and the missionaries. Bizarrely, he was also my late cousin’s GP back in St.Albans in another life. Small world. Shepherd’s Pie, apple crumble and a bottle of local beer to wet the whistle was welcomed heartily. We talked about drones and how small the world was.

Tuesday was a day for Active Learning. We danced, sang and played. Lots of ideas for engaging learners. Maximum participation and excellent feedback on the day. We had a debate, we had trust games, team building skills, science experiments and lots of discussion about effective teaching. A good day.

My last evening was hosted by Shane and Naomi. An Australian couple. Both teachers, who had brought their four children with them for the long game. Strong in faith and full of hope and optimism yet painfully realistic about the challenges facing the people of the local area. Naomi had provided outreach to groups and families, supporting them to overcome poverty, prostitution, and lack of hope. A chance to refit a steel roof for a family of eight brought tears of joy to everyone and fortified links with the local community.

We sampled local food that evening washed down with local beer and the best coffee I have ever had. We were joined by three of Shane’s children who all delved into the ‘njeera’. They loved their days at school and were passionate about wanting to stay there and finish with good qualifications. We chatted that night about life, kids, fishing and the lemons that come our way occasionally. Lovely lovely people.

My route home was via an ancient monument on Entoto and a flying visit to see Lucy (Australopithecus afarensis to her friends) which was a real treat. I was fascinated by the culture, the people, the history, and how they make their living. It is undoubtedly tough out there but people seem genuinely happy even when it’s raining. The flight home was filled with Ethiopian girls looking for work in the bright lights of Dubai. Housemaids, cleaners, domestics perhaps. Very few of them had been on a plane before. They struggled to familiarise themselves with airline toilets, food and drink choices and general etiquette on a plane but who could blame them.

On reflection, I would love to work with Bingham Academy again, if only to be in a place where character, commitment and faith are valued above all else. It was a collection of motivated teachers wanting to give their very best. I was inspired.

The building and surrounding walls have taken a battering in the last week as a result of torrential downpours. The school is funded by charity donations. If you have read this far and would like to help they can be found on Facebook (here) and a link to a fundraising page is here https://rceinternational.webconnex.com/43000

Training was provided by Dragonfly Training Ltd who bring hands-on practical courses to schools across the planet.