After a couple of false starts #pedagoohampshire is back! A new venue but at the same time of year and I’m hoping we can come back stronger.
I’ve now managed to secure my first headship so the asking permission stuff is even less important!
I have gone for the weekend of the 9th – 11th of September 2022 because it will be a great start to a new academic year and it coincides with the Hayling Island Kite Surfing Festival https://www.kitesurfingarmada.co.uk/
I’m thinking Friday night BBQ and beach party, Saturday some excellent education chat at The Hayling College, then the after party at the festival on Saturday night with some sports viewing on the Sunday. A step up from the first four Pedagoo Hampshire events. More of a series of experiences and a weekend by the sea. A chance to charge the batteries for the term ahead by having a weekend on this amazing island OR just come for the 5th #PedagooHampshire conference. CPD for teachers by teachers.
Get it in the diary now and have something unique to look forward to!
The agenda is taking shape but to whet your appetite the following amazing educators have signed up so far ……
PedagooHampshire Presenters 2022
With a venue change comes the logistics. For those coming on the train we are 1 hour 15 mins from London Waterloo on the Portsmouth line. I will get the school mini buses out and we will run shuttles from Havant train station down to school for those coming in from the north, east or west. You will be able to enjoy my less than 10 minute commute over the amazing Langstone Bridge.
We are located on a hidden gem of an island on the south coast next door to Portsmouth, so accomodation is plentiful. I will be approaching local venues for some special pedagoo rates but if you do want to book up quickly the Newton House Hotel https://newtownhouse.co.uk/ is a lovely spot and on our mini bus route.
The keynote is organised and regular Pedagoo Hampshire folk will be pleased to hear the plenary session will be as powerful as ever. I’m curating the line up as we speak and the theme this year is sharing your passion project under the #teacher5aday banners. Still research informed but a bit more relaxed and with an emphasis on improving your wellbeing.
On Monday 7th February 2022 I start my last 100 days as a Headteacher/Executive Headteacher.
I first stepped in to a classroom on my initial teacher training in 1983 as a fresh-faced, long haired & enthusiastic young educator. As I prepare to step away in the summer of 2022, the face is not as fresh, the hair is much thinner, but the enthusiastic old educator is still living the dream. My reality is that I have taught tens of thousands of children, over 5 decades, with cohorts of ex-students now in their 50s. I’ve worked with a whole host of talented support staff, teachers and leaders and survived the Ofsted dance with 21 inspection teams!
I know that we are currently haemorrhaging headteachers from the profession; many due to the pressures of the pandemic, funding and/or toxic accountability; however, although I still feel fresh enough to keep going indefinitely, I have always set my sights on retiring at 57. Sadly, I’ve known too many headteachers that have tragically dropped before or shortly after reaching a later finish line!
Work opportunities are showing no signs of slowing down and I know that I am in a privileged position by still feeling on an upward trajectory with my career. In the past week alone, I have been accepted as a Fellow of the Chartered College of Teaching and included in the @ISC_Reseach Edruptors 2021: the top international education influencers of the past year. Now is a good time for me to step away from my personal school leadership and step up my work as a leadership development coach to spend a few years supporting those who are picking up the leadership baton!
Like every teacher, I ‘ve got some battle scars that tell the story of my career. Teaching and school leadership is a tough gig!
In the first 100 days of my teaching career, I remember Monday evenings as a Probationer (NQT in old new money, ECT in new money) alone in my damp attic bedsit in Manningham, Bradford, fearful of my horrendous year 11 boys group on a Tuesday morning. I would cry in secret, unable to discuss my vulnerabilities with anyone. I was told on day one by my Head of Department, “I believe in letting new teachers sink or swim.” To demonstrate this, for my first ever lesson as a qualified teacher, he put all three PE groups together in the sports hall, sat down with the other PE teacher and said, “Over to you…show us what you learnt at university!”
In the first 100 days of my first substantive headship, I remember taking on a school that had just been graded inadequate by Ofsted and in the first month uncovering a projected deficit of £1.96 million. Although done with kindness, the resulting process of losing 25 members of staff was brutal.
Throughout my career, I remember 1000s of other challenging events and circumstances. They have shaped me as a leader and taught me that none of these crises last forever. I believe that given the right approach/conditions, it is possible to turn each challenge and adversity into an opportunity. It has shaped me as an ethical and authentic leader, with a genuine passion for staff mental health, wellbeing and talent development.
Lessons learnt throughout my career have shaped my moral purpose and approach for all subsequent roles. There are far too many individuals and organisations to thank, but I’ve included some here who have played a part in my journey. My lived experiences have created my narrative and provided a toolkit of resilience that has served me well, particularly in my approach during my 18 years of headship/executive headship:
· I approach each challenge with energy, passion and a contagious optimism.
· I generate a clear sense of purpose. I particularly enjoy bringing order to chaos to ensure that teams not only survive, but thrive.
· I build a solid foundation of trust, by embracing the notion that feedback is a gift…even if some of those ‘gifts’ are hard to receive!
· I do the right thing even when I feel afraid. Courageous leadership is not fearless; instead, in the words of @WomenEd, it is more about being 10% braver.
· I make timely sensible decisions based on a values based vision, with the information available at the time.
· I establish expectations and establish relationships, before then managing expectations and managing relationships to build culture and take people with me. @Carter6D
· I ask for help from colleagues and have built an ever strengthening professional learning network. We all need help from time to time and I’m proud to be associated with several groups that selflessly provide it. @HeadsUp4HT @CarnegieMHWBCommunity @SLTchat
· I remain curious and believe in the power of quality professional learning. I give myself both time and space to think @LisaFathersBF @CharteredColl
· I remain playful and have a sense of fun…well I think I’m funny! Mum & Dad x J
· I develop talent and lift others. Invaluable advice given to me by my Geoff Mawson OBE, my old primary school teacher, “A great leader is not a hero, s/he is a hero maker”
· I use my allyship to help remove barriers, create opportunities and amplify the voices and actions of those underrepresented &/or discriminated against in education. @DiverseEd2020 @WomenEd @BAMEedNetwork @DisbilityEdUK @LGBTedUK @LynReilly
· I believe in the power of Creating a Culture of Care @fcsafeguarding
· I look after myself first, before helping others, so that together we can make the biggest difference for our students. I am a self-professed Wellbeing Supermodel! @teacher5aday @MartynReah
Leadership to Eldership
I’ve been a senior leader in schools for 28 years, with the past 18 years as a headteacher/executive headteacher. I have collected a breadth and depth of experience along the way, as well as the right pieces of paper, e.g. Masters degrees, NPQH, NPQEL etc. In recent years, many people have increasingly sought my knowledge, expertise, advice and opinion; they often call it ‘wisdom’. Initially, I took this as meaning ‘old’, but now believe that I have made a mind shift from leadership towards eldership; using my accumulated skills and wisdom to be of service to the wider system.
During the past 10 years I have gained a wide and varied wealth of experience and expertise as a leadership development coach. I have facilitated the full range of NPQs, from NPQML to NPQEL; taught on Masters Programmes; facilitated Future Leaders & Teaching Leaders programmes; delivered international leadership development visits and programmes, including in Vietnam, India and the USA; coached countless leaders including MLT, SLT, Headteachers, CEOs & Governors/Trustees; and supported countless leaders seeking promotion, including so far, 53 deputy headteachers into their first headship!
I’ve met some amazing people, had some incredible experiences and collected some unbelievable stories along the way, but that can be the focus of a future blog!
My intention is to rediscover the post-pandemic world and rekindle my love of travel, exploration and adventures with Mel, embrace my Mum & Dad’s twilight years and enjoy watching the lives of our 5 sons unfold…but I’m not quite ready yet to ride off into the sunset!
I believe that I still have something worthwhile to offer the education world and intend to spend a few years, albeit on a part time basis, working as a consultant to keep making a difference for children, staff and communities.
I’m not yet sure of my full offer, but it will definitely include a focus on Coaching, Leadership Development, my Resilience Toolkit, Mental Health and Wellbeing
If you think that I can help you on your personal &/or professional journey or support your organisation, then let me know
…or if I’ve been a part of your teaching &/or leadership journey, please drop me line to let me know. I would like to hear how you are doing and have also been told that testimonials are a good way for me to demonstrate impact!
I’m looking forward to my final 100 days teaching & leading in schools…
I’m looking forward to my first 100 days of using my accumulated skills and wisdom to be of service to the wider system
On Wednesday I took my youngest daughter to work to give her a break from home but also so my wife could go into her school to support the GCSE Dance keyworker students to complete some practical work. My other daughters stayed at home for a couple of hours to keep on working on their Microsoft Teams lessons.
When I reread this paragraph it sounds like I am talking about an alternative life!
If I close my eyes as I sit here on a Saturday morning, I can still convince myself that all is “normal” outside the four walls of our lovely family home.
When we arrived at school I set Iris up at a desk and started my lessons and meetings. Dutifully she completed her work from 8.30 – 11.30, without a break. Her classroom was my newly acquired office in the Computing Block, next door to where our key worker students are located. The office has two windows, an upgrade from my previous space but is not the most exciting venue for a 9-year-old.
Iris, however, worked hard and completed some Art and English. This was mainly self-directed and she even refrained from spinning on the large office chair!
Since that start of Covid 19 we have worked hard as a family to find a balance between home and school life. The girls know that we are dedicated professionals and will go the extra mile for the students in our care. The eldest two now go to the same school as their mum and see from both sides of life how much she puts into her job and them.
Since then, if I’m honest, my first instinct has been to think about work.
To ensure the students and staff are as safe as possible and to limit the impact of this pandemic on the life chances of all involved. I was keen to get back to work with some newly acquired antibodies to look after the key worker students in April 2020 and on reflection I have only had 2 weeks off in August last year when we went on our annual pilgrimage to Burgh Island. Even then I was recruiting volunteers to take part in the #diarytoolkit #teacher5aday collaboration to try and help other teachers with their wellbeing from September to Christmas.
The final nail in any family time in 2020 was the debacle that was Mass Testing over Christmas. The final tutor session in the last lesson of the year was not spent with the students and staff enjoying our virtual rendition of the 12 Days of Christmas or the Panto we had created on line for them but watching a Mass Testing webinar like I was in a chapter of “1984” or “Brave New World”.
Year 11 PPEs were planned in January and in order to help the students get back in time I organised for 54 volunteers to help test 150 of them twice in the first week back in 2021. How ridiculous does that sound now!
To be able to virtually train volunteers to complete the appropriate certification to act as a processor or test assistant is how I spent my Christmas break with a sprinkle of track and trace.
Back to Wednesday and at 11.30 Iris and I went for a walk to get some fresh air.
I have worked at my current school longer than any other in my career but for some reason Iris had not had the tour. Go figure!
I showed her the classrooms and we met the teachers and staff who were in and we returned back to my office for lunch. Iris had tried to turn the extra computer on in the office whilst I had been focused on trying to engage my Year 9 (Set 8) with their PSHE lesson. It turned out there was no hard drive to go with the two screens and it had taken me a morning to realise.
She had now sat at my desk, found her school website independently and over lunch we organised her work for the next week. This was probably the first undisturbed slot of quality time I had given her during her year of home learning.
I spoke to a male colleague about my epiphany yesterday and he had a similar experience to share.
Despite my best intentions last year to help the girls get set up with their home learning I realised I had failed. If it was part of my appraisal of my performance last year, I would honestly reflect that things need to change urgently.
My in-laws are both ex educational professionals. They have a wealth of experience and knowledge. This week I drew on that and other wise sages to help me process my ongoing challenges as a DHT in a smallish secondary in East Hampshire. They describe schools in a different way from me. They are dispassionate and often make me think. The view from outside can be very different.
I have encourage #diarytoolkiters to pledge this year and also suggested they use a checklist to develop some healthy habits.
So now it’s my turn.
#connect – family, family, family. It is time to readdress the balance. On my headstone I hope it doesn’t say he worked too hard and forgot about the family.
#notice – The garden will my sanctuary this year. We made a good start last year and the foundations have been laid. Next we will be planting, planting, plantig!
#learn and #volunteer – These two go together.
Volunteering as part of Havant Hockey Club for the last three years has helped us meet new friends and settle into a new area. My u12 girls may get a little bit of play in March / April but I’ve decided to commit to them until they reach u18s. They are a fantastic bunch of young people supported by the most amazing group of parents so watch out @enaglandhockey we are coming for you. Coaching courses are my next step after I complete my online sessions for coaches and managers delivered by the great team at Havant over this lockdown period. Thank you Alex and Peter.
#exercise – #runeveryday2021 and @thebodycoach are for me this year. A slow and steady approach to a year of injury free exercise. So far so good. When the restrictions lift I will also be back to golf. A mile up the road is my course. I’ve signed up for 12 months. The first time in my life! Time to get into the teens with my handicap. A few lessons and lots of practice will form my plan.
My wellbeing is personal to me.
It will change as the year goes on.
Without the normal rhythms of an academic year I will need to pay special attention to how I am feeling and adjust accordingly. I am going to have the help of a coach and a great group of friends and family around me.
I am also incredibly excited about how the #diarytoolkit collaboration is developing and where we might go with it. Volunteering to help people I have realised this week fulfils me.
So if you have an idea and you would like any help then please get in touch.
Thanks for sticking with this post. I really appreciate your support.
I started my first blog with the #teacher5aday #diarytoolkit group 1 in the same way on the16.9.20.
As I sit here in my kitchen dancing along to Gok Wan’s (@therealgokwan) #SundayService on the 31.1.21, it’s confession time again.
I am still yet to start my diary!
Just like last time, I have been inspired again to keep a close eye on my hours (#50isplenty https://chriseyreteaching.wordpress.com/2016/10/29/50-is-plenty/ )and make sure that I am working hard to take as many “wellbeing multivitamins” as I can. My 50p coin is sitting on the corner of my desk and with the help of Mr Wicks (@thebodycoach) and my Run Everyday Challenge for 2021 I am making sure I am thinking about one of my five elements each day to try to focus my thoughts on the positive and keep in the present.
New research from Ohio State University https://news.osu.edu/share-your-goals–but-be-careful-whom-you-tell/ suggests that people tend to be more committed to their goals after they share them with someone who they see as “higher status,” or whose opinions they respect. Perhaps even that conversation at work or a home might make the difference this term?
I found it very useful to help me think about “what will make my boat go faster every day” or “how can I be a happier teacher” in this turbulent time. It would be great to hear some of your key questions and if the podcast helped you with your pledge and your quest to develop some healthy habits.
On Tuesday I presented at the Raising Standards Lead Networking event as part of Pixl’s new and developing offer. The event was based on responding to the needs of RSLs since September and after listening to presentations from two more RSLs the group of fifty spent time in a couple of virtual breakout spaces. This was a productive hour or so in a week that has been filled with COVID related activity. An opportunity to network with others who do the same job!
My Deliberations at My Desk
We were encouraged at the end of the sessions to consider a few ideas that we could look to develop after the session. My favourite takeaway was the idea of a virtual success fair http://www.johnhenrynewmancatholiccollege.org.uk/virtualsuccess-2020/ shared quickly at the end of our breakout session by the staff from John Henry Newman Catholic College.
We have completed our first Year 11 webinar of the year at Eggar’s in preparation for our Core PPEs this month. With two more webinars planned before Christmas we are using the skills we have developed over Lockdown to prepare some pre-recorded materials for parents and students to access about our next set of PPEs followed by a live Q and A opportunity. Using the ideas above I think it would be easy to develop the concept of a virtual success fair / festival which runs from January to June.
Assessment and Blended Learning ideas
During the other sessions I thought that following ideas might be something to consider with our curriculum leaders but along with the theme of my presentation making sure we focus on “doing less better” remains my priority.
Could we develop our use of Microsoft Teams using One Note to provide verbal feedback?
Considering our literacy plans and our use of UNLOCK could all staff use Tier 2 and Tier 3 words in all of their lessons. This could be followed up with a Microsoft forms QA with the students.
Could a structured whole class feedback approach inform assessment across year groups?
Using the example in our History department could a booklet based curriculum help with students who have to isolate and curriculum continuity?
Now that we have established a blended learning offer which has continued post lockdown could we develop nudge lists for each year group to use live data to support our intervention plans
Could weekly research briefings – based around Quest (our T and L policy) be part of our CPD offer to keep the conversations going?
As we continue to think about Assessment at Eggar’s our progress dilemma could also take a change of path? Considering the Webinar I linked to my pre presentation blog here https://martynreah.wordpress.com/2020/11/14/rsl-pixl-presentation-17-10-20/ (The Problem with Progress –https://t.co/kRgpWkhtLB) it would be interesting to see if we can create a dashboard for students based on our blended learning offer. Rather than waiting for predictions or current working grades is there a more sophisticated approach relating to our internal departmental tracking systems which we could use to help students improve their outcomes? The curriculum teams are working on rank orders and most likely grades as part of their CPD time. Linking our systems together including SENECA, GCSEPOD and a myriad of others, along with real time class based assessment data might be an approach to develop. An ongoing pre mortem rather than the reviews we have historically done post data drops and exam results.
As a standalone academy it is also vital we continue to collaborate particularly in these challenging times. The CPD offer from PIXL is fantastic. Other providers are also adapting so that as a profession we now have a Netflix style offer of on demand cpd. This is a similar approach we took to home schooling but the chance to chat informally in a formal setting cannot be underestimated, whether it be in the Great Hall in London or on zoom in my office.
PIXL have set up an event for Raising Standards Leaders (RSL) across all of their schools to come together on Tuesday the 17th of November at 3.30pm to discuss blended learning opportunities and assessment. I am really pleased to say that I have been asked to talk about the day job this time rather than a #teacher5day based presentation! I have been invited to share some of the work we have completed at Eggar’s this year and detail a few ideas we might try COVDS 19 permitting.
There are two more RSLs who will present on their blended learning offer and how they are gathering and using assessment data effectively in these different and challenging times. The thing I am most looking forward to is the opportunity to meet other RSLs, both from my region and nationally in break out rooms to discuss:
Something that they would like help with
Something they could help others with
And something they are doing for impact now that others could benefit from hearing about.
In true PIXL style I think it will be a great opportunity to connect, network and discuss the things that really matter at the moment!
This week I was also approached on twitter regarding our approach to teacher workload and wellbeing since returning to school post Lockdown 1.0. I thought I could put my #teacher5aday hat on and share what we have tried since September at school that has hopefully has been meaningful, manageable and motivating whilst considering the workload of our staff.
September – Doing Less Better
Since joining twitter over 10 years ago I have been inspired by the work of Stephen Tierney (@leadingleaner). This year on our return to school I could hear his wise words ringing in my ears.
Since September we have taken the approach of stripping as much as possible out of the calendar so that we can focus on keeping everyone safe and developing teaching and learning from behind the safety line. Personally, after lockdown, I have used the new start as an opportunity to ask some fundamental questions and consider some of the activities that in the past we might have done for the sake of it perhaps! We had a staggered return to school following advice gleaned from PIXL and over the first week we saw the return of our students and our teachers adapting to a plethora of new ways of working.
If ever there was a case of cognitive overload for all concerned then September was it in my opinion.
Our first challenge was adapting to the volume of change we had implemented as a result of the guidance we had received from the government about returning to school.
Health and Safety ruled.
One way systems, staggered starts, staggered finishes, multiple breaks / lunches along with longer lessons. Year 7 and Year 8 were based in individual classrooms, being taught in mixed ability groups, without moving from their chairs. Discussing anything progress, assessment or blended was not an option a. As a RSL my view was that there was very little point in doing anything other than helping everyone settle into their new routines and get back to school. We had to try and get over our collective shock and back into some structure and routine.
With all of these changes in mind we have focused on feedback in lessons and no data drops so far this term. Planning has become more of a collaborative process in most departments and meeting time has been handed over to departments to discuss their priorities. One of the most interesting things I reflected on after Lockdown was the lack of time we spent considering the P word, Progress. Since returning to school I have tried to limit my use of the word as well.
If ever you need to stop and think about how fixated we have all got over the all things Progress then I suggest you listen to @jpembroke (school data updates) excellent webinar ‘The Problem with Progress’ https://t.co/kRgpWkhtLB. Perhaps their is another way?
My view is that our job now is to make sense of the noise of data in school and pick carefully though what we have available to make some sense to support our students to achieve the best they can.
The PIXL Gaps and Growth programme has helped our core teams think about their curriculum. With about six and a half months to go in Year 11 this document will be what all Curriculum Leaders will be working on at Eggar’s to review our 10/10s and 9/10s.
Blended and remote learning
Homework to Home Learning (Monday / Friday)
During the first Lockdown we got off to a great start as our AHT Chris Legg helped all colleagues deliver Netflix style pre-recorded lessons from week 1 onwards. Chris and the computing team have blended their curriculum for a number of years to great success. He was very clear about the value of a clear system and routine from the start. We all set our work on Show My Homework every Monday and checked our completion rates on a Friday. Both pastoral and curriculum teams then got in touch at home to either celebrate excellent work or support those who were finding it difficult. We were inspired by other schools, particularly Research schools who responded most quickly, to improve our video based lessons. Each week we poured over the data and used our systems to ensure our students continued to learn.
To find the patterns in the noise!
GCSEPod, SENECA, Educake, My Maths and other resources all supported our delivery. We knew how every child in the school was coping with life and learning from March until August.
Home Learning to Blended Learning (Monday / Monday)
On returning to school we have continued our routines. Additional blended learning has been integrated into our curriculum. We now all check and set on a Monday / Monday cycle and we have started to use Microsoft Teams after training the staff and students during the first half term of the new year.
We have just had our first confirmed case so we will see how we cope with our next set of learning challenges.
We are entering our first data drop this moth. Year 10 and Year 11 will be given a “Most likely” grade and rank order. We have provided department with all of the vast majority of our meeting time to talk and plan this process.
In July we complete a Year 10 CAG and rank order. Our approach to the CAG filled me with pride. All teams became experts in assessment. On our return to class we have used mainly diagnostic assessment including:-
Open ended questions
Short answer quizzes
Multiple Choice questions
and Paragraph answers
All curriculum teams have developed their tracking systems to be able to complete their next set of Grades and Rank Ordering.
All of the categories below are recorded in teams and I am looking forward to the next steps of our reviews with very limited use of the P word.
More focus on the students and their learning less about feeding the system.
During this term I also managed to squeeze in an interview for a HT post. During the interview I noticed the panel frown when I explained our approach and how it was developing. Their system involved half termly data drops for all year groups. I am pleased we are heading in a different direction and perhaps on reflection I really wasn’t the “right fit” for that Academy Chain.
Again I recommend a listen to this if you haven’t yet ….(@jpembroke (school data updates) excellent webinar ‘The Problem with Progress’ https://t.co/kRgpWkhtLB).
Listening to the excellent PIXL session on low stakes testing I will be thinking about a few of these points over the next term.
You might like this list or like me you might be thinking about doing even less even better.
Next Steps for this RSL …….
Do we have tools to capture our regular active retrieval in departments?
How can we use our ongoing assessment and low stakes quizzing?
Are Teachers responding appropriately and adapting the curriculum using the DDT process
Is it well planned?
Is it interleaved or spaced?
Do we have revisiting and revising plans for all teams ? All students?
How can we change the narrative that my spec is too big? I need more time?
How do we develop our processes to interleave our Home / Blended Learning?
Do we need a curriculum policy for our low stakes testing?
How do we give more time for departments to work together?
Can we consider synoptic elements of low stakes testing? Can it be planned effectively?
Some of my reading and resources I have used this year which might help …….
PiXL Club (@PiXLclub) Our ‘Gaps and Growth’ 2020-21 package has 3 parts, all designed to help identify areas of weakness, and to strengthen knowledge in those areas. Perfect for use this term. Go to: Members Area > PiXL Strategies > Gaps & Growth to find out more. Narrated introduction PPT available. https://t.co/2nNouklyg1
PiXL Club (@pixlclub) Available to watch on PiXL TV Partner Channel now! Blended and flipped learning – best practice using @GCSEPod! Tune in when suits you to watch 30 min webinar on how schools have maximised the impact of GCSEPod during school closures. Watch here: https://t.co/R7cjJ6dOmchttps://t.co/RUgYepJE5M
Bruno Gomes (@teacherworklife)
🌟My data manager wife has now designed GCSE mock exam tracking spreadsheets with the 2019 grade boundaries (as well as 2018) for all subjects and exam boards. Find your subject in this PDF https://t.co/2G5EoobYXb to download.
Dylan Wiliam (@dylanwiliam) Just realized that I’ve never tweeted a link to the IES’s 2007 Practice Guide on “Organizing instruction and study to improve student learning”: https://t.co/VU0LJdM4hB. The checklist makes a much better placemat than most of the quick reference guides offered to teachers. https://t.co/onmAYxJvzG
Niall Alcock (@NiallAlcock)
This is a really meaty piece of work. Well worth reading if you’re i/c PPM. Fascinating predictions about schools’ closing the gap & useful collection the PPM spending plans of the top 11 schools. Thank you Dominic @KingsdownSchool https://t.co/4e8eF9yXqV
Daisy Christodoulou (@daisychristo) This was the most-disagreed-upon script in our recent primary assessment project! Out of nine possible grades, one teacher gave it the bottom grade, and another the second top! Read our blog to find out more. https://t.co/SE39OgXPHFhttps://t.co/hxGafd0UmM
Mary Myatt (@MaryMyatt) ‘Resuming the curriculum, September 2020’ Brilliant, nuanced post from @jdurran So helpful, thanks for signposting @TeacherTapp https://t.co/t0Y8jOp5zv
Replacing marking with direct feedback in the classroom not only reduces workload for teachers – it improves pupil outcomes too, according to research by the @EdDevTrust for @educationgovuk https://t.co/p1414TNlzC
HISP Research School (@HISPResearchSch) ***Blog of the Week*** Following our remote teaching webinar https://t.co/1jZBbEQLAp over the next couple of weeks teachers @HISPResearchSch will be reflecting on their experiences. First up @missmclachlan, Head of German. https://t.co/4BFAGEIWsk
With this in mind I thought it might be useful to think about the month of November in a different way. To celebrate each day and record the positives in a photograph.
A 30 day gratitude challenge based on the five elements of #teacher5aday might help deal with the challenges we face over the next month. To tick off the days in a different way.
In the Harvard study it is noted that, “Gratitude is a way for people to appreciate what they have instead of always reaching for something new in the hopes it will make them happier, or thinking they can’t feel satisfied until every physical and material need is met”. The researchers go on to explain that,”Gratitude helps people refocus on what they have instead of what they lack. And, although it may feel contrived at first, this mental state grows stronger with use and practice”.
With this research in mind for the next 30 days I challenge you to take a photo relating to the themes listed below and tweet with the hashtags #teacher5aday and #photo. This alongside a tweet about your #3goodthings might be contrived at first but could improve our collective mental state growing it stronger with use and practice.
In their most recent update it is suggested that, “Rather than encouraging a completely novel set of behaviours, the outcomes of a campaign of this kind are more concerned with increasing the time people spend in activities known to enhance wellbeing”. Perhaps by allocating more of your time to your wellbeing is part of the answer this month and beyond?
The ideas above are part of the #livethankfulcampaign.
Good luck with November and hopefully you will enjoy seeing everyone’s photography based on being grateful.
I was never the ‘sporty one’ at school. I wasn’t picked first for games and I didn’t win any medals on Sports Day. Basically, I didn’t enjoy sport because I was made to feel as though it wasn’t for me – that I wasn’t quite the right shape; that I didn’t ‘fit’ in.
So, with that in mind, it’s hardly surprising that me and exercise haven’t always had the easiest relationship. It’s only as I’ve got older and started to prioritise my own self-care that I’ve taken another look at exercise. What I’ve realised is that exercise doesn’t have to ‘be’ anything. It doesn’t mean lycra, gym memberships or personal bests (although it can, of course); rather, it encompasses what you want it to contain. For me, going for a jog during lunchtime enables me to move my body, listen to a podcast and have more energy for work in the afternoon. I feel better for having done it, but I don’t always enjoy the process. What I do really enjoy is a disco in the living room with the music turned up loudly and our family jumping around, or a game of chase in the park with my sons. So maybe that is what exercise is about: combining movement with joy for short bursts of time that leave you feeling better than you did before.
Indeed, exercise can be another way of berating ourselves – a job that didn’t get ticked off on the ‘to do’ list – but it shouldn’t be that; it should be an opportunity for us to be kind to ourselves, to revel in the marvels of the human body and top up our multivitamins.
Maybe we need to go back to our younger years, let go of expectations, and dance with a different song.
This Thursday, I’ll be inviting you to join me in a #slowchat about exercise. We’ll discuss:
What exercise brings you joy? If exercise sounds like too much, think about movement.
What exercise did you like to do when you were a child?
What are you going to do this week that will allow you to move your body in a fun way and bring your body joy?
As teachers, you’ll fully appreciate the value of learning as an important part of life and a great life skill. You might not – however – have known the full range of ways in which learning positively impacts on our well-being? Research shows that learning:
Increases our resilience, as we adapt to the challenges that learning presents;
Develops our perseverance as we solve problems and keep going;
Builds our self esteem as we learn new skills;
Helps our brain to have the novelty it loves, and which enables it to thrive by making new connections and distinctions;
Enables the practice of setting goals, which is related to adult learning in particular, and has been strongly linked with higher levels of well-being. This is because the goals are usually self-generated, approach goals, and linked with our personal values;
Can impact our sense of purpose, as we’re taking steps towards achieving a goal that’s meaningful to us; and
Can improve our sense of life satisfaction, hope and optimism.
This research doesn’t just apply when we are learning huge, time-consuming things – simple things like learning to cook a new dish can make us feel good.
So how do we practically apply the principle of ‘learning’ to wellbeing in school?
I recently recorded a podcast with Patrick Ottley O’Connor about how he applied ‘learning’ in his role as Headteacher at Westhoughton High School in Bolton.
He spoke of two specific ways he used it in leadership:
Establishing expectations. As this is a new school for him, he spent time getting to know the expectations of the staff and creating time and space for them to do the same; to establish expectations of each other, of him and of ‘us’. Setting clear expectations helps create a culture of wellbeing. It takes time and curiosity to ask good questions, listen and learn.
Build relationships. In his first week at Westhoughton, Patrick set out to actively build strong relationships. To understand his staff’s hopes, fears and dreams. To learn how staff were feeling about things that matter to them. Among many other strategies, staff perception questionnaires helped him learn and understand what staff want, “not what I think they want”. This informed important decision making and communication and help build a culture of wellbeing. “It means we can respond from an informed place – ‘you said, so this is what we’ve done or are doing’. You have to be foolish not to listen.”
Think about your life right now. Depending on your life stage and what your circumstances are, consider whether it’s the right time to learn something formal (for example, a higher qualification leading to a senior leadership role) or less formal, like learning a new hobby, cooking a new dish or a new sport. What can you learn about yourself or others, today?
After the success of the previous seven #teacher5aday #slowchats we return during October half term 2020 to plan for national #teacher5aday week in December and celebrate how we survived the most challenging half term so far.
The daily chats will be the starting point for our week of wellbeing that we think will be so needed as we approach Christmas this year. Each host will share one of the elements of #teacher5aday along with their views of how to incorporate some ideas into you personal wellbeing survival pack. The New Economics Foundation have shated their ideas about Mental Health and Hope during Covid 19 https://neweconomics.org/2020/10/mental-health-and-hope which has provided some inspiration for this version of slowchat.
For those of you who remember #PedagooHampshire I hope national #teacher5aday week this year will have a similar impact. A festival of happy and healthy teachers turning their learning into development with wellbeing and its heart.
If you need any ideas about how things have developed so far …
The five fantastic educators listed below will lead a day and share their ideas about their element of #teacher5aday. Questions will be shared each morning from 10.00 am based on the blogs below and as with previous slow chats we hope you can dip in for an hour, a day or take part for the full week. Their will be a repeat of the questions each evening for those who want to take part then.