Stepping along the road of mindfulness

 I have been considering the use of the word 'journey'. It's one that is often used in reality programmes where contestants describe their journey and how much they learned from it and so on.

A journey can be descibed as a method of getting from one place to another when used as a noun.

The word journey used as a verb has a slightly different meaning- to travel somewhere.

I'm using the word journey quite metaphorically in this blog- I don't see mindfulness as something that can be boxed up into a neat beginning , middle and end where the end point is some kind of enlightenment that will result in an existence where  all is shimmery and perfect. I use the word journey to illustrate my growing interest, practices and learning about mindfulness as teacher and learner and that I see this journey as a continuum rather than discrete.

I daresay that I will look back through these posts and have further thoughts around this; and that in itself illustrates that there should be no limits to the definitions of mindfulness. I shall finish for now with a return to the importance of love and kindness.  At the end of the day, having intentions with love and kindness at the forefront is what really matters . I will keep striving to find words to convey this. All part of this journey of curious discovery.

©akhalford 2024

Hello again

 Goodness it has been a LONG time since the last post - and several jobs have been and gone. 

I may, or may not write about those at some point.

In the meantime, along with my teaching I love to read and with a daily commute of 90 minutes have embraced audio books. So , this blog space will now be used to review some of the books that I have read. 

I'd love to write one of my own one day ( well I have one  in my google drive that I'm really not happy with so I will rephrase that as I would love to write a decent book of my own one day). 

The esteemed author, Stephen King, in his autobiographical book 'On Writing' repeatedly referred to his love of reading, and the copious amount that he has and still does as one of his biggest influences that I dream that my love of reading may perhaps help me to become a better writer.

In the meantime thus begins my reviews. Thanks for reading!

Happy New Year. 2017. To blog or not to blog? To Tweet or not to Tweet?

As I scroll through my timeline I see a wealth of teachers pledging to blog more regularly, weekly or otherwise. I feel slightly in awe of them and wonder how they manage to find the time to write so regularly and look over at my own blog and berate myself for my lack of posts.

It’s easy to feel disheartened when there are so many great blogs out there (see  http://blog.feedspot.com/teacher_blogs/ for a list of top education blogs around the world) and  http://www.teachertoolkit.me/2016/04/03/101educators/ ( Teacher Toolkit’s list- the most followed education blog in the UK)

BUT , and this is the important thing, IT DOESN’T MATTER if you blog weekly, monthly, randomly (or not at all!) What matters is that you do what works for you. I have a blog to reflect upon things that I have done and it is so interesting reading past posts and looking at how I have made changes or improvements to my teaching.  Unless I have something to say that hasn’’t already been said, I don’t tend to blog. So I don’t make lists of educators to follow or influential blogs but like to think that some of what I write will strike a chord with others and perhaps give them food for thought.

When I take part in forums on twitter (my favourites are #PrimaryRocks on Mondays 8-9pm, #ASEchat Mondays 8-9 pm #uikedchat on Thursdays 8-9pm and #SLTchat on Sundays 8-8.30pm ) It’s easy to think that this is where it is all happening- and a lot does happen in them for certain. I have met some amazing people as a result of twitter and had opportunities that I may not have come across otherwise.  And lots of those people aren’t on any lists but have so much to share and I am delighted to have the privilege to have met many of them as well as to interact online with them.

However, it is worth keeping in mind that the vast majority of teachers aren’t even on twitter; and that many of those who are don’t use it regularly. I have run several workshops about the benefits of using twitter which have resulted in teachers joining, but most of the teachers I work with don’t use it at all.

Here’s my list of why you should use twitter- I’d love to know yours.

1)      Fabulous networking tool (especially if you teach in a small school)

2)      Great way to share ideas and resources

3)      A sounding board where you know people will give their opinions

4)      Fast way to hear about policy changes (saves trawling through the almost-impossible-to-navigate gov.uk website)

5)      Ability to communicate with educators across the country and beyond

6)       Quick access to some excellent blogs about education

7)      Great way to keep positive through the changes

Why do I think teachers don’t use twitter?

1)      privacy issues- accounts can be made private, but this is an understandable issue for many

2)      spam spam spam- I don’t find this too much of a problem- I just block and report

3)      time- always an issue. Twitter is so different to facebook insofar as you can’t possibly ‘catch up’ on what has happened since you last logged on- hashtags are a fab tool to search for interests and it’s a case of going with what is happening at the time.

4)      Negativity/arguments  It can be all to easy to limit one’s followers and following to those who always agree with you/have the same outlooks . it can also be easy to get drawn into some , shall we say, scratchy discussions. For me, I follow a range of tweeters and don’t generally get involved in scratchy discussions- but it is always interesting to see a range of ideas and points of view. If someone doesn’t want to follow me, or I don’t want to follow someone then so be it- I don’t waste time worrying about it. I stick to positive tweets and sharing good practice which has worked well for me so far .

HAPPY NEW YEAR .  I’m planning to keep trying to persuade colleagues to give twitter a try- that’s my first NY resolution. Bring a friend to twitter.

Who else it up for this?

Great way to start the year

I felt compelled to write this as soon as I came home; I have spent one of the most enjoyable days with my class today thanks to the BRILLIANT resources from  the ASE.
' Why you'll never catch smallpox'

My Year six class were captivated from the moment we started.
It certainly helped that the village our school is in is where Benjamin Jesty lived (see http://www.dorsetcountymuseum.org/benjamin-jesty) . Another session or two could follow up as to why he isn't as famous as Jenner.

There are enough activities to fill a week or a half term, but I had chosen just the 'Speckled monster' resources . At the summer PSTT conference ( see www.pstt.org ) the resources had been introduced and the suggestion made that this would work well as a stand alone exercise.

We began with a chat about microbes and watched a cartoon about how germs from a sneeze travel ( 'That's so gross, I'm always going to keep my hands clean!' exclaimed one of my class)

https://m.youtube.com/watch?v=yToii3-p-NI

We then watched the excellent film, James. Quite hard to watch at times, but sparked loads of discussion .

We used the concept cartoon to channel ideas and then embarked on the role play. I have fewer than 30 in my class so they had brought various toys in to make up numbers. Much hilarity as these were allocated as grandmothers, sons, butlers and others.

The children threw themselves into their characters and we're trying to guess who would 'get the pox'

We have recently introduced various signals across the school for behaviour management and these were indispensable as I could leave them to immerse themselves and quickly get their attention for the next part of the scenario.

Small pieces of wool were tied around little fingers of sufferers ( again much hilarity when this was a toy!)  The 'graveyard' was used to map the village and observe proceedings. Children were discussing where they thought the next victim would be, who would survive and so on. They were sceptical about the wood lice charm and agreed that they were pleased that such superstitions don't still exist. ( (Although , later in the day some of the children told me about various superstitions they had heard)

When we came to the end of the scenario there were cheers for the survivors ( funnily one of the tiniest toys that had been brought in!) and lots of talk about why that could have been.

The teacher PowerPoint was brilliant at keeping discussions on track.

We spent the whole morning on this , drew line graphs , looked at genuine case studies from Jenner's diaries and discussed how the language was different. We will spend a little time tomorrow to finish machine up the case studies.

The resources are all here : http://www.schoolscience.co.uk/whyyoullnevercatchsmallpox

A fabulous way to start the year off and great for team building. The resources are so accessible and totally age appropriate for my year  six class.  Curriculum constraints are such that time won't allow for a lot more , but the activities could easily be stretched out for longer . We have no internet in school at the moment , else I would have gone straight onto biography work. However, I shall return to this later in the term.  I would definitely use this to start the year off again .  Personally I like the fact this can be used as a stand alone and feel inclined to use it in the same way as it made such an impact . I can then revisit aspects as appropriate.

Check out the resources and see a different way of linking science, history, maths, English, drama, pshe.

Assessment without levels- what do the children think?

So much talk about the impact of the new ‘assessment beyond levels’ .  So much confusion over the new expectations and interim assessment guidelines.

It is becoming increasingly difficult to keep up with the constant stream of news updates/myths/scaremongering. 

What about the children?

In particular, the ones who are going to be taking the SATs in a few short weeks? How do they feel about all of this?

 I decided that to directly ask my class would not be the most useful way to go about this- and it is my job to protect them from all the changes and concentrate on the job in hand- teaching them! Helping them to improve and be the best they can be.

Instead I have talked to some Year 6 children about what they enjoy about being in Year 6, how they feel about the tests and the changes from levels to the new system.

This is a summary of their main points.

***

NOTE:  CHILDREN SPOKEN TO WERE HAPPY TO HAVE THEIR VIEWS SHARED AS ARE THEIR PARENTS. THEY ARE FROM A VARIETY OF SCHOOLS AROUND ENGLAND. THIS IS PURELY TO SHARE A DIFFERENT PERSPECTIVE ON THE CURRENT SITUATION IN SCHOOLS. NONE OF THESE CHILDREN ARE AT THE SCHOOL I TEACH IN .

What is good about being in Year 6?

Trips

Being the oldest

Having more responsibilities

The tests

Getting to spend time at the secondary school to find out what it is like

Reading

Maths

Lessons

The teachers

What isn’t so good about Year 6?

More homework

Worried about secondary school

Having lots of jobs to do

Last year at my school

Harder work

The tests

How do you feel about the changes?

I like the work being harder

I was in a year 5/6 class last year and we are doing more than last year 6 did

Too many spellings

I don’t like all the SPaG work

I used to know what level I was and what I needed to do to get the next one. I had a list of the things I had to work on. Now there aren’t levels (but some of the teachers still use them) I don’t really know how well I am doing. I know how many marks I get, and I try to get more next time, but I don’t know if that will be enough.

It’s annoying because the teachers don’t really know if we are doing well or not.

Well last year my friends knew what level they were and what level they were going to try to get to. This year none of us know what level we are. I know what I can and can’t do well. I’ve got a list of things to do to help me improve, but I don’t know how well I’m doing compared to my friends who have gone up to secondary school.

***

So, what has this told me? That levels were used to let children know how they were doing and where they needed to go next, that the children actually quite liked them. 

Has it told me anything I wasn’t expecting? Not really, but it has further highlighted the enormous impact that constant interference from ministers has on our education system. As a teacher, it is my job to teach my class to make progress, to build and develop existing skills, to learn new ones, to become independent thinkers, to question, to be curious, to have a thirst for knowledge and learning, to have the tools they need in order to be ready and resilient when taking on challenges.  (There are of course lots more , but these are the ones that spring most readily to mind). Not forgetting time to have a bit of fun in between all that too !

And that it is unsettling for the children who , despite the very best intentions of their teachers, are anxious about how well they are doing. I’m doing all I can to reassure my class about their progress, where they are , what they can /can’t do, what they need to do to make progress- all the things that teachers have always and will always do. But, it’s tough on this first group of Y6 children in particular. 

So, what is the answer? Say that everyone has met A.R.E (whatever that ends up looking like?)

Saying that no one has?

Thinking of a number and saying that a random % has? 

Exactly- none of these are satisfactory solutions.

 Chucking the whole lot in the bin?

 No!

Honesty and consistency is what is needed. The new A.R.E is NOT (despite what some have said) ‘roughly equivalent to a 4B’. They are more like a level 5.

One clear message needs to be given to ALL schools to clarify this. Teacher assessments are fairly/completely (select preferred option) meaningless with no idea of thresholds and are a guess at best.

I would like to think that things will get better. In the meantime, like every other year 6 teacher I shall carry on helping my class to be the best that they can be and keeping it real.  There is so much more to life than SATs. :-)

Teaching evolution to Year 6

This half term I have been teaching one of the new curriculum areas to my year 6 class.

Evolution.

Goodness, that is an area that challenges! Determined to make it accessible to the children I have used ideas from a brilliant session I attended with Stuart Naylor to give them an idea of the huge timescales.

( here's a link to the book written in collaboration with Jo Moules http://www.nsta.org/recommends/ViewProduct.aspx?ProductID=22411 )

Last week the children , for home learning, took a moth outline home and coloured it with the remit of colouring so they could hide it in school. When we had a dry day, they hid them and we then pretended to be birds hunting moths.  This really helped to understand the process of natural selection. 

This afternoon we were thinking about variation within species and inheritance. I had drawn a simple pattern ( first of the photos) the children came to a screened off part of the room or at a time to copy the picture the previous child had copied.

The results are here:

They were astonished to see how the pictures changed...tiny changes, over time, leading to something altered.

They have been buzzing with questions ( favourite today, "So, could humans evolve horns at some point?"

We rounded the afternoon with coming up with the offspring of Little Misses and Mr Men and had a lot of chuckles discussing characteristics that could be inherited.

I was quite apprehensive about tackling such a challenging scientific area, but it's been huge fun and the children have been so eager to ask questions. 

Good grief, having fun!? Yes, it IS possible. 

And relax...

I was going to have a rant about negativity in the way our profession is all too often portrayed by the media but deleted partway through as that in itself was negative.

So, as the summer holiday reaches its halfway point and the list of things I need to complete to be ready for the start of term grows by  the day, here's to positivity.

As a teacher, being positive is essential , regardless of how I may be feeling that morning, the children deserve to have a teacher who is full of enthusiasm about the day ahead. (We can all recall INSET sessions/ staff meetings where the presenter has been lacking in enthusiasm and how it makes us feel!)  Conversely, being like a Duracell bunny (other brands of battery are available as are other types of small furry mammal ;P) would be somewhat wearing as well. Somewhere in between is where I'd like to be (erring towards the bunny!)

Where is this post going? To act as a reminder that teaching really is a fabulous profession. I am looking forward to the challenges of the year ahead. (There will be many as I will be with Y6 - first time with the new SATs !)  Sure, there will be ups and downs and times when I will want to bang my head on the wall or table, but being positive, modelling that to my class when things are hard so that they see a challenge as something to overcome, not to be afraid of. Life is full of challenges; it is how we deal with them that ultimately shapes us into the people we become.

And I will continue to beat my positivity drum loud and long; perhaps if more of this was portrayed there would be fewer teachers leaving, more joining?  Teaching is not easy, but where would the challenge be in that!

Science Museum, London

I took a group of year 4 and 5 children to the London Science Museum this week.
We were amazingly lucky with the journey both there and back so maximised the amount of time we had to spend there.

The museum is just an incredible place to visit. There is nothing like it in Dorset, @Bristol isthe nearest hands-on visitor centre.  The explora centre ( link ) that is hoped for would be of such benefit to the schools in and around Dorset.  It could also provide great opportunities for young people considering teaching as a career to work with children. In fact, a wonderful opportunity for anyone who has time to spare .

The science museum , London, has the launchpad area - totally hands on zone full of activities for the children to experience. Having been many times now, I leave the children to explore for the first ten minutes or so before directing them to different exhibits and talking them through the whys , hows and wherefores.  Staff at the launchpad are super enthusiastic, but far too few in numbers.( no doubt due to financial constraints and by no means a critcism to the great staff who are there!)   To raise impact further , why not iinvolve students from Imperial college (a stone's thow away) in outreach work? Ot trainee teachers in the area? I would have loved that chance as a trainee.

When the explora centre project is up and running, it could really make the experience for visiting children even better if there are plenty of people there to explain the activities to the children. Science is such a fun subject to teach. Many practicals can be carried out easily in primary schools, but budgetary constraints mean that visits to centres with super powerful microscopes, dry ice, large scale models , super strong magnets and pulleys, can bring small scale science experiences from class to larger than life experiences.

So, get to the science museum in London if you can; it is FAB! And , if you're in the SW check out the Explora website http://www.explorascience.co.uk/index.php

PSTT- what's it all about?

PSTT

Nope, I am not trying to get your attention ; PSTT is the Primary Science Teacher Trust (formerly known as the Astra Zeneca Teaching Trust)

Read all about the trust, their work and history here

I was thrilled to become a part of this fabulous college in 2012. This year I was lucky enough to be awarded one of the Primary Science Teacher of the Year awards alongside many other teachers . All sharing the same passion and enthusiasm for developing science teaching in their schools. What a fabulous group of people to be associated with.

The recent conference, held this year at the rather splendid University of Manchester, was truly inspirational. You can read about the conference on the above website, but I thought I would share some of the more memorable parts here. The conference was so packed that it has taken me a couple of weeks to reflect on the wealth of information shared.

The conference kicked off on Monday morning (after a very enjoyable dinner at a local Italian restaurant on the Sunday where the new college fellows had a chance to meet) with an introduction from Kathy Schofield, college director and a virtual appearance from Professor Dudley Shallcross whose vision to grow the trust to reach across every school in the country is gathering momentum.

We heard about successful projects from existing fellows such as Growing music at Shaw Primary ( see here ) funded by the PSTT.

New members then had a chance to share what they are doing in schools- so many fantastic ideas going on in schools across the country; a side of teaching that is all too often overlooked by a negativity driven media  (IMO) andnot enough time given to share and celebrate the fabulous work that is happening in our primary schools.


Following lunch, we were treated to a key note speech by Tony Hughes from Huthwaite International  (here ) "Logic is not persuasive. Neither is being right!"  where he talked about how to recognise verbal and non verbal signals. To be honest the hour he was given wasn't really enough  - a whole day, several days in fact could have been taken up with this. However, there was certainly lots of food for thought. Only two pm and already so many ideas to take away and build on!

There were various workshops going on and I had to choose which to go to; I plumped for the Making it Practical option. This was led by Tara Mawby (website ) and was full of great ideas.
My favourites were odd one out starter questions to get the children thinking . For example I am going to try one with my class following our earth in space topic :

Really like the idea that there are so many possible answers; great way to encourage children to be confident about having a go.

We also looked at how to use easily available pocket money toys to stimulate scientific enquiry.
 This was a great way to make me think outside the box when it comes to our resources. The new, slimmed down , curriculum gives so much more time to devote to working scientifically. Pocket money toys such as the above can lend themselves to so many activities. Children choose an object adn come up with a question that they could then test out.

I then went to a workshop which focused on KS1 (but everything could go across both KS1 and 2)
This was run by Pam Waite and was FAB. One of my favourites from the session was this ingenious way to make a Cartesian diver:



and this way to make branching databases with children more accessible: I often use objects to make these but had not thought of doing it on quite such a grand scale; fabulous way to do it!

 

Goodness me- and this was just on day one!
Day two to follow

Advanced Skills Teachers. RIP ?

Back in 2003 I went through the (rather gruelling) process to become an Advanced Skills Teacher. The idea was to give teachers the opportunity to stay in the classroom doing what they love plus work across a range of schools. Also for their salary to be enhanced and their school to have extra funding to allow this to happen. RESULT!

(HERE is some information about the AST role also here .)

I had decided  that I was not looking for a management position so I was very excited about the prospect of outreach and working on collaborative projects. The idea of making a difference beyond my school was an extremely attractive one.

So began a series of requests and work in schools across the county. Somewhat hit and miss with some ASTs being used extensively whilst others were used less widely and a strategic long term plan did not materialise.

Fast track to 2014, a new curriculum starting in September.  Funding cuts across local authorities have led to the cessation of the AST scheme. (read more here ) and there are fewer and fewer  subject advisors across the country. I'm one of the fortunate ones in so far as my LA agreed to safeguard my salary until the end of this year. And I have NEVER been busier with outreach work than at present. Funny that!

Few courses being offered by the county, no subject specialist at county level. Just me. Since becoming a member of the pstt (www.psst.org.uk) I have been lucky enough to receive some valuable CPD which I have been able to cascade to my school and others. But what about all the schools who don't have access to this?

How short sighted is the present system? Teacher training in schools, teachers teaching teachers- this is what the DFE are telling us should be done. (lots of details here ) but WHO is going to train the teachers ? The government have said how important it is to have good CPD , the opposition have muted their ideas (here) but nobody is saying who will provide the CPD (or who will pay for it!?)

Or is this part of the plan to kick teachers out after a few years (see here and here ) I'm all for getting new teachers into the profession- I love working with trainees and NQTs and they have heaps to offer a school, and can certainly provide up to the moment advice , but what about the teachers who have been in the profession for a long time (+20 years = me. Still loving it)

How are we meant to be trained? It's all very well expecting us to train each other- but exactly how and when?

Oh yes, silly me- in our own time of course. Well, that's what a lot of teachers already do- twitter has certainly helped with that- teachmeets growing in popularity.

BUT why oh why end the AST scheme? Other than to save money.

BOOM , without wanting to sound cynical, why else?

And, how short sighted is that?

There is a new scheme to "replace" ASTs- see  here

but there is a problem with that...MONEY!!

ASTs could have (should have) been an incredible support across the country which should have been better managed, better publicised and continued. Excellent teachers supporting others, learning form each other, working together

I'm not bitter about it, I always suspected that it would be a finite thing (there's that cynicism again) and it was good while it lasted. I can't help but think that in the future, someone somewhere will come up with a fantastic idea. "Let's give great teachers the chance to share good practice with others and work together, and let's help to facilitate that by giving schools funding to allow that to happen."

It IS possible to make these schemes work, just need to be well managed and have a purpose. What a pity that this did not happen. But, the future is not set and I shall certainly continue fight for such roles to be values and continued.  How about a secondment basis? One per cluster? See, not that difficult at all, just that little problem with the funding. Ah well, back to the drawing board.




"Opportunity, sooner or later, comes to all who work and wish."
Lord Stanley

Guided reading. An approach that works for me (for now at least!)

Always a topic that promotes animated discussion . Guided reading. How many groups? How often? What do the other groups do? How do you ensure progress? How do you manage it?

We have guided reading sessions daily, 20 minutes. That's a lot of the week when you look at it in its total. So it has to be meaningful to justify that amount of time .

I read an interesting piece this week which you can find  here courtesy of @prawnseye

 There are so many strategies being used out there for guided reading.  I was observed in our recent Ofsted for an entire guided reading session which had good feedback so I hope that you can use some of the ideas.

(My class are a muxed year 4, 5 class. All classes follow a similar format in KS2 )

There are five groups which rotate throughout the week. Children are grouped according to their ability and moved into different groups if appropriate during the year.

Group activities:

1)     Guided reading- with an adult (teacher or TA) using a range of fiction and non fiction texts concentrating on AFs . We have various resources which suggest questions to use for the different AFs. We use some commercial guided reading scheme books alongside sets of books both fiction and non fiction. For example this term I using Michael Morpurgo’s Butterfly Lion with one group and The Hodgeheg (Dick Kng Smith ) with another. Records are kept each session to record responses (AF linked) which is used to assist tracking.

2)     Reading Journals- each child has a reading journal in which they keep activity sheets. These were produced by a previous LA advisor and tie in to AFs. We also have various “take your pick” activities for non fiction and fiction which the children complete independently. Sometimes this might be an activity linked to a class read. (For example during Ofsted this group were writing a first person account linked to the class story “The Indian in the Cupboard- Lynne Reid Banks. The inspector had asked me later why I had not scaffolded the work as it was fairly challenging and I explained its purpose was to establish their understanding and had been specifically designed to be an independent task. Positive feedback given.) We devote two of the sessions to reading journal time.

3)     Spellings/Handwriting The children use this time to practice their weekly spellings and to complete handwriting exercises. Each child has a folder for this.

4)     Independent reading. This time is for the children to read ANYTHING of their choice or to listen to an audio book (I am slowly building a collection) They don’t have to write anything at all J

Some children who have difficulties with their reading have more time on guided reading , but all children have time to read books of their choosing. It takes a bit of setting up at the start of the year- even though we do it all the way through the school the start of the new academic year is always like starting again from scratch! However, the initial effort is well worth it. Children make very good progress with their reading and the vast majority enjoy reading.

The new curriculum wont necessitate a huge change in the way we carry out our guided reading sessions. 

One of the most useful tips I can pass on is that I always write down the questions/AFs I am going to focus on a week in advance. This makes for far more structured and focused sessions. I also trained up my TAs by working with them to begin with so that they could take groups as well; this frees me up to hear readers or talk to the children during some sessions. Throughout the year groups change so that I will have worked with them all at some point.

Thanks for taking the time to read; I’d love to hear your views/opinions on this.

Some resources and ideas on pinterest here
A "how to " guide for the children here
More views and ideas here

Lesson Observations

This morning I read the latest blog post by The Primary Head (find it here : http://theprimaryhead.com/2014/03/04/judge-me/comment-page-1/#comment-789 )

It was a very interesting piece following on from the recent discussions on twitter regarding lesson observations and to grade or not to grade. 
( Find it here:  http://educationechochamber.wordpress.com/2014/01/19/beyond-lesson-observation-grades-teacher-development-trust/ )

So I thought I would add my thoughts to the mix .

I don't mind being observed, in fact, if I am going to get some helpful feedback to improve my teaching then it's a good thing. Do I need to be given a grade? Not really. What I need is feedback and reflection. 

 An excellent post on this can be found here: 
http://chrismoyse.wordpress.com/2013/11/01/professional-development-at-my-academy-no-lessson-grades-ever/  
 where the school do carry out regular observations (often in pairs) and the feedback is well structured and focuses on development.

I would love to know how schools are able to fund this; I work in a small (6 class) primary and have few opportunities to watch my colleagues teach and to be watched other than the performance management/maths/english monitoring cycles. I'd be more than happy to have a lesson videoed and used as a discussion point (especially if I could have my hair/nails/face done as part of the deal!!- OK, that's probably not going to be part of the process!)

That way would save release time for other staff and the video could be used in a staff meeting to focus on questioning/more able/TA support...the list goes on. 

I would love to hear from schools (particularly primary) who have successfully implemented this. I know that some of my colleagues would balk at the thought of being videoed but it's not going to be put on youtube (!) 

Lesson observations are an integral part of a teachers development. Grading an individual lesson (or worse still just a part of it) does not, in my opinion, do much good for anyone. What teacher does not want to do the best they can to provide the children in their care a stimulating and productive learning environment? Strategies to improve teaching and learning are always welcomed. The day that I wouldn't want that would be the day I leave teaching. I am an experienced teacher and have many opportunities to observe NQTs, trainees and to support staff in my role as an AST. What I would love the opportunity to do more of is to watch examples of excellent teaching from experienced teachers and have time to reflect on the lesson with others. Budget always seems to get in the way of this, but I will continue to strive for this to happen.  

Should I be in the position to make such decisions in the future I would strive to have a model of collaborative observations to allow all staff to observe/be observed and discuss openly where the teaching is most successful and WHY that is. As teachers we constantly model to the children; something we too need for our development.

** I have just read this excellent post http://prawnseyeblog.wordpress.com/2014/03/02/three-steps-to-heaven-or-at-least-making-observations-more-meaningful/  This is exactly the sort of model I would love to be a part of. ** 

Job sharing in Primary- Making it work.

I have been working as part of a job share now for two and a half years. I’m still finding my feet with it but am writing this in the hope to help others who are thinking about it or starting. At the end of my first full year job sharing I blogged about how it had gone http://mrshalford.blogspot.co.uk/2012/07/challenges-of-job.html

I have really enjoyed this year- no irony in that statement at all. Even with a large class (35 at times) with the huge pile of marking, extra parent sessions, reports… There is so much in the press about teachers leaving the profession http://www.theguardian.com/teacher-network/2013/aug/01/why-are-teachers-leaving-education  Working part time for me has been the most positive step I have taken in my teaching career for some time. 

So, what works well in our class? Key has to be the communication. I have read about some teachers who are lucky to have some time each week when they are both in the class. Budgetary constraints don’t allow that at my school, but we do talk.

And talk.

And some more!

 We keep a book (filled two this year) in which we leave copious notes for each other. We talk on the phone at least twice a week. Oh yes, emails too! And the odd text.  Without that level of communication I can’t see how it could work effectively.  All the children and their parents know how regularly we talk about the class and this has helped us to build strong and positive relationships.  In an ideal world we would have one TA in the class who could be a consistent presence, but there are two of them as well! One works Monday and Friday, the other the middle part of the week.

We are very different in our personalities, in our teaching styles, in our interests. But what we share is our passion for teaching, for helping children to achieve their potential, to build their confidence and self esteem, to enable them to believe in themselves and to be proud of themselves, our class, our school.  We work in a school with a really well put together behaviour policy, that helps too.

When it comes to how we plan and deliver the curriculum that has been a constantly evolving process. Some subjects are split between us which works well. Maths and English (I know the terms are Literacy and Numeracy but I have a pet hate for those and insist on calling them maths and English !) Anyway, for the English this year I taught the majority of the genre work while my partner concentrated on the SPaG. This was commented on favourably by the subject leader during the course of the year through lesson observations and book moderation. We made good use of AFL so that areas that came up in my teaching needing reinforcement could be covered discretely and I would have a “zero tolerance” approach for the focus area each week. With the increased emphasis on SPaG we will definitely be carrying on with this next year. Of course there are also lots of opportunities for writing across the curriculum and we follow the Pie Corbett approach to non fiction writing and include all 6 areas each year so these are split between us.  http://www.talk4writing.com/index.html

Maths has been much more of a challenge. In the first year of job sharing we started by splitting the curriculum so that I did all the number work and my partner did all the shape,space, measure, data. This worked fairly well but my partner felt that she didn’t have enough knowledge of their ability in number.  We then tried to work as one teacher with one of us leaving plans for the other. It was a nice idea but planning for each other was very time consuming. This year we used the unit plans from the strategy and split the five units between us each term so that over the course of the yer we had both taught everything. This worked fairly well but is not the most consistent way for the children who would be doing one area Mon/Tues and another on Weds-Fri.

How are we going to organise it for this year? Not totally sure at the moment. Progress in maths was less than it was for reading and writing which would indicate that we need to look at how we are planning and teaching the subject. There have been some interesting ideas on twitter about planning the maths (http://www.broadbentmaths.com/)   Having asked the twittersphere’s opinions it seems that the number/everything else split is the most popular…

Why am I blogging about this? Partly to share what has worked well, partly to find out how others are making their job shares work well. It’s a constantly evolving process. Being able to communicate well, trust each other, share similar values are all key points. Most classes have at least one teacher with PPA cover so job sharing is more common than one might initially think. Having someone who knows the children as well as you is a real bonus.  

Challenge for next year is to get on top of the maths and be as effective as we possibly  can. Anyone who has any tips to share please do so. 

Be a sticker not a quitter.

The angle was very acute.

This is the prompt for the 100wc this week. However, I have decided to write something else completely!

Be a sticker not a quitter

I have this written in my classroom above the board and it is something I find myself saying over and over again. As a primary school teacher not a day goes past that a child doesn’t find something difficult until that magical light bulb moment when you and they know that they have grasped the concept. It doesn’t matter whether it is being able to spell a word, make a prediction, work out a calculation, interpret a chart, spot the mistake , tie a lace… each and every step along the path to learning is important.

I feel it is vital to give children the confidence to have a go, even if they are not sure if they will be right or not, so that they can experience the pleasure that comes from success. And to learn to cope when things don’t go their way.  It seems that more and more this “stickability” doesn’t come naturally.

So, have I got a solution? I try to have an ethos in my class where every child feels safe and secure to have a go. We make good use of working partners and I have been totally sold on the use of lolly sticks (or similar) to choose children rather than hands up. Even the least confident children in my class will have a go and take part. Now that , in my opinion, is what teaching is all about. Empowering children to have the confidence to ask questions, want to find out more, not be afraid to have their own opinions.

I have been busy trying to organise a project involving all the local schools and have had to write a lot of letters, make a lot of calls and write a lot of emails . But, it is all starting to come together now.  

So, whatever comes with new curriculum proposals, I will keep true to my class mantra. If only the “powers that be” could remember that it’s all about the children, that it’s our job as educators to enthuse, engage, inspire a love of learning. Give them the tools to be able to find out more.

“The mind is not a vessel to be filled, but a fire to be kindled.” Plutarch.

Amen to that. 

Challenges of the job...

As the end of the summer approaches and the final words are added to the end of year reports it is time to look back at the year and start to think ahead to the next.

This has been the first year since qualifying (back in '91- last century !) that I have shared a class as a part time teacher. I teach 3 days each week (Wed-Fri) and I can honestly say that making the decision to go part time was definitely one of the best decisions I have ever made. It has renewed my enthusiasm for the job no end as well as giving me time to pursue my own interests and passions, some of which have enhanced my teaching , others have just made me a happier person! (and as a result a happier teacher!)

This year I have taught a mixed year 4 /5 class and will be doing the same next year. All the year 4's will stay with us to be joined by the rest of the year 4s along with some year 3's taking us to 35 in total (ratio 2:1 year 5:4)

Inevitably there have been questions raised by parents about this; it will be a challenging year. But every single class is challenging!
I read a blog the other day about class sizes http://www.manchestersalon.org.uk/does-class-size-matter.html and also http://drwilda.wordpress.com/2012/01/30/battle-of-the-studies-does-class-size-matter/
There seems to be little evidence one way or the other.
I have taught a class of 18 year 3's and found it frustrating to have that number of children because discussions and group work lacked the spark you have with a larger class. That said, the idea of marking all those books , writing all the reports and seeing all the parents will have its challenges! Peer marking and teaching the children how to work with high levels of independence will feature strongly I have no doubt!

Those children who will be remaining in our class for the next academic year start off at an advantage I feel as they already know the routines of the class and will be able to help the others settle in and find their feet. Children who will be moving onto a new class having spent their Y4 and 5 in our class have all made significant progress this year (3 sub levels for 6 out of the seven in reading  all bar one with SpLD two sub levels in maths and writing ) with the greatest progress being in their confidence and willingness to have a go.

I think that it is a privilege to be able to "keep" some children for more than one year- I once followed a whole class through from year 4 to 5 and it was definitely one of the most successful experiences I have had so far.

I'd be very interested in any responses re. children staying in classes.

I'm a scientist!

This term , along with many other schools across the country, we have been learning lots about the Olympic games. It has been of particular relevance to schools in Dorset as the sailing events are to be held at Weymouth and the torch is going to be spending several days along the world heritage site Jurassic coast.
http://www.spiritofbridport.org/category/news/
http://www.visit-dorset.com/whats-on/london-2012-sailing/the-olympic-torch-relay

We have been having fun planning our own sports day which will be happening (weather permitting) later this week.

Something a little different that I have done with my class this term is "I'm a scientist!"

  ‘I’m a Scientist, Get me out of Here!’ is a free online event where school students get to meet and interact with scientists. It’s a free X Factor-style competition between scientists, where the students are the judges.

Pitting students against scientists in a live round of intense, fast-paced, quick fire online live CHATs. Students get the chance to ASK scientists all the questions they want to, then VOTE for their favourite scientist to win prize of £500 to communicate their work with the public.' http://imascientist.org.uk/

We had a fabulous live science chat last week where the children could ask science related questions. What a fast paced session it was- here are some of the questions and answers we had:

gordon : What inspired you to become a scientist?

classash : @Stuart who do you think your information will be useful to?

classash : stuart are you always so cheerful or is being asientist hard work?

classash : @stuart when you were little was your dream to be a scientists

trumpetdude : @ stuart how many skin sellls can you fit in a bath

classash : @stuart are you friends with any of the other scientists

jadey2412 : hi @stuart what does it feel like being a scientist

classash : have you always wanted to be a sientist?

classash : @stuart how many skin cells on one body

classash : @stuart what are muscles made of.

youforgotthebluebe : @stuart were you the smartist in your class?

abigail6995 : @Stuart did you study alot of science at high school or were you not as interested in science then you are now?

jadey2412 : hi @ stuart whats the most toxic thing you have used before and explain why?

abigail6995 : what type of experiments do you do? Are they on humans or something else?

classash : @stuart thank you for coming and answering all our questions we have learnt a lot

hetty123 : @stuart it's great that you answered all those questions I didn't know that theres so many different sciences to do?

mrshalford : @stuart thanks so much- the class are quite literally buzzing with excitement and are very impressed with your speed of answering

classash : @Stuart thak you for all the chat it was fun

THIS CHAT WAS AMAZING AND FUN

Here are some of stuart's answers. You can read his profile at http://7-11.imascientist.org.uk/profile/stuartgray

• stuartgray : @jacobr i use many pieces of equipment. Bikes, treadmills, analysers for oxygen, strenght testing equipment, centrifuges. The list can go on and on and on......

stuartgray : @youforgettheblu ebe I was one of the smartest in my class but there is always someone cleverer than you!!

stuartgray : @abigail yes i studies maths, physics, chemistry and biology at high school. I have always liked science

stuartgray : @jadey2412 formaldehyde as it can send you to sleep, very toxic in large amounts

stuartgray : @jadey2412 i enjoyed in class experiments when you got to see explosions or anythign cool like that!

stuartgray : @gordon @trumpetdude I do enjoy being a scientist and it is because of the variety of things and the discoveries you can make. Also things like this are very fun!!

stuartgray : L@ the best chemicals I have used are the radioisotopes. they are radioactive so I have to very careful with them, but they give great results

stuartgray : @classash it is quite hard being a scientist but if you enjoy it it seems more like fun than hard work

stuartgray : @abigail6995 I most definitely work as part of a team. I have many doctoral students and staff working with me in the lab. The old saying that 2 heads are better than one is very true!

stuartgray : @trumpetdude. there are many tubes, the main ones would be the blood vessels and the airways. They are very important for helping keep you all moving about!

stuartgray : @trumpetdude I probably run about 1000 miles a year. I just trianed for and ran the London Marathon this year and was beaten across the line by a women in a wedding dress

stuartgray : @hetty123 lots of scientists study biology but many also study things like the environment, engineering and chemistry for example!

stuartgray : @trumpetdude I most experiment on humans so dont do much work in plants. I did do some stuff in my early University years and found it very fascinating!

stuartgray : @1tich1 we all just have one overall immune system in the body but it is made of many many different parts. We have millions of immune cells in our blood to help protect against bacteria and viruses and also proteins in tissues and saliva to help to.

stuartgray : @abigail6995 a very good question. Some people have weak hearts because of their genes (i.e. they get it from their parents) and there is not that much that can be done. Others it is because they do not carry out enough exercise or have a bad diet. These people can change their lifestyle to help this

stuartgray : @gordon If the sun explodes then that would pretty much be the end of the galaxy as we would have not heat to support human life. The gravitational pull of the sun would also be lost. All in all it will be bad news but a long time away, hopefully!

stuartgray : @hetty123 probably not as many people as I would like become scientists. The more we can get the more help we can be!

stuartgray : @trumpetdude there are about 5000000000 red blood cells in a ml of blood so 330 times that. A very BIG number!

stuartgray : @classash I think my research will be useful to medical practitioners who need to know the exact amount of exercise or proper nutrition to advise people to take to help with their health

stuartgray : @hetty123 Being a scientist involves a lot of planning experiments, trying to convince somebody to fund them and then actually carrying out the experiments!

stuartgray : @jadey2412 it feels good to be a scientist. There is a great feeling when you realise you are the first person in the world to discover something!

stuartgray : @classash that is a lot of good questions. Not sure about the skin cells in the bath, but a very large number! Muscles are made of protein, the main ones being actin and myosin.

stuartgray : @jacobr I qualified with my PhD (doctorate) in 2007 so I would say i have been a proper scientist for 5 years!

stuartgray : @akni I think i always have wanted to be a scientist. It was always my favourite subject at school and I think you should get more of it!

stuartgray : @youforgottheblu ebe I never actually remember deciding to become a scientist it just all seemed to fall into place!

stuartgray : @hetty123 I wouldnt say it was easy. it does involve a lot of hard work and study. but it is fun!

I was incredibly impressed by the range of questions the children (y5) asked and how sensibly they took part in the session. It really highlighted to me the importance of  making science relevant and of showing children how science is used in jobs and everyday life. I will wait to see which scientist wins the £500 award...

As I look through the new curriculum in detail I plan to work with colleagues across our cluster schools to shape a curriculum for science that will motivate and enthuse our pupils, that will show them ways that science is used by real people in the local area in the here and now, not just what happened in the past.

I want to make better use of the internet to show how science makes a difference in our lives. 

That is my plan , I'm hoping that my colleagues will want to come along for the journey.

100 words for grown ups week 43

This week the challenge set by Julia at  http://jfb57.wordpress.com/2012/05/21/100-word-challenge-for-grown-ups-week43/#comment-10744 is

….The flame flickered before….

I was thinking along the lines of the Olympic flame as I was amongst the crowds today cheering ! However, sitting enjoying the sunshine this afternoon a different idea started to flow so, here it is:

The right time

As Leanne reached for the bottle and her dress slipped ever-so-slightly, Grant knew it was the right time... “Are your parents home?”

“Not ‘til late.”

“Wanna...?”

She gently kissed him. Their picnic lay forgotten as they set off.

 The mid-afternoon sun found the empty bottle, its rays igniting the carelessly abandoned.  The flame flickered before stretching out its orange fingers. The discarded bottle’s label curled futilely away, edges turning golden. Wisps of grass and long shed remnants from overhead trees quickly consumed.  Fingers gained strength, spreading ceaselessly.

As the lovers lay entwined they were unaware of what was heading their way...

Read the rest at http://www.linkytools.com/wordpress_list.aspx?id=145885&type=basic

Thanks for reading. Comments and critiques welcomed. 

In the picture- Anthony Browne

This week will be my first hosting of a twitter chat. Set up by a group of teachers and educators, #inthepicture aims to celebrate using picture books in the classroom in a variety of ways across the curriculum and age ranges.
Chats take place on Wednesdays from 8 til 9 pm and have covered a range of books so far including "Where the Wild Things are." and "One is a snail."
I have chosen the author and illustrator Anthony Browne  as my focus. http://www.childrenslaureate.org.uk/previous-laureates/anthony-browne/
 I have used a selection of his marvellous books with Y4 and 5 children to stimulate writing in class, as well as to read for pleasure.
http://www.walker.co.uk/contributors/Anthony-Browne-1481.aspx
This site showcases some of his illustrations
http://www.guardian.co.uk/books/gallery/2009/jun/08/childrens-laureate-gallery-anthony-browne

One of his more recent projects, the Shape game http://www.childrenslaureate.org.uk/previous-laureates/anthony-browne/shape-game/ looks fascinating and will be one to flag up tomorrow as I haven't used it (yet)

During the discussion I hope to flag up how I have used many of Pie Corbett's talk for writing techniques in my teaching.
http://www.literacytrust.org.uk/news_blogs/email_updates/interviews/pie_corbett and  http://www.cfbt.com/lincs/PDF/Talk%20for%20Writing%20Handout.pdf
One of the English units I teach is stories by the same author, and I would always get frustrated by having to choose sections of books and not having time to share the whole story with the children,  This is one of the strengths of choosing picture books; they are easy to finish with a class thus having the satisfaction of seeing a book through, and provide children with stories that they can use as a basis for their own retelling or continuations regardless of their reading ability.
This is in no way meant to infer that picture books are for the less able reader; Anthony Browne's books have so many meanings and sub plots that they are perfect for developing questioning skills, for inference and deduction,. What is not written is almost more powerful than what is (and in some cases most certainly is e.g. Zoo, Voices in the Park, The Tunnel, Into the Forest... the list goes on)

Here is a list of Anthony Browne books- apologies if I have missed any off the list. I have highlighted ones I have used; just a mere fraction of his work. If there are any omissions please let me know and I will amend.

• Anthony Browne's King Kong: From the Story Conceived by Edgar Wallace & Merian C. Cooper 
• Bear Hunt 
• Changes 
• Gorilla 
• Hansel and Gretel
• I Like Books
• Into the Forest 
• Little Beauty 
• Look What I've Got! 
• Me and You
• My Brother 
• My Dad 
• My Mum 
• Piggybook 
• Silly Billy
• The Animal Fair 
• The Shape Game 
• The Tunnel 
• Things I Like 
• Through the Magic Mirror 
• Voices in the Park 
• Willy and Hugh 
• Willy the Champ 
• Willy the Dreamer 
• Willy the Wizard 
• Zoo 

I'm trying hard to advocate the idea amongst parents that picture books are valuable for older primary pupils. As part of our reading journal work, we encourage the children to read as wide a range of books as possible. Some parents have expressed their views about picture books being inappropriate for "able readers", but a book such as Zoo (Anthony Browne) has such a meaningful subplot (unwritten) which allows it to be interpreted differently by different ages/abilities.
 I have seen some stunning examples of work influenced by picture books and know they are an invaluabe addition to a primary classroom. Very much looking forward to #inthepicture and sharing ideas.