Some stuff I think I know… after one year of teaching

Here’s a collection of nine random thoughts  with no particular connection, logic, or order, as I come to the end of my first year’s teaching…

1. It seems like no one cares about explanations…

This I have found rather confusing: the idea that we shouldn’t really tell the kids anything. In fact, I think it’s insane. Insane. I mean, come on, whether you’re “prog” or “trad”, prefer direct instruction or discovery, at some point you have to explain stuff. Ultimately, there’s information in my head that I must get into the kids’. That’s the essence of teaching, surely? I know, for example, how Shelley’s manipulation of the sonnet form works to create meaning in Ozymandias. It’s a chunk of knowledge that exists amongst a whopping swamp of litter and junk in my brain. The challenge is to remove it from my murky mind-swamp then deposit it into the kids’, preferably while leaving all the other crap behind.

Whether I write out information and hide it in envelopes around the room, or I stand at the front of a class and explain it, I’m using words to explain concepts. Not once this year have I encountered any CPD or training that focussed on the quality of explanations or the different approaches to explaining. But there are so many questions we should ask: What is the ideal method to communicate this information? When should I use analogies? Might this analogy confuse matters? How should I harness the power of stories? When are stories appropriate? What is the best definition of this concept? In which situations is it best to provide a definition prior to a clarifying example? In which situations post? Which potential misconceptions should I address during the course of this explanation? And so on and so on.

I reckon explanation might be the most important part of the craft. A clear explanation provides knowledge and understanding, but an unclear explanation doesn’t simply prevent this, it actively creates a barrier against it occurring in the future, by embedding confusion that must be unpicked at a later date. I don’t know about anyone else but I spend a whole heap of time honing my explanations. If there’s one Edu-book I wish I owned, it is this: “How to Explain Concepts in English”. Actually, I’ll write that book in future. So don’t pinch my idea. My lawyers are at the ready.

2. The whole prog v trad thing is so cringe…
Given my approach to teaching, other people might say I’m a bit “trad”. But I would never label myself as such. Mainly because I’m not a seven year old geek, so I don’t behave like one.

There are genuine debates. Important debates. But childish labels cheapen them. They also make it much easier for people to dismiss your views. Better to stick with evidence, I’d say.

3. ‘Literacy’ should replace English Language in Bucket 1…
The English Language qualification is not fit for purpose. I’d replace it with a literacy qualification that is more along the lines of literacy skills test that teachers have to take. There are problems with that test, but, in the main, I think they can be overcome. Most importantly, some extended writing must be included. I would also have writing assessed at the sentence-level; in the final analysis, a great writer has the ability to construct and combine great sentences.

If this were to work, garnering more agreement on the rules of punctuation and grammar would be essential. Remember, written communication is a human invention, and it is, therefore, within our power to agree on a set of rules. In this way, grammar and punctuation are similar to money and laws. Money only works because we assign agreed values to random bits of paper, so long as they are marked with the correct squiggles. Similarly, laws only work because we agree to follow them and accept that we must be punished if we don’t. Grammar and punctuation are the currency and laws of language.

We would also need to think carefully about how we test reading and comprehension. Background knowledge is hugely important to reading, scientists have demonstrated. Currently, the reading sections of the English Language qualification is, to a large extent, a general knowledge test. Broad general knowledge is an admirable goal of education. But it should be tested in a General Knowledge exam, not a reading exam. And it gives a huge bias to pupils with more cultural capital. Or, put another way, it disadvantages the disadvantaged. In a literacy exam, we could instead test decoding. If this sounds too basic, take look at the number of pupils who leave secondary school illiterate.

If we want to test comprehension/inference/implicit/explicit etc. then a specified body of knowledge from which the comprehension extract is selected would improve matters. It wouldn’t eradicate the problem of cultural capital, but if all children have the same opportunity to swot up on the body of knowledge in advance it at least begins to flatten the field.

4. History should also be in Bucket 1…
Since you can’t understand the present without knowing the past, History should be included in Bucket 1. And if the goal of education is “broadening minds, enriching communities and advancing civilisation” (Amanda Spielman), and if “there are some things that all pupils are entitled to know when they leave school,” (Stuart Lock) then historical knowledge is essential.

Why? Because it is perhaps unlikely that the knowledge and discoveries that will lead us to these lofty goals is being thought, invented, or said right here, right now, in this very classroom, for the first time ever, while simultaneously being discovered in many other classrooms all over the country. And since an unforeseen orgy of enlightenment, led by led by the nation’s teenagers, hasn’t erupted out of the blue and overtaken our schools, every subject is, in essence, history. We’re studying books that have already been written, influenced by previous books and influencing subsequent books. That’s history. We’re learning mathematical stuff that some dudes and dudettes discovered in the past. That’s history. We’re looking at scientific ideas that have already been proven. That’s history.

And a broad knowledge of what is traditionally considered “History” (wars, kings, revolutions et cetera) gives a good background to all the various subject-specific histories, making them more understandable and accessible, because it allows a skeleton narrative to form in a person’s mind, off which other information can hang.

Ideally, all pupils should read Andrew Matt’s History of the World. Is it academic? No. Is it authoritative? No. Is it accessible? Yes. Does it give a broad and accessible explanation of how humanity went from spears in Africa to 21st Century “global village”? Yes. Children should absolutely leave school understanding that, right?

5. We waste most of our time on irrelevant flim-flam…
I think they’re are really only about six questions teachers should ask themselves prior to a lesson:

  1. What information do the pupils need to know?
  2. What is the best way to present this information to ensure they understand it
  3. Which methods will best help them retain this information?
  4. What is the best way assess whether they’ve retained this information?
  5. In what ways will they need to use or apply this information?
  6. Is there anything I need to teach so they are able to use or apply this information?

Currently, I think teachers spent more time thinking:

  1. If SLT come in, what will they think of this activity?
  2. Will X pupils behave today?
  3. By next Tuesday, I have to have seating plans with SEN, PP, prior attainment, target grade, current grade, EAL, and most-able completed and colour-coded. If I change my seating plan. I’ll have to do all all over again. I won’t change my seating plan. Ever.
  4. Also by next Tuesday, I must have a 4-sided context sheet completed, with a narrative for the class and a narrative for every pupil, which must broken down by SEN group and racial background. Why do I have to do this anew each half-term? If any set changes occur in the meantime, then I’ll have to do this again. Again-again.
  5. I must complete triple-lock marking for all my groups but I have a meeting every evening this week. In fact, I have 2 meetings and parents’ evening on Wednesday evening.

You get the idea.

6. Everyone knows the research shows PP pupils lack cultural capital and vocabulary…
So why do we not spend our time improving their cultural capital and vocabulary? Hel-lo? Anyone?

7. Marking and feedback are not synonyms…
They’re not.

8. And neither are marking and assessment…
They’re not either.

9. And while I’m at it…
Neither are assessment and feedback.

Just sayin’.

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