Boots. Too. Big. Their. For.

An odd phenomenon's a-rising,

And I have found it most surprising.

It coincides with the creation

Of special 'Learning Conversations'.

For every child, a certain time,

A different day, quarter to nine,

They meet and talk, discuss and chat,

About their lessons, this and that.

Their tutor does not sit and judge,

Their tutor's not to bear a grudge,

But is instead required to ask,

"Why do you think you go off task?

Why do you find this class is bad?

What are successes that you've had?

Do tell me, Bobby, how you feel,

I'm paid to listen to your spiel!"

The child talks, says that and this,

Explains detentions that they've missed,

Thinks up excuses for their work:

"This teacher really is a jerk.

I don't get on with them at all,

So if I fail it's not my fault."

The problem comes with tutors who

Just shrug and say "what can you do?"

And leave the kids with the impression,

That having made a weak confession,

They are absolved of doing work,

For teachers they think are "a jerk".

Then when confronted in a lesson,

The student spits back with aggression,

"Allaaaii! I don't get on with you, you know,

My tutor says you go too slow,

I'm G & T - differentiate!

You gotta challenge me, yeah mate!?"

Losing it

Sometimes you can't rise above it. It's impossible to avoid feeling genuinely angry, disappointed. I swore at my GCSE class today. "I don't feel like fucking teaching this," I said quietly as I sat down in my chair. How was I meant to muster up the energy, the charm, the enthusiasm for something when every time I began to explain the topic, every time I tried to introduce an activity, every time I made the effort, students who are sitting their exams in 6 months time were chatting, throwing paper, out of their seats and shouting out? Not little eleven year olds, but 15 and 16 year-olds. Every time I asked for silence it lasted no more that 30 seconds. I was ill (alright, not ill as such, more 'man-flu'-ill) and tired. I'd spent several hours that week planning the lesson, ordering in the revision books they would need, trying to plan a trip for them...it can be a thankless job!

The proverbial cherry on top was that I was being observed. My 'thinking' self detached from my 'teaching' self and spoke to it: "What the hell are you doing? How could this get any worse? Why don't you just cry and leave the room?"

It's the combination of factors (under the weather, tired, nervous, being observed, losing your voice, no breakfast, rude children in the class...) that can lead to a crisis point such as this.

I wait to find out what my feedback is. I'm sure I'll learn a lot, but it hurts nevertheless that this class, this exam class!!!, is not fully under my control.

***

And Finally,

FS, Year 8, today wondered whether the 'Kinder transport', which saved some 10,000 Jewish children from Nazi occupied Europe, had anything to do with the train in Narnia.

Venn Diagram

Sometimes you realise that a teacher, and school in general, is only one of a series of influences on a child.

AOB came to my class a week ago - last lesson on the Friday. He is the school's most notorious 12 year old. A year ago the school received a phone call that he had been chucked out of a pub down the road. He was found with the keys to a stolen car and a bag full of new mobile phones. One day he'd missed school and when a teacher rang home to check up on him, his mother retorted with something along the lines of "oh yeah, I've not seen him for a couple of days either." He smokes and hangs out with criminals. I was determined that he should not get wind of the fact that I'd heard all about him and that I was wary of him, but instead should have the opportunity for seeing his new French teacher as a fresh start.

I was not hoping for the best, however, when as he came in he announced that "I only went to one French lesson last year, Sir. I'm shit!" Usually when students think they're bad at something they don't bother trying. Others make it their mission to ruin the lessons for everyone else as well. But to my surprise AOB was polite and enthusiastic for the whole 100 minutes. He put his hand up and gave everything a go, gave me the opportunity to reward him, listened to others and moved seat when asked.

What's the problem? This teaching lark is a piece of piss. Even the criminals respond to me now that I'm in my second year and a seasoned pro.

I left a message on his mother's answer-phone praising her son, and wrote an email to the Learning Support teacher who has spent the most time with him and knows him best. She replied asking me to come up and see her.

It turned out that AOB had earlier that day been suspended for five days for threatening to stab a teacher, that it had been presumed that he had run out of school at lunch time and that he had been expressly forbidden by the Principal from attending any lessons. His good behaviour and attendance in my class had not only been against the express instructions of the Principal and her Deputies, but had also been a carefully calculated 100 minutes of excellent behaviour.

A nasty incident

Last week a boy in my class of Nutters took a penny out of his pocket and, in a quiet lull, rolled it across the floor of the room and said aloud: "Let's see if there's any Jews in the room."

The mutterers among the Nutters shut up. Those doing their work looked up and fell silent. I couldn't help but hear him. "That's not acceptable," I said, "Get up, go and stand outside, you cannot stay in my classroom and I need to speak to you." 

The boy stood up and walked out, face flushing red as he realised that he was in trouble. 

But then, as he walked out he pointed at the penny and said to me, "Don't worry, Sir, it's for you. The penny is for you."

His racism is horrible, but unfortunately it is something that he has picked up from his peers. He is an immature boy who does not have many boundaries. I get on well with him outside of lessons, although he can prove a handful at times. In this instance, giving him the benefit of the doubt, I'm not sure that he was aware of how insulting his behaviour was. He was probably just trying to be disruptive and funny. But that in itself is a damning indictment of the casual racism, and especially antisemitism, bandied about the school.

He's being made an example of now, but something else needs to be done, something more systemic, to address what is a creeping malaise among the children.

All for one...

Much hilarity this week as One Vowel and P-Dogg (20 stone) are doing their Second School Placement at my venerable school. This is a week of shadowing and teaching which provides us trainees on the Teach First program with a taster of what life is like at another school. I'll do mine later in the term. I think.

They both teach at similar 'urban complex' schools in other parts of London, but in some aspects, the differences couldn't seem to be any greater. Our brand new, academy building is breathtakingly un-school-like and contrasts with P-Dogg (20 stone)'s split-site school where Years 7-9 are taught across the road from the rest of the students. Both have remarked on an apparent lack of clear discipline structure in the school. 

P-Dogg (20 stone): The kids don't notice you [the teacher] when they're running around. They just swear and fight anyway.

One Vowel seems more enamoured of the open-plan layout, waxing lyrical about a more relaxed atmosphere leading to more engagement from the students: In my lessons I'm stricter, but I don't think they learn as much. They just sit there..., he remarked as he observed my Year 7 Enterprise class write novels and paint masterpieces in what was a pretty normal lesson by my standards.

I've received some very valuable feedback though. Having your peers observe you teach and give feedback has two main outcomes for me. Firstly, I realise that we're all experiencing the same problems and successes. Secondly, it helps me combat a steady swell of apathy that threatens to overwhelm me when I encounter my umpteenth French class disrupted by bad behaviour from the same old individuals...I rouse myself: NO! I MUST follow up the bad behaviour! You've got to be cruel to be kind! To quote P-Dogg (20 stone):

Let's sit on them.