Transforming Lives Blog

Hi folks. I’m back on home turf (my main school placement that is). It’s good to be back. I am teaching various years groups and have even has the experience of teaching some A-Level (intense stuff!). I had an interesting lesson on Monday. We are currently looking at the issue of ’suffering’ with our Year 9 RE students. I chose to explore the issue of September 11th. As you can imagine, every student had some form of an opinion on it. There were all kinds of theological, philosophical and sociological views in my classroom. There were even a few hints of ‘fascism’ amongst the students (the less said about this the better I feel!). The discussion quickly left the comfortable realm of my lesson plan, which is a bummer’ when your all singing and all dancing power point corresponds to where you should be in your lesson plan. None the less, I decided to let the reigns of ‘freedom’ loose and the students seemed quite impressed. If I was being observed that day then I am not convinced this would have been a sound decision. The students, however, seemed happy with the outcome and for those of you thinking “oh my word! such a fool he is letting go off the lesson plan!” (you know who you are) - I did have a ‘Plenary’ (the bit where we sum up and consolidate learning). When I asked one student what he enjoyed / disliked about the lesson, he responded “I am starting to see that RE doesn’t give me many answers… it just leaves me with loads of questions!”. I’m convinced that this is a good thing. Any questions?

There are two things in life I fail to see the point in. ‘Tuna’ (can’t stand the smell of the stuff) and ‘football’ (never been any good at playing it or watching it!). This morning a student started talking to me before registration about Kevin Keegan being appointed as the new
Newcastle manager. “What cha’ fink of him bein’ called the second coming like?” asked the student. I laughed and said I didn’t really have an issue with it. I did, however, point out that I didn’t think Kevin Keegan had come to judge the world and nor is he the son of God. 

We had a great conversation about how seriously some people take football, and what similarities could be found between religious people and football fans. I didn’t intend to start the conversation. To be honest, I kind of had things I needed to be getting on with. It encouraged me that the student had obviously wanted to ask me my thoughts on Keegan and Christ. Maybe this is because I’m a Christian? Maybe it’s because I’m an RE teacher? Or, maybe it’s just that he had a view on it and wanted to talk about with me? 

In my previous job as a youth and schools worker I wouldn’t have had much opportunity to talk to this young lad about such issues. Partly because he is not the kind of kid who would turn up eager for conversation at a CU or likeminded event. I was in the right time at the right place, mainly because I am in school 24-7!! He was just sat around his form room and fancied a chat. I never want to become a teacher who doesn’t have time for these kinds of chats. It was really encouraging to be able to just take ten minutes to chat with a student  and not feel I had to relate it to QTS standards, assess it or ask him what he had learned at the end of it.

I have been using film clips recently to engage my new students and help them discover that RE is the most dynamic, relevant and significant subject taught in schools today (ok, so I’m slightly biased being an RE teacher!). I recently used Spiderman 2 to help my students understand the importance of Jesus’ death for Christians today. There is a scene about half way through the movie where Peter Parker (aka Spiderman) stops a train which is about to hurtle hundreds of New Yorkers to their deaths. Talk about heroic sacrifice! I also used Spiderman 3 to talk about the Buddhist belief in reaching Enlightenment and  breaking free from selfish and harmful desires. You’ve got to see the film to fully understand it. Using clips, snippets of movies, has so far proved successful in getting these students to think about themes and issues that we are unpacking in the lesson. I have to confess that there is sometimes a temptation to leave the film running because it keeps the students silent (most of the time!). Self control is key here! One student told me recently that on witnessing a movie in class and talking about it he was moved to go and watch the film that weekend at home. He informed me that he had told his parents all about what we had been learning and discussing in class. If showing clips achieves nothing else – at least it keeps them thinking about my lesson content at home. Perhaps I can justify sending my students to the cinema for homework!? I also think that using films helps students see that your subject is relevant. Do yourself a favour over the weekend and take yourself to the local Odeon cinema – you can always claim you were lesson planning right?

I am currently in a new placement school to clock up further experience for a few weeks. New school means a whole new set of challenges and students! It’s going ok really. The staff here are very friendly and there is a sense of community amongst them. There have been some classes in which I have felt very much like Daniel in the Den, or even those three geezers caught up in the furnace in the book of Daniel! RE is still taking off the ground in this school. There is a sense that ‘anything goes’ in terms of what I can teach and how it can be taught. But, in many respects this makes my teaching practice all the more exciting. It also means that the students are able to give me an idea of what they want to learn about and what to unpack in terms of subjects and issues. Imagine what the National Curriculum would look like if students decided what they were able to learn about. What is lower or raise educational standards? I am only in the school till Easter and after that I return to my main school placement. I can see the value in boosting my experience credentials, but in many respects it is tough because I am only here for a few weeks. Is it really possible to form genuine relationships and make a difference in such a small amount of time? It feels a bit like supply teaching really. I hope that in the last couple of weeks that are left I will be more than just another ‘fresh face’. I am considering getting my students in this school to do a small assessment of me and what their first impressions were of my teaching practice. A risky business perhaps? Let’s face it – I have only been here a few weeks and I have already assessed them a fair few times. Why not turn the tables?

You know when you’re in God’s plans. Not all the time, but now and then I have moments when it feels like God’s plans are clear, the path ahead is confirmed and all seems right. There are days, however, when life and teaching don’t seem like this (i.e. after encountering a student who thinks RE is just for Priests, hippies or people who fancy a doss!) 

Just before the Christmas break the Head (Mr X) called me into his office. Maybe it’s just me, but I tend to be a bit nervous around Heads. He asked me to go to his office at lunchtime. It was a non-uniform day that particular day, which simply made the matter worse. I walked to his office nervously dressed in hoody and jeans – why did he want to see me? Turns out that it was not bad news by any means. The school wanted to offer me a full time permanent contract on completion of my GTP training. An amazing Christmas bonus to say the least and one which I was very willing to accept! 

This term I have consequently been thinking a lot about God’s call on my life to teach. It didn’t come from the clouds in an audible voice, nor did it appear in any kind of mystical dream or vision. Rather, it was a step by step process. Its mostly been ‘little moments or truth’ that confirm to me that not only am I in the right job but that God is in the job with me. Lessons that go really well, energy levels that seem to only be boosted by the power of the Holy Spirit and having a sense of God’s presence in the classrooms I teach in (yes! Even when the students are there!). I’ve had moments like that today. Even when I have ‘this job is too big for me’ moments, I am reminded that I can’t do it in my own power.

Belated Blogging

Apologies to all my blog readers out there. My blogs seem to have been infrequent in recent times. I would love to blame it on some dodgy technical bug but the only bugs I am coming into these days tend to be hair bugs, bed bugs and that dodgy stomach thingy bug that was roaming with us for the festive period.

 It has been a swift start to the new term. I am not doing any teaching at present. Instead, I am busy filing evidence, writing up meetings, attending lectures, and spending time shadowing key professionals in the school workplace! By the time this term is over I will have ticked most of the ‘standards’ that new teachers have to hit (i.e. working collaboratively, taking into account the welfare of children, understanding different types of assessment). I have also managed to tick many standards not recognised by the TDA (i.e. doing detention duty, marking books till the sun sets, gossiping in the staff room – purely in a Biblical context you understand!)At least my less than often blogs show you how little time I have had recently! I will aim to have more up here very soon, so keep watching!

I had my first formal observation at the end of last term. I am observed six times a term, one of which involves someone from my University (training agency) coming into school and joining my colleague as they both peer down the micro-scope upon my potential as a teacher! 

I had arranged to be observed teaching my Year 11 GCSE Religious Studies students. The lesson topic was ‘why did Jesus die?’ Interestingly, you are able to choose when you get observed and with what class. I was always more likely to choose a bunch of hard working students that I had a good rapport with rather than a bunch of students who would love to crucify me as a means by which to learn about the suffering and death of Jesus. Unfortunately, my observer had to change the date at the last minute for unforeseen reasons and so we had to push back the observation date by a week. This meant that the lesson being observed would be their last lesson before embarking on study leave for two weeks. Energy levels were high as my Year 11 students eagerly anticipated two weeks of “study” leave (or… two weeks of feet up watching daytime television whilst chomping down Pot Noodles?). The exam results will no doubt help me understand what they do in the time they call study leave. 

By the time the observation lesson came I think my students could sense my nerves and see the beads of sweat on my palms! ‘Just do it as you would normally do it’ my observers reassured me before we entered the class room. Believe it or not but I had considered prepping my students and bribing them. They are only a small group so £5 per person wouldn’t have worked out too expensive and would have guaranteed me an excellent class! I didn’t, however, need to do this. The class came up with the goods. They raised their hands without shouting out, they nodded their heads whenever I answered their question and demonstrated Carl Rogersesque attentive listening skills throughout the lesson. One joker in the class said out loud at the end of the lesson “Sir, that has to be one of the best lessons I have ever had, I have learned so much!” He said it whilst beaming like a Cheshire Cat in the knowledge that I knew he was being sarcastic. 

I couldn’t help but feel that the lesson was artificial. The students were robotic in the way they answered and responded to what I taught. A few of them came up to me in the next few days asking what the observation feedback had been like. My observers gave me feedback at the end of the lesson, it was extremely positive. I think I let out a sigh of relief! I did, however, confess to my observer that I felt the class had been a bit artificial and lessons were not as ‘outstanding’ as that normally. She reassured me that even if the class were artificial it was clear that they wanted the best for me – their teacher. Apparently, I and the students had shown that we had good relationships with each other. If the rest of my observations go this well – bring on Ofsted!

“Think of the holidays”, I recall someone saying this as I told them how demanding my teacher training was.

I was sat on the bus recently, looking forward to my first ‘half term’, and I overheard someone complaining about how kids today got too much time off school. The elderly chap went on to protest about how it was just as bad that teachers got time off also! “Are they ever at school?” he moaned.

After my first half term, I’m exhausted, grumpy and in need for some rest. Before the start of half term I had looked forward to not setting my alarm clock for 6:30am and not having to scrape ice from my car first thing in a morning (I do live up North you know!). I dreamed of tuning into trashy television (Jeremy Kyle perhaps?) and escaping the subject content of RE or the burden of admin associated with my teacher training. This was my time to rest. I had deserved it!The reality turned out somewhat different. Actually, I only had one day off with my wife. The rest of my half term was spent preparing lessons, looking at class lists trying to memorise names, researching great lesson ideas on the web, plotting how to survive the busy term ahead and placing thousands of so called ‘key’ dates into my already crammed diary.

How do they expect teachers to do all this? We need more half terms, except then they would be quarter terms! ‘I’m only a trainee…. Get me Outta here’ part of me wants to shout. But the other part of me is still optimistic and I remind myself that I am changing the lives of students and preparing them for the real world. I just wish I had more time to do it!

I’ve read many a time management book, but I’m not sure that anything can really prepare you for teaching. I’m glad to be training on the job (Graduate Teacher Programme). At least it is giving me a realistic insight into how much little time I will have as a teacher! I already have visions of spending my entire summer holidays preparing lessons for the year ahead. Not sure what I might do to the next person who says, “Yeah! But you teacher’s have it easy – six weeks off in the summer!”

Let me tell it like it is. Don’t expect to chill out and do nothing in your half term. Of course, I am told by some that it does get easier. I just hope that they are not the same people banging on about how much holiday teachers get!

Got to go. I have a dental appointment in 20 minutes. I could only squeeze it in tonight. Every other day I’m busy!

I’ve never been one for formal examinations. Four times I heard the words ‘I’m sorry to inform you Daniel… but you have not passed your driving examination on this occasion’. On one of the occasions, the examiner told me he had failed me the moment he had to hit the dual control break peddle! My local driving test centre was starting to become like the infamous American pub ‘Cheers’. A place where almost everyone was starting to know my name! I did, however, eventually pass fifth time so that’s all behind me. Or is it?

As I gear up for obtaining my QTS (Qualified Teacher Status), I am reminded that examinations are a huge part of my new life as a teacher. I have just recently booked my three QTS Skills Tests, which must be passed. This means sitting an exam in numeracy, literacy and ICT. My next few weekends will be spent trawling through numeracy materials as I gear up for passing the numeracy exam. It’s the only one of three that I think I will experience some frustrations with! I can, however, re-sit the exam as many times as I like (much like my driving exam then!)

Then there is the issue of having to collate almost everything I am and do in my evidence folders. Much of the work I do can contribute as evidence towards my QTS in my ‘evidence’ files. It does, however, need to be dated, signed, checked, verified, validated, sealed, agreed, decided, negotiated… you get the picture right? Thus, only the other day did I sneeze and ask someone to counter signature it as evidence towards QTS!

I don’t mind all of the above really. My concern is, however, that it has the capacity to drown out the enjoyment and pleasure of learning. Assessment is essential to developing who I am as a trainee-teacher and what I can offer my students. I don’t want it to dampen the thrill I feel when I walk into school each day keen to “have a go” at another lesson. What if some of my students feel the same? What if, they too, are constantly torn between the factions of assessment, learning and enjoyment? I expect, if my observations are anything to go by, that they probably are.

I don’t want to put you off teaching! Nor do I wish to grumble! I do, however, want my students to experience the thrill of learning, the pleasure of being educated, the enjoyment of being able to open their minds to learning without feeling the need simply to pass an exam at the end of it. That’s tough going when I also feel that my own joy of learning could easily be misplaced in the sphere of assessment and monitoring!

I’ll just need to make sure I’m continuously  reassessing how much fun learning can be and writing my progress report of how much fun I am having along the way!

Good to remember that God focuses on my heart and not simply my QTS Skills Tests (1 Samuel 16:7)!

My wife shared with me recently that she enjoys being married to a teacher! Perhaps I can reference her statement in my evidence folder towards Qualified Teacher Status (QTS)?

We decided to treat ourselves one evening to a bag of chips each. The financial package that comes with being on the Graduate Teacher Programme allows for such excursions! As we stood in the queue, we had clearly attracted the attention of a bunch of youngsters tucking into their chip butties. They were whispering, looking over to us both and pointing. I’m not a mind reader but I expect that their conversation went something like, “I don’t believe it. Sir eats chips from our chippy! And so does that lass stood with him… I reckon that’s his missus! He’s gone and ordered curry sauce!”

It was nice to be noticed, in an odd sort of way. I smiled at them as we left the chippy and they smiled back. In my humble and local chip shop I was made to feel a bit like a local celebrity. A similar incident occurred a few days later. A rather large group of Year 11 students recognised me. I walked past them wrongly assuming that they would either ignore me or mug me! Instead I was greeted with smiles and conversation. They chatted to me about Religious Studies and how I was finding working in their school. It was a fantastic conversation.

I felt privileged to have been noticed. I enjoy the fact that my students have spotted me in my normal everyday occurrences (not that I go to the chippy everyday you understand!). I’m glad that they have the opportunity to see that, in and out of the classroom, I’m an ordinary guy. It also reminds me that teaching is not simply a 9 to 5 job. It’s a whole life commitment. You might always be influencing your students, and they may always be influencing you – even when you’ve just nipped out for a bag of chips with your missus!