'The motivation, confidence, physical competence, understanding and knowledge to maintain physical activity at an appropriate level throughout life,' runs a definition of physical literacy in the Spring copy of Physical Education Matters. Elsewhere, on the Internet I've read of the ABC of physical literacy - agility, balance and coordination.
Having just rejoined the Association for PE, I'm a bit baffled with all the noise around Physical Literacy. Indeed a heading of 'Achieving High Quality Physical Education through Physical Literacy' seems a total tautology. Surely, physical literacy is simply the result of good PE teaching, not something to be promoted as a separate end. It reminds me of a previous scheme, dating back to the 80s and early 90s, called 'Health Focused PE'. Again, is it not self evident that the promotion of health is one of the purposes of good physical education.
For me the aims of physical education have always been very clear. Physical Education is physical, intellectual, social, emotional and moral development of individuals through engagement in structured physical activity. I wish we would stop bleating on about Physical Literacy or whichever next craze does the rounds. My experience is that much PE teaching is of no higher quality than when I joined the profession back in the early 80s. Ofsted talks about good lessons being about thinking skills, independence, collaboration and leadership but these are often not promoted in a structured and effective way in the PE that I see. In fact, in recent training courses that I have led, some delegates have not been aware of different thinking skills and how their teaching styles impact on their development.
Perhaps if we spent less time debating key strands, 'games sense', 'health focus' and 'physical literacy' but rather concentrated on promoting good quality teaching and learning we would actually achieve more.
Another great worry of mine is that in some schools the only PE that exists at KS4 is accredited courses. If pupils do not want to do GCSE they are forced into B Tech. I've seen hoards of bored students sitting at computers completing assignments just to get themselves and their school a few more points on the league table. To me this a is a million miles away from PE as I understand it. PE is about physical activity - let's get back to basics and get them active!
Monday, 8 April 2013
Tuesday, 12 February 2013
Plus Ca Change...
It has been an interesting couple of months from a professional point of view - a mixture of teaching and training courses in Britain, interspersed by a couple of weeks coaching and mentoring of teachers in a girls' church school in Malta. These various experiences have reinforced a number of things.
Although some specifics have changed over the years, the teaching and training courses have confirmed that the basic issues that teachers have to address these days are much the same as they always have been. The challenges around additional targets, admin and paperwork are certainly very real, but the actual skills required to engage, motivate and help pupils behave appropriately are the same as ever. Similarly the strategies and qualities required to manage department members differ little. It is interesting that anecdotes and experiences I share with colleagues when delivering training seem to resonate as much as they ever did.
The beliefs that if you can teach you can make a food fist of most subjects, and also that people and issues are often much the same wherever you go was highlighted on my recent Malta trip for Creative Education. As I have experienced in England, teachers in a coaching/mentoring context were initially wary. However, once they realised that our job was simply to help them to move on by improving the quality of teaching and learning, and perhaps more importantly, we were just people like them, many of them were keen to get stuck in and try out some new strategies. As always, it was fantastic to see them grow as professionals and to experience the positive response from the students in the school.
As part of process I modelled some learning activities whilst delivering an economics lesson - not really my speciality given that I am a PE teacher! I have to say that during the planning phase I felt quite apprehensive that I had been too ambitious in the range of learning strategies I had included in the lesson. I needn't have worried in the slightest. The students responded marvellously and were able to articulate how they had enjoyed independent and collaborative learning. Given that the Maltese programme is really content heavy, many teachers struggle to see alternative ways of delivering lessons without falling behind with delivery. Whilst this is challenging it is also a great opportunity.
I look forwards to coming months being equally as busy as the previous two.
Although some specifics have changed over the years, the teaching and training courses have confirmed that the basic issues that teachers have to address these days are much the same as they always have been. The challenges around additional targets, admin and paperwork are certainly very real, but the actual skills required to engage, motivate and help pupils behave appropriately are the same as ever. Similarly the strategies and qualities required to manage department members differ little. It is interesting that anecdotes and experiences I share with colleagues when delivering training seem to resonate as much as they ever did.
The beliefs that if you can teach you can make a food fist of most subjects, and also that people and issues are often much the same wherever you go was highlighted on my recent Malta trip for Creative Education. As I have experienced in England, teachers in a coaching/mentoring context were initially wary. However, once they realised that our job was simply to help them to move on by improving the quality of teaching and learning, and perhaps more importantly, we were just people like them, many of them were keen to get stuck in and try out some new strategies. As always, it was fantastic to see them grow as professionals and to experience the positive response from the students in the school.
As part of process I modelled some learning activities whilst delivering an economics lesson - not really my speciality given that I am a PE teacher! I have to say that during the planning phase I felt quite apprehensive that I had been too ambitious in the range of learning strategies I had included in the lesson. I needn't have worried in the slightest. The students responded marvellously and were able to articulate how they had enjoyed independent and collaborative learning. Given that the Maltese programme is really content heavy, many teachers struggle to see alternative ways of delivering lessons without falling behind with delivery. Whilst this is challenging it is also a great opportunity.
I look forwards to coming months being equally as busy as the previous two.
Wednesday, 31 October 2012
Behave Yourself!
I'm in the process of reading Phil Beadle's book, How To Teach. Whilst I don't agree with Phil in all matters, it has certainly been food for thought and raises many important issues. One thing that has really resonated is the section on managing pupils, particularly the dealing with behaviour.
It strikes me that there are two ways of looking at behaviour. One is effective behaviour management and the second is controlling pupils. There is a line of thought that suggests if pupils are sitting quietly, not disturbing each other and doing lots of writing, the teacher is 'controlling the class' and by definition good at discipline. Over my 30 year career I have met many a strict teacher who can 'control' classes. Unfortunately, as Geoff Hannon pointed out in a school Inset I attended many years ago, if discipline is based on fear two things are likely to occur. Firstly, those pupils with a bit about them will look to 'get you back' i.e. take opportunities to show the teacher up or create win/lose confrontations that sabotage the lesson. Even if the teacher wins it is at a cost! Secondly, others are likely to keep their heads down to avoid the teacher's attention, rather than looking to make the most of the learning opportunity. That is to say, in educational terms, it's a lose/lose situation.
Effective discipline, however, is about facilitating appropriate relationships in the classroom, creating a positive climate for learning, and most of all self-discipline. I once glanced at a few pages of an American PSE book. Mostly it was not to my liking, except for one phrase which has stuck in my mind throughout my teaching life: 'Youngsters learn more from what you are as a person than from what you teach them.' That is to say in developing standards of behaviour, the teacher must be the role model and benchmark. 'Do as I say not as I do,' as a philosophy just doesn't cut it. What message are we giving if we control groups by bullying them into submission or perhaps worse humiliate, sometimes emotionally vulnerable pupils, with sarcasm and biting humour?
I am in no way suggesting that discipline should be lax and that teachers should be the students best mate. Appropriate behaviour is central to learning but it is there for a reason and where possible should be administered in a non-confrontational way. Principles such as respect, safely, work ethic, being properly equipped, and being punctual are important, and must be fostered.In my experience, when behaviour management is couched in these terms, most youngsters accept the need for teachers to address inappropriate actions.
In many ways behaviour management is a game. Most disruption is low level and teachers can deal with the vast majority of minor infringements without even having to talk to the miscreant. As Mr Beadle points out, a raised eyebrow, a nod of the head, a hand gesture, a mimed action of taking off a jacket, or simply praising someone nearby who is conforming to expectations, can be sufficient to gain the appropriate modification in behaviour. In general, pupils find security in having boundaries set and being pulled up for transgressing them. However, what they do not want or need is some form of ritual humiliation.
There will ever be behaviours for which these initial strategies don't work and discipline techniques escalated. In the face of increasing confrontation from pupils, it can be incredibly difficult for the teacher to remain calm, particularly if the student becomes personal in his or her comments. However, that is our job and exactly the time to be the ideal role model. That is when we are making the biggest investment of ourselves and youngsters are perhaps learning the most from us. It is hard, but epitomises why teachers come into teaching. We all lose it sometimes but with practice and experience we can become better at handling these situations and over time become experts at diffusing most confrontations.
Behaviour management starts with a person's motivations to become a teacher. You have to come into teaching for the kids not simply for the love of your subject. Predominantly, you have to like them, see the inherent good in them, and want to help them be better people. That way you will automnatic\lly lean towards effective discipline. If you see the job as about 'them and us' or a battle to be won everyday, you are creating a massive rod for your own back and for that of the pupils in your care. Teaching is still a great and rewarding job if you are the right person for it.
It strikes me that there are two ways of looking at behaviour. One is effective behaviour management and the second is controlling pupils. There is a line of thought that suggests if pupils are sitting quietly, not disturbing each other and doing lots of writing, the teacher is 'controlling the class' and by definition good at discipline. Over my 30 year career I have met many a strict teacher who can 'control' classes. Unfortunately, as Geoff Hannon pointed out in a school Inset I attended many years ago, if discipline is based on fear two things are likely to occur. Firstly, those pupils with a bit about them will look to 'get you back' i.e. take opportunities to show the teacher up or create win/lose confrontations that sabotage the lesson. Even if the teacher wins it is at a cost! Secondly, others are likely to keep their heads down to avoid the teacher's attention, rather than looking to make the most of the learning opportunity. That is to say, in educational terms, it's a lose/lose situation.
Effective discipline, however, is about facilitating appropriate relationships in the classroom, creating a positive climate for learning, and most of all self-discipline. I once glanced at a few pages of an American PSE book. Mostly it was not to my liking, except for one phrase which has stuck in my mind throughout my teaching life: 'Youngsters learn more from what you are as a person than from what you teach them.' That is to say in developing standards of behaviour, the teacher must be the role model and benchmark. 'Do as I say not as I do,' as a philosophy just doesn't cut it. What message are we giving if we control groups by bullying them into submission or perhaps worse humiliate, sometimes emotionally vulnerable pupils, with sarcasm and biting humour?
I am in no way suggesting that discipline should be lax and that teachers should be the students best mate. Appropriate behaviour is central to learning but it is there for a reason and where possible should be administered in a non-confrontational way. Principles such as respect, safely, work ethic, being properly equipped, and being punctual are important, and must be fostered.In my experience, when behaviour management is couched in these terms, most youngsters accept the need for teachers to address inappropriate actions.
In many ways behaviour management is a game. Most disruption is low level and teachers can deal with the vast majority of minor infringements without even having to talk to the miscreant. As Mr Beadle points out, a raised eyebrow, a nod of the head, a hand gesture, a mimed action of taking off a jacket, or simply praising someone nearby who is conforming to expectations, can be sufficient to gain the appropriate modification in behaviour. In general, pupils find security in having boundaries set and being pulled up for transgressing them. However, what they do not want or need is some form of ritual humiliation.
There will ever be behaviours for which these initial strategies don't work and discipline techniques escalated. In the face of increasing confrontation from pupils, it can be incredibly difficult for the teacher to remain calm, particularly if the student becomes personal in his or her comments. However, that is our job and exactly the time to be the ideal role model. That is when we are making the biggest investment of ourselves and youngsters are perhaps learning the most from us. It is hard, but epitomises why teachers come into teaching. We all lose it sometimes but with practice and experience we can become better at handling these situations and over time become experts at diffusing most confrontations.
Behaviour management starts with a person's motivations to become a teacher. You have to come into teaching for the kids not simply for the love of your subject. Predominantly, you have to like them, see the inherent good in them, and want to help them be better people. That way you will automnatic\lly lean towards effective discipline. If you see the job as about 'them and us' or a battle to be won everyday, you are creating a massive rod for your own back and for that of the pupils in your care. Teaching is still a great and rewarding job if you are the right person for it.
Tuesday, 2 October 2012
Where's Your Homework?
"I very rarely did it," said my 22 year old son during a conversation he, my wife and I were having about homework. "It was usually a complete waste of time, and, if they can't teach you what they need to during 6 or more hours we go to school during the day, why should we do more in our own time?"
It was very similar to a view I'd seen in a video clip by educational guru Phil Beadle. Apparently, instead of completing homework, my son had learned a great deal of creativity in finding a string of plausible (or perhaps accepted) excuses for not doing it. By all accounts, he was seldom punished which is interesting in itself.
For many teachers homework has become a pet hate. Finding something meaningful that can be achieved at a variety of levels on a regular bases is difficult in itself. Of course you then have to make time to mark it. On top of that, there are bound to be those in the class who don't do the homework which then results in a whole lot of chasing round. Finally, there's the time you have to spent in detention with those who, sometimes on a regular basis, have not completed the work.
Given the questionable levels of achievement in relation to overall time spent, the benefits of not setting homework certainly need to be considered. However, nearly every school insists that homework must be set and woe betide any teachers or departments that fail to do so. The parents expect it and we would not be seen as a good school otherwise. Consequently, homework must be set and marked regardless as to whether it is a good use of both teachers' or pupils' time.
Homework has become an accepted tradition which is rarely challenged in most schools. Perhaps, particularly with the research of the likes of John Hattie, we should now address this. Surely time would be better spent on more central aspects of teaching and learning to improve the quality of lessons with homework only being set when it truly adds to what is being learnt.
Similarly, the move to academies has resulted in many schools moving back to a strict uniform. Parents and pupils alike currently seem to see this as a good thing. I'll wager, however, that 5 years or so down the line when the novelty value has disappeared, schools will be battling to get students in acceptable uniform just like they did with me and my peers back in the 70s. Another example of time and effort being diverted from teaching and learning. Plus ca change...
It was very similar to a view I'd seen in a video clip by educational guru Phil Beadle. Apparently, instead of completing homework, my son had learned a great deal of creativity in finding a string of plausible (or perhaps accepted) excuses for not doing it. By all accounts, he was seldom punished which is interesting in itself.
For many teachers homework has become a pet hate. Finding something meaningful that can be achieved at a variety of levels on a regular bases is difficult in itself. Of course you then have to make time to mark it. On top of that, there are bound to be those in the class who don't do the homework which then results in a whole lot of chasing round. Finally, there's the time you have to spent in detention with those who, sometimes on a regular basis, have not completed the work.
Given the questionable levels of achievement in relation to overall time spent, the benefits of not setting homework certainly need to be considered. However, nearly every school insists that homework must be set and woe betide any teachers or departments that fail to do so. The parents expect it and we would not be seen as a good school otherwise. Consequently, homework must be set and marked regardless as to whether it is a good use of both teachers' or pupils' time.
Homework has become an accepted tradition which is rarely challenged in most schools. Perhaps, particularly with the research of the likes of John Hattie, we should now address this. Surely time would be better spent on more central aspects of teaching and learning to improve the quality of lessons with homework only being set when it truly adds to what is being learnt.
Similarly, the move to academies has resulted in many schools moving back to a strict uniform. Parents and pupils alike currently seem to see this as a good thing. I'll wager, however, that 5 years or so down the line when the novelty value has disappeared, schools will be battling to get students in acceptable uniform just like they did with me and my peers back in the 70s. Another example of time and effort being diverted from teaching and learning. Plus ca change...
Monday, 24 September 2012
First One Done
It was great to get my first course for Creative Education under my belt and in some ways quite a gentle introduction. I delivered a PE course to four delegates in South Kensington, London. The course itself went well. My only issues were of my own making due to a faulty case hindering my travel across the city.
The event was a great learning experience in several ways. Firstly, Creative did a fantastic job in organising travel and accommodation. In addition the venue, The Regency Hotel, was absolutely fantastic. Not only was the conference room perfect but the lunch probably the best I've ever enjoyed at a training event.
The biggest learning, however, was in terms of people's understanding of what 'outstaniding' teaching and learning is in relation to PE. Two of the delegates were currently working in the independent sector and a third in an academy in London. The value of PE and Sport in the two seem vastly different. The guys from the independent sector have to put a high emphasis on preparing pupils to represent the school teams and 'sport' clearly has a very high profile. By contrast, the academy teacher appears to be battling a culture of extremely low status for PE. A school where, by her account, there is no actual PE department; she is unaware of an existing PE curriculum; and extra-curricular activities seem minimal.
The focus of moving from good to outstanding raised a lot of discussion and gave the opportunity for sharing ideas. All delegates left with targets to work on to move practice forwards. It would be interesting to meet these folks a bit further down the line to see what improvements they have been able to make.
I'm now waiting on my next invitation to deliver something for Creative. Assuming the evaluations were acceptable, I would like to think it won't be too far in the future.
The event was a great learning experience in several ways. Firstly, Creative did a fantastic job in organising travel and accommodation. In addition the venue, The Regency Hotel, was absolutely fantastic. Not only was the conference room perfect but the lunch probably the best I've ever enjoyed at a training event.
The biggest learning, however, was in terms of people's understanding of what 'outstaniding' teaching and learning is in relation to PE. Two of the delegates were currently working in the independent sector and a third in an academy in London. The value of PE and Sport in the two seem vastly different. The guys from the independent sector have to put a high emphasis on preparing pupils to represent the school teams and 'sport' clearly has a very high profile. By contrast, the academy teacher appears to be battling a culture of extremely low status for PE. A school where, by her account, there is no actual PE department; she is unaware of an existing PE curriculum; and extra-curricular activities seem minimal.
The focus of moving from good to outstanding raised a lot of discussion and gave the opportunity for sharing ideas. All delegates left with targets to work on to move practice forwards. It would be interesting to meet these folks a bit further down the line to see what improvements they have been able to make.
I'm now waiting on my next invitation to deliver something for Creative. Assuming the evaluations were acceptable, I would like to think it won't be too far in the future.
Monday, 3 September 2012
Why So Hard?
It's been interesting returning to education after some years in business. The prevalent messages from government suggest that the profession is crying out for experienced staff to return. However, this process is extremely difficult.
Previously, I have worked at Head of Department level for some 15 years of my 20 plus teaching career before moving into local authority and, ultimately, independent teaching and learning consultancy. I built a business around this consultancy with a number of colleagues. Eventually the company diversified to such an extent that it moved away from my core skills and experience. This led me to seek to return to education.
I now do a mixture of part-time teaching and consultancy. However, it has taken over 18 months to get to a position where I am able to make anything like a reasonable living. I chose the supply route to get back into teaching. In spite of the fact that I had delivering consultancy up to a few years before my return, agencies I approached said that education consultancy did not count as teaching experience. Given that I hadn't been in a teaching position for some years, they did not consider me as fully qualified and I would have to undertake some refresher training. I found this rather disconcerting given that I'd spent many recent years training, mentoring and coaching teachers . I initially looked into refresher training but, contrary to what media adverts suggest, the TDA offers nothing unless you are in a high demand subject like science or IT. Other options require you to take the independent route and pay for a course.
Eventually, I found couple of agencies that would take me without retraining. This has enabled me to build up a network of schools keen to use my services as a cover teacher, and, interestingly, to be headhunted by other agencies. At the same time, I have been able to lay the foundations of an independent consultancy. After nearly two years, it looks like I will finally be able to apply my skills fully and also make a reasonable living. I am sure that many others confronted with a similar challenge may simply have felt the effort required to get back in simply not worth it and their skills and expertise lost to the profession.
Previously, I have worked at Head of Department level for some 15 years of my 20 plus teaching career before moving into local authority and, ultimately, independent teaching and learning consultancy. I built a business around this consultancy with a number of colleagues. Eventually the company diversified to such an extent that it moved away from my core skills and experience. This led me to seek to return to education.
I now do a mixture of part-time teaching and consultancy. However, it has taken over 18 months to get to a position where I am able to make anything like a reasonable living. I chose the supply route to get back into teaching. In spite of the fact that I had delivering consultancy up to a few years before my return, agencies I approached said that education consultancy did not count as teaching experience. Given that I hadn't been in a teaching position for some years, they did not consider me as fully qualified and I would have to undertake some refresher training. I found this rather disconcerting given that I'd spent many recent years training, mentoring and coaching teachers . I initially looked into refresher training but, contrary to what media adverts suggest, the TDA offers nothing unless you are in a high demand subject like science or IT. Other options require you to take the independent route and pay for a course.
Eventually, I found couple of agencies that would take me without retraining. This has enabled me to build up a network of schools keen to use my services as a cover teacher, and, interestingly, to be headhunted by other agencies. At the same time, I have been able to lay the foundations of an independent consultancy. After nearly two years, it looks like I will finally be able to apply my skills fully and also make a reasonable living. I am sure that many others confronted with a similar challenge may simply have felt the effort required to get back in simply not worth it and their skills and expertise lost to the profession.
Tuesday, 12 June 2012
All about Caring
In my time in education I have done some work with youngsters with learning difficulties, mostly behavioural probalems. However, I've never really given much thought to what happens to students with learning difficulties once they leave school. I assumed that there would be appropriate provision and support out there. A recent conversation with Anna Joyce of the Southwell Care Project opened my eyes a bit.
The Care Project was the chosen charity for this year's Southwell Folk Festival where I was on the media team. Anna, Social Enterprise Manager, spoke with a great deal of passion about the project. The government has recently changed the way funding works and, unless organisations like the Southwell Care Project can adapt, their services will be lost to clients. In fact, Anna pointed out that there is a high level of depression amongst adults with learning difficulties which can sometimes lead to them requiring psychiatric care. This can come at a higher financial cost.
The project offers courses such as healthy cooking, money management, basic skills, arts and crafts, singing, drama and tailored courses. These are not only educational and confidence building but also alllow clients to integrate with members of the wider community enhancing their quality of life. Although there are pots of money to bid for and some clients have personal allowances that can be spent on services, Southwell Care Project now needs to be run as a business. It must ensure it generates enough income to sustain itself and even expand. The project currently operates in Southwell and Newark and plans are afoot for a centre in Mansfield.
At the festival Anna and her team had carefully designed their stall to offer activities which encouraged members of the public to talk with the team or engage in activities with the clients. Apparently the public is less keen to interact with adults with learning difficulties than with younsters. For the project the festival was more than just a fund raising opportunitiy. It was a chance to get the message out there.
I don't know whether this is an example of Big Society but the Southwell Care Project deserves all our praise and support.
For more information visit: www.southwellcare.org .
The Care Project was the chosen charity for this year's Southwell Folk Festival where I was on the media team. Anna, Social Enterprise Manager, spoke with a great deal of passion about the project. The government has recently changed the way funding works and, unless organisations like the Southwell Care Project can adapt, their services will be lost to clients. In fact, Anna pointed out that there is a high level of depression amongst adults with learning difficulties which can sometimes lead to them requiring psychiatric care. This can come at a higher financial cost.
The project offers courses such as healthy cooking, money management, basic skills, arts and crafts, singing, drama and tailored courses. These are not only educational and confidence building but also alllow clients to integrate with members of the wider community enhancing their quality of life. Although there are pots of money to bid for and some clients have personal allowances that can be spent on services, Southwell Care Project now needs to be run as a business. It must ensure it generates enough income to sustain itself and even expand. The project currently operates in Southwell and Newark and plans are afoot for a centre in Mansfield.
At the festival Anna and her team had carefully designed their stall to offer activities which encouraged members of the public to talk with the team or engage in activities with the clients. Apparently the public is less keen to interact with adults with learning difficulties than with younsters. For the project the festival was more than just a fund raising opportunitiy. It was a chance to get the message out there.
I don't know whether this is an example of Big Society but the Southwell Care Project deserves all our praise and support.
For more information visit: www.southwellcare.org .
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