Here is my likely short two pennies worth for #blogsync April. That said my SEN ally @cherrylkd has contributed a brilliant post so I would like to discuss the state of play r.e. progress for BESD students. Please read her post and all the others here at http://blogsync.edutronic.net
As you are probably well aware by now I teach BESD boys. Boys that are by no means stupid....in fact many are very clever at 'not participating in their education' and I spend hours of my time wishing they would put more of their brain power into their education! A pipe dream sometimes!
Anyway, progress.
Well personally I take a very individual approach to this, having got to know these boys very well I have a pretty good idea of the sort of progress I should be seeing from each of them each lesson or over a topic. It is by no means the same and much of it verbal. This is where differentiation is king, not only in terms of work, activities etc but also in terms of behaviour management. How I deal with or speak to one child may be totally different to how I deal with another. Expectations are high, but grounded in the relationships we have with the boys as individuals.
The boys, they understand this and many want to achieve but lack the confidence in themselves. One of the best things we can do is build confidence in their ability to learn. It takes time.
So a typical lesson looks something like this. For the record that is 45 minutes.
Through the door activities for those that are on time - key language, anagrams, word games. All of definite benefit to the boys in terms of their understanding of key scientific terms but allows for late comers which is very common, science is not a favourite subject for many!
Quick Starter to introduce the lesson and the objectives in an 'All, Most and Some' format.
Main Activities - practical or demo based when it can be, lots of focus on language/reading and writing too. In a context where I can to aid understanding. Myself and my LSA moving between the students making sure they are working well at the level we expect them to be and supporting them as is needed. The main problem we face day to day is all the work avoidence tactics the boys employ. All the swearing, aggression, walking out etc etc we face is down to their poor relationship with school which is what as a school we are trying to change. The atmosphere is very positive and always looking at the good things they have done in the lesson both subject related and 'social skill' related. One of the things I am working hard on at the moment is encouraging team work....it's a long hard road!
Plenary - to check understanding of all, usually I use questioning both open and closed as the group sizes are small as this is easier. I have tried peer assessment but many are not 'ready' for the responsibility yet. I also talk about what comes next as many of our ASD students like to know what to expect in the future. Then we go through their points for the lesson and reflect both on learning and behaviour.
It's quite a squeeze!
In terms of progress overall the evidence is there, in their work, in their attitude to the subject and in their use of scientific language. It's just the timescales are much bigger. Mainstream colleagues may look at progress in a lesson or a topic, I look at progress over a term, or a year, or in the case of some over 2-3 years. I'm not a fan of data being used to 'beat teachers over the head with' but over years it speaks for itself.
I'm not sure how much anyone can take from this post, but I guess it is a snapshot of what I do.
Sunday, 21 April 2013
Sunday, 24 March 2013
#blogsync March..."Wasted Investment? Why do so many teachers leave the profession in the first 5 years?"
So my first contribution to #blogsync - a concept I stumbled across purely by accident on Twitter (see here: http://share.edutronic.net/) having read a blog by @Learningspy and then seeing more and more pop up on the same topic. I had to get involved, I can't resist! So, with the support of Mr Edutronic himself @Edutronic_Net, @Gwenelope and others here I go.
Firstly, a couple of disclaimers;
1. I just write, in whatever order it comes out of my brain, mostly about my own experiences. I'll try to highlight some key phrases for you skim readers!
2. If you are looking for data, stats and graphs you are reading the wrong blog!
3. I know there are jobs which could be deemed 'harder' than ours...I am not blind to this fact.
OK
I guess I am what you would call a 'career teacher.' Went to school, went to Uni to train to be a secondary teacher (on a 4 year BEd no less - I am a rare breed) then went 'back to school.' I was just 22 when I was an NQT and have known nothing but schools (3 of them) since.
I am in my 9th year of teaching now but this does not tell the whole story as I have definitely considered leaving the profession at least twice with the third 'bout' of this happening right now. For me there are many reasons why I have considered leaving and reasons why I stayed which I guess leads me nicely into discussing the topic via a career 'lookback'. Trust me, this is easier to keep things in order in my little brain. :)
I think I was lucky in my degree course, it prepared me very well for my NQT year and gave me a lot of tools and resources to use. I fully knew how hard my NQT year was going to be and what was expected of me and it yeah, it was tough.
I was given 4 bottom sets, a real mix of kids who either 'couldn't do it' 'couldn't be bothered' or just never showed up. In a way it was safe, I could cut my teeth with some slightly more challenging kids to try and get some semblence of results out of them without the school really suffering results wise.
Everyone wins.
I was well supported and mentored by a deputy head and a non teaching member of staff who became my surrogate mum for a year. Things I could not tell my mentor I could tell her. She helped me schedule my time and workload to make sure I wasn't going to run myself into the ground.
The point....without that support as an NQT I don't think I would have coped. That's not to say that I was as good a teacher as I wanted to be at that point but the school supported me through a difficult year and at no point did I feel 'I can't do it.' It gave me the confidence to continue into the second year with the 'stabilisers' off.
I've watched the treatment of NQTs in subsequent schools and have seen how unsupported they can be. The staff meant to be supporting them do not have time given to them to do it effectively and constructively and very few have training in mentoring or coaching techniques. I have seen essentially bullying behaviour from heads of department and NQT's 'moved on' and 'failed.' Given the chance to mentor an NQT I would do it differently for sure.
I continued at my first school for 3 years and for many personal reasons at that point decided to relocate. I was moving from a rural school to an inner city school twice the size. New city, new school, new life.
The school I joined was very successful and thriving in the part of the city. The results were excellent and I was really looking forward to it. What I didn't expect was to feel like an NQT again.
The demands made of me were off the charts. Again, I was teaching bottom sets (3) but had the addition of some sixth form classes, something I hadn't had at my previous school which took a bit of getting used to. Expectations were very high, as they should be. For me, the problem was the way in which we were being monitored.
Teachers need to feel they are trusted. We are all trained professionals and in principle know what to do for our classes and our children. This means we have to change plans and differentiate, not follow schemes of work religiously regardless of the class in front of you. I spent a lot of my time feeling 'spied on' and isolated because I had the audacity to put some of my stamp and flair into my lessons. This, tied in with constant badgering about targets and data and reports and marking strategies that seemed to change every fortnight started the cycle downwards.
I wanted to leave. I wanted to leave it all because I couldn't cope. I was leaving the house at 6:30am and not getting home until 8-9pm. 5 days a week. I never had break or lunch as there were always kids in detention under the extensive behaviour management system.
But I had no one to tell. No one knew and to be honest no one cared. I was just one teacher in a department of 15. A cog in a machine, run by a faceless android and his spies sat in their high towers staring at their computer screens unseen to us but resented by many.
The joke is lovely readers no one noticed at all, they piled on responsibility (running a GCSE and an A-Level) without giving me any time or TLR and just let me suffer.
I knew I couldn't go on. I was done with mainstream teaching and functioning on nothing. I ate, worked and tried to sleep. I put on about 3 stone through no exercise and poor diet. My social life was non existant and my relationship failed. I smoked too much, I ate far too much junk....
Something had to be done.
It was then I started considering my options. What could a teacher do instead? I came up with nothing. Despite the fact we are supposed to have all these 'transferable' skills I couldn't come up with a single idea. So I started to look at other types of school instead.
Now I like a challenge. Something that I can say 'I did that.' I wish it could be limited to DIY but no. I went into teaching because of that old cliche - I wanted to MAKE A DIFFERENCE. You cannot make a difference when you are just a machine cog on a never ending treadmill in my opinion, at least not with the support of those around and above you.
So there was an advert for a job in a special school, subject coordinator. I went to visit, met the kids, realised quite quickly they had nothing for this subject, nada. I didn't have to think long!
Now this is the job I do now. I do love it. Small (but very challenging) classes, less marking, flexibility to cover the curriculum how I want to etc. etc.
I'm not working all the hours like I was...I still average 10-11 hours a day 4 days a week and 8ish on a Friday but it is far more civilised. I can concentrate on the kids and their needs.
Thing is, right now I want to leave. This may change but as I write I am done with it and this is the reason.
Workplace bullying, in the form of sexism, ageism and unprofessionalism.
You tell me when is it ever appropriate to be 'told off' in front of the kids? Never? Thought not.
Grrrrrr
Anyway, if you've got this far well done to you. To conclude I am going to list the main reasons I think teachers leave within the first 5 years based on my own experiences:
Firstly, a couple of disclaimers;
1. I just write, in whatever order it comes out of my brain, mostly about my own experiences. I'll try to highlight some key phrases for you skim readers!
2. If you are looking for data, stats and graphs you are reading the wrong blog!
3. I know there are jobs which could be deemed 'harder' than ours...I am not blind to this fact.
OK
I guess I am what you would call a 'career teacher.' Went to school, went to Uni to train to be a secondary teacher (on a 4 year BEd no less - I am a rare breed) then went 'back to school.' I was just 22 when I was an NQT and have known nothing but schools (3 of them) since.
I am in my 9th year of teaching now but this does not tell the whole story as I have definitely considered leaving the profession at least twice with the third 'bout' of this happening right now. For me there are many reasons why I have considered leaving and reasons why I stayed which I guess leads me nicely into discussing the topic via a career 'lookback'. Trust me, this is easier to keep things in order in my little brain. :)
I think I was lucky in my degree course, it prepared me very well for my NQT year and gave me a lot of tools and resources to use. I fully knew how hard my NQT year was going to be and what was expected of me and it yeah, it was tough.
I was given 4 bottom sets, a real mix of kids who either 'couldn't do it' 'couldn't be bothered' or just never showed up. In a way it was safe, I could cut my teeth with some slightly more challenging kids to try and get some semblence of results out of them without the school really suffering results wise.
Everyone wins.
I was well supported and mentored by a deputy head and a non teaching member of staff who became my surrogate mum for a year. Things I could not tell my mentor I could tell her. She helped me schedule my time and workload to make sure I wasn't going to run myself into the ground.
The point....without that support as an NQT I don't think I would have coped. That's not to say that I was as good a teacher as I wanted to be at that point but the school supported me through a difficult year and at no point did I feel 'I can't do it.' It gave me the confidence to continue into the second year with the 'stabilisers' off.
I've watched the treatment of NQTs in subsequent schools and have seen how unsupported they can be. The staff meant to be supporting them do not have time given to them to do it effectively and constructively and very few have training in mentoring or coaching techniques. I have seen essentially bullying behaviour from heads of department and NQT's 'moved on' and 'failed.' Given the chance to mentor an NQT I would do it differently for sure.
I continued at my first school for 3 years and for many personal reasons at that point decided to relocate. I was moving from a rural school to an inner city school twice the size. New city, new school, new life.
The school I joined was very successful and thriving in the part of the city. The results were excellent and I was really looking forward to it. What I didn't expect was to feel like an NQT again.
The demands made of me were off the charts. Again, I was teaching bottom sets (3) but had the addition of some sixth form classes, something I hadn't had at my previous school which took a bit of getting used to. Expectations were very high, as they should be. For me, the problem was the way in which we were being monitored.
Teachers need to feel they are trusted. We are all trained professionals and in principle know what to do for our classes and our children. This means we have to change plans and differentiate, not follow schemes of work religiously regardless of the class in front of you. I spent a lot of my time feeling 'spied on' and isolated because I had the audacity to put some of my stamp and flair into my lessons. This, tied in with constant badgering about targets and data and reports and marking strategies that seemed to change every fortnight started the cycle downwards.
I wanted to leave. I wanted to leave it all because I couldn't cope. I was leaving the house at 6:30am and not getting home until 8-9pm. 5 days a week. I never had break or lunch as there were always kids in detention under the extensive behaviour management system.
But I had no one to tell. No one knew and to be honest no one cared. I was just one teacher in a department of 15. A cog in a machine, run by a faceless android and his spies sat in their high towers staring at their computer screens unseen to us but resented by many.
The joke is lovely readers no one noticed at all, they piled on responsibility (running a GCSE and an A-Level) without giving me any time or TLR and just let me suffer.
I knew I couldn't go on. I was done with mainstream teaching and functioning on nothing. I ate, worked and tried to sleep. I put on about 3 stone through no exercise and poor diet. My social life was non existant and my relationship failed. I smoked too much, I ate far too much junk....
Something had to be done.
It was then I started considering my options. What could a teacher do instead? I came up with nothing. Despite the fact we are supposed to have all these 'transferable' skills I couldn't come up with a single idea. So I started to look at other types of school instead.
Now I like a challenge. Something that I can say 'I did that.' I wish it could be limited to DIY but no. I went into teaching because of that old cliche - I wanted to MAKE A DIFFERENCE. You cannot make a difference when you are just a machine cog on a never ending treadmill in my opinion, at least not with the support of those around and above you.
So there was an advert for a job in a special school, subject coordinator. I went to visit, met the kids, realised quite quickly they had nothing for this subject, nada. I didn't have to think long!
Now this is the job I do now. I do love it. Small (but very challenging) classes, less marking, flexibility to cover the curriculum how I want to etc. etc.
I'm not working all the hours like I was...I still average 10-11 hours a day 4 days a week and 8ish on a Friday but it is far more civilised. I can concentrate on the kids and their needs.
Thing is, right now I want to leave. This may change but as I write I am done with it and this is the reason.
Workplace bullying, in the form of sexism, ageism and unprofessionalism.
You tell me when is it ever appropriate to be 'told off' in front of the kids? Never? Thought not.
Grrrrrr
Anyway, if you've got this far well done to you. To conclude I am going to list the main reasons I think teachers leave within the first 5 years based on my own experiences:
- The degree course does not always fully prepare them for the reality of full time teaching. I was lucky. Many are not
- NQTs are not given the mentoring/coaching time they actually need to develop as teachers and staff designated as mentors are not trained either. Support is essential to keep people happy and positive during the early stages.
- Teachers are not being trusted to deliver the curriculum 'their way' - obviously it is important the curriculum is covered but don't bind teachers up in rigid schemes of work which should never be diverged from. That's not allowing the teachers to be themselves. Let them have some ownership
- Senior management are essentially bullies in a lot of schools, sent out (at their inconvenience) when there is a problem. Now it's likely these managers were good teachers once. It would be nice if they showed it from time to time. Enthuse your inexperienced staff with fab lessons. Set an example!
- Time is not set aside for sharing good practice. I rely on Twitter for this as I am on my own but if I was in a department/bigger school I would want to have my 'finger on the pulse.' e.g. What are PE doing to incorporate Literacy and Numeracy? Could we use this idea too?
- There has been a lot of change recently. I am 9 years in and am on the 3rd reincarnation of my subject. It takes time to adapt to change. Teachers need support.
- When I worked in mainstream it was very rare to be told I was doing well. It was very rare to see a smile from a colleague. If teachers are genuinely doing well, or doing something innovative and successful....TELL THEM!!! SMILE!!!
Tuesday, 5 February 2013
Dear Year 11...
For reference lovely readers, a reminder. I do work in a special school and fully appreciate my 'experiences' are not the norm....however I suspect many can appreciate the sentiment.
Dear Year 11,
So you're nearly there, nearly finished, nearly leaving. We know. We've been here before and we want to help you deal with it as best we can, you see we have experience in these matters.
Thing is you forget this, We know. You're all caught up in your hormones and your stress about just about anything, coursework, exams, girls, what you're hair looks like from every possible angle. That's ok, you're a teenage boy. We know. It matters.
You get stressed out about stuff, sometimes for no reason at all. We know its harder since the exams have changed and now you have to write more, we know, we understand, reading and writing are not your strengths. That's why the school let me go on the courses, to help you do better. To help you realise reading is not for 'neeks.'
So we stand there and take your tirade of abuse. We stand there and take the shouting, about how we are only doing it for the money and that we don't care, that we are dirty, nagging, rubbish teachers and many other things that should never be said to an adult who is trying to help you be the best you can. We don't take it personally, though most people would. We know better, we know you.
When we challenge you about this and say that you cannot speak to people this way you laugh, when we say if you did this in public the police could be called you tell us we are stupid. All we are doing is telling you the truth, none of us want you to learn the hard way, we don't want you to get hurt or hurt anyone else. Many of you don't have 'records' and we want it to stay that way.
We also know there is no point letting home know, because we know you probably speak to your mother in the same way. We keep trying every time you speak to us in such a way because we care, we want you to respect other people and treat them how you like to be treated. You'll thank us one day.
You see, we understand. Most of your parents couldn't care less if you got GCSE's or not. You don't even know what revision is, let alone a tutor. We know you are frightened of failing, of looking stupid, of not getting on your college course, we know you're trying to balance some school work with looking after your kid sister or your mum when she's had a few. We know all this. We want it to be different for you, not like for your parents who are still scared of school and won't come and meet us.
So please, let us help you. Let us show you how to revise and find what works for you, let us show you how to try your best so you can be proud of your achievements. Let us help you be able to say 'I tried my absolute best' because that is all that anyone can ever ask of you. Let us guide you about your choices and help you figure out what it is you want in life, because we've got the connections, we know how to make it happen for you. Thing is we're less likely to do these things for you if you are abusive, if you hit us, call us disgusting things or tell us we don't care about you. There is no worse thing you can say to us.
So next time Year 11, when you are going to shout, swear or hit us consider this. We've been there ourselves, and with plenty of teenagers before you and with plenty more to come long after you are gone.
We can help you if you let us.
Sincerely, your teachers.
P.S. We know you'll be back to see us...in about 5 months, that's OK. We understand. We want to see you and for you to tell us exciting stories about what you are doing. It's why we do this job.
Dear Year 11,
So you're nearly there, nearly finished, nearly leaving. We know. We've been here before and we want to help you deal with it as best we can, you see we have experience in these matters.
Thing is you forget this, We know. You're all caught up in your hormones and your stress about just about anything, coursework, exams, girls, what you're hair looks like from every possible angle. That's ok, you're a teenage boy. We know. It matters.
You get stressed out about stuff, sometimes for no reason at all. We know its harder since the exams have changed and now you have to write more, we know, we understand, reading and writing are not your strengths. That's why the school let me go on the courses, to help you do better. To help you realise reading is not for 'neeks.'
So we stand there and take your tirade of abuse. We stand there and take the shouting, about how we are only doing it for the money and that we don't care, that we are dirty, nagging, rubbish teachers and many other things that should never be said to an adult who is trying to help you be the best you can. We don't take it personally, though most people would. We know better, we know you.
When we challenge you about this and say that you cannot speak to people this way you laugh, when we say if you did this in public the police could be called you tell us we are stupid. All we are doing is telling you the truth, none of us want you to learn the hard way, we don't want you to get hurt or hurt anyone else. Many of you don't have 'records' and we want it to stay that way.
We also know there is no point letting home know, because we know you probably speak to your mother in the same way. We keep trying every time you speak to us in such a way because we care, we want you to respect other people and treat them how you like to be treated. You'll thank us one day.
You see, we understand. Most of your parents couldn't care less if you got GCSE's or not. You don't even know what revision is, let alone a tutor. We know you are frightened of failing, of looking stupid, of not getting on your college course, we know you're trying to balance some school work with looking after your kid sister or your mum when she's had a few. We know all this. We want it to be different for you, not like for your parents who are still scared of school and won't come and meet us.
So please, let us help you. Let us show you how to revise and find what works for you, let us show you how to try your best so you can be proud of your achievements. Let us help you be able to say 'I tried my absolute best' because that is all that anyone can ever ask of you. Let us guide you about your choices and help you figure out what it is you want in life, because we've got the connections, we know how to make it happen for you. Thing is we're less likely to do these things for you if you are abusive, if you hit us, call us disgusting things or tell us we don't care about you. There is no worse thing you can say to us.
So next time Year 11, when you are going to shout, swear or hit us consider this. We've been there ourselves, and with plenty of teenagers before you and with plenty more to come long after you are gone.
We can help you if you let us.
Sincerely, your teachers.
P.S. We know you'll be back to see us...in about 5 months, that's OK. We understand. We want to see you and for you to tell us exciting stories about what you are doing. It's why we do this job.
Monday, 28 January 2013
Ofsted Science Survey....unpicking the mystery of science in Special Schools
So as many of the #asechat peeps and other teachers who follow me on Twitter I have had a bit of a week. So I'll tell it as best I can.
Last Thursday afternoon I was helping a member of staff with their GCSE coursework (long story, best not ask) when the Deputy Head came in and said 'I've got some bad news for you.' Now lots of things crossed my mind, what had happened that was so bad? He went on to say 'I've had a phone call...Ofsted are coming.' OK I thought, I've done this before I can do this. He then went on to explain 'No, they are just coming to see science. Nothing else. Just you.'
No pressure then.....
So I had a week's notice for a Science Department 'Subject Survey' ... a department of just 1. Me.
I set about thinking 'What are they after? What do they want to see?' I poured over as much documentation as I could get my hands on, the letter Ofsted sent, the documents provided on their (actually very helpful) website, I emailed the advisor in my county to see if she had any advice, and letters sent to other schools both special ed and mainstream that had recently had science subject inspections.
I started to make a list and it looked a bit like this:
The inspectors arrived at 8, I watched them pull up from the window but was not involved in the first meeting with the Head. The Head gave them a very frank overview of BESD schools and what our pupils were like. The SEN inspector knew what he was coming to, the Science inspector not so much...interesting.
I met the inspectors and they seemed like 'nice' men, no reason to suggest they were there to do anything except look for me doing good stuff....even if the clipboards were a bit scary.
So along came the first observation, and the kids could not have been more BESD if they tried, they were scared and intimidated by these 'strange men' in their lesson and although calm were very difficult and in my mind, did not demonstrate what they could really do. Deep down I was annoyed, not at them but at the system. I was fully expecting to be told 'requires improvement' ... not good enough.
One of the inspectors saught me out at the end and said 'can you talk now or shall we do this later?' - the selfish part of me wanted to know....was it good enough?
Turns out I wasn't going to know!
The feedback did not exist!
The inspector was far more interested in my views on Vocational vs. Academic for lower ability students. He asked me whether SEN kids actually need a science qualification or should it be purely what 'they want to know or explore' ... i.e. is there any point in attempting a GCSE?
Now I was quite offended by this, we had put in a lot of hours to get our pupils at least a bit 'switched on' to education and why it was important to leave with some GCSEs. Were they actually suggesting this was not a priority?! I explained that a broad, basic understanding such as provided by Core Science is good as pupils can go out into the world able to deal with a lot of the issues presented to them at the doctor's surgery or in the paper.
I basically argued with a lead Ofsted inspector for 20 minutes and was given no judgement on my teaching at all.
Right....
So off I went for a coffee, very confused and suspicious, what were they up to?
Second observation was even more difficult but one thing is for sure, they really saw BESD at its most extreme and in the end left the room as they realised the detrimental effect they were having on the lesson, helpful in some ways so I could actually teach something but a shame at the same time. I felt awful for the kids and how they felt about it all and generally was convinced it was all unravelling around me.
I couldn't touch my lunch knowing I was off for a 'grilling' with the inspectors. It was turning into a long, long day.
So off I went, turned out my Head and the Assistant Head were there too....relief!
The inspectors wanted to know about the development of science in the time I had been at the school so I explained how we had gone from nothing to actual results in 3 years. I explained how I had written all the schemes of work and that more were achieving level 5 and GCSE grades now. I think they were impressed. I talked about the visitors we had bought in, where we had tried to make things cross-curricular and how the literacy drive had taken off in science and how the pupils confidence in their reading was paying off as the improvement was becoming more and more noticable.
The inspector from this morning started again about vocational education vs. GCSE and explained the reason they had come at all.....finally the truth came out.
They were trying to figure out what was the 'best fit' for lower ability / SEND students so they could inform a case study report for ministers. That's what this was all about. So I used the opportunity to explain again why I thought that, although very valid, their idea of 'independent exploration' is very difficult to manage especially given time constraints and no money. I also reminded them that the 'points' gained from GCSE - even at a lower grade would be more valuable.
Our pupils do a college course one day a week in the form of a BTEC (examples include Plumbing, Construction, Animal Care, Sport). There are plenty to choose from with lots of science links. Only one vocational course can count under the 'new rules' so BTEC Science is not an option, I would have no buy in as the college course is worth far more.
This got them thinking, it was pretty plain to see.
The Science inspector said to me he was impressed (he hid it well) and said it was 'eye opening' what I was doing here. He was especially impressed by the older boys' knowledge and was pleased that 'proper science' was being delievered by a 'proper science teacher.' This has probably made me feel most proud.
We discussed other involvements including the ASE Conference, future Teach Meets, my presentations at Heads of Science meetings and the formation (and future reformation) of a Cluster group. They were impressed that I bothered to do all this and I explained the benefits to a teacher working on her own. Managed not to mention Twitter in front of my Head just in case but OBVIOUSLY Twitter is a brilliant place to access forward thinking and creative teachers.
We did discuss the progress being made by students, and it takes time. I explained that we needed to look over a year or so, not just a term. A true picture needs to develop so we can address issues such as lack of 'basics' from KS2 due to exclusion/not being at school. They were accepting of this which was good.
Pretty much at this point I was let go. After 2 hours of 'grilling' so I waited......
and waited....
and waited.....
Finally at 5:30pm I was called into the Head's office to be given the 'verdict'
Good in all areas, close to Outstanding in others. Yay!
Then the Head explained that the work the inspectors had seen today was going to be used in a National Case Study to be sent to ministers.....gulp!
So to sum up, overall it was a stressful but not unpleasent experience, mainly because I had no idea what they were looking for.
There are a few 'buzz words' though that keep coming up, so here is a list of 'Things Ofsted are looking for at the moment'
and before you ask, yes I did celebrate, and sleep, and have chocolate :)
Last Thursday afternoon I was helping a member of staff with their GCSE coursework (long story, best not ask) when the Deputy Head came in and said 'I've got some bad news for you.' Now lots of things crossed my mind, what had happened that was so bad? He went on to say 'I've had a phone call...Ofsted are coming.' OK I thought, I've done this before I can do this. He then went on to explain 'No, they are just coming to see science. Nothing else. Just you.'
No pressure then.....
So I had a week's notice for a Science Department 'Subject Survey' ... a department of just 1. Me.
I set about thinking 'What are they after? What do they want to see?' I poured over as much documentation as I could get my hands on, the letter Ofsted sent, the documents provided on their (actually very helpful) website, I emailed the advisor in my county to see if she had any advice, and letters sent to other schools both special ed and mainstream that had recently had science subject inspections.
I started to make a list and it looked a bit like this:
- Marking - that follows the school policy, that shows pupil self evaluation and improvement (unrealistic in all honesty in my situation but something to aspire to)
- Evidence of Progress over time - we file examples of pupil work every half term in the aim to show progress...in science this doesn't always appear to be the case as different topics mean different levels due to interest/ability etc. but certainly over time you can build up a good picture of strengths and weaknesses. We do also have Classroom Monitor to record data however I personally find it a bit cumbersome and useless for Key Stage 4.
- Data - linked in with the above, although I do not 'manage' my data I am aware of all my pupils targets taking into account their various SEND difficulties. The Assistant Head who 'does' data was fab.
- SMSC....you know what I mean. In science there are plenty of opportunities, so I made a document (assisted by some work done with my county's heads of science) to suggest where the links were, it needs to be added to the schemes of work without being too discrete.
- Literacy - we do a lot of cross curricular literacy (we need to, the boys don't all read well) so I wanted to show it off, connectives, punctuation, why scientists need to read, write and do maths - see a previous post with photos of the display.
- Risk Assessments and Health and Safety - I put together some documentation to show how we met Health and Safety requirements, how we took into account the pupils SEND needs when risk assessing practical work and wrote about staff/pupil ratio. I included any 'incident reports' (actually only 1) and what was done to improve safety.
- 5 minute Lesson Plans - I love it, and the inspectors certainly didn't complain. What I did do however was to write a 'context' for each group. Where they were at, what they had covered and where the lesson fitted in. I also (without naming individuals) explained what SEND needs the group presented and the strength and weaknesses this presented. Yes they were long but worth the effort as it helped the non-SEN specialist inspector understand what we were doing and why it was important.
- Schemes of Work - all of them...took ages to check them but got there
- Governors Report - unique to SEN probably, each year I write a report about how pupils have progressed in science. What has changed, why it has changed, what we need/want to make more progress and (if relevent) how much it may cost. For example I asked for a fume cupboard in last years....got one now!
The inspectors arrived at 8, I watched them pull up from the window but was not involved in the first meeting with the Head. The Head gave them a very frank overview of BESD schools and what our pupils were like. The SEN inspector knew what he was coming to, the Science inspector not so much...interesting.
I met the inspectors and they seemed like 'nice' men, no reason to suggest they were there to do anything except look for me doing good stuff....even if the clipboards were a bit scary.
So along came the first observation, and the kids could not have been more BESD if they tried, they were scared and intimidated by these 'strange men' in their lesson and although calm were very difficult and in my mind, did not demonstrate what they could really do. Deep down I was annoyed, not at them but at the system. I was fully expecting to be told 'requires improvement' ... not good enough.
One of the inspectors saught me out at the end and said 'can you talk now or shall we do this later?' - the selfish part of me wanted to know....was it good enough?
Turns out I wasn't going to know!
The feedback did not exist!
The inspector was far more interested in my views on Vocational vs. Academic for lower ability students. He asked me whether SEN kids actually need a science qualification or should it be purely what 'they want to know or explore' ... i.e. is there any point in attempting a GCSE?
Now I was quite offended by this, we had put in a lot of hours to get our pupils at least a bit 'switched on' to education and why it was important to leave with some GCSEs. Were they actually suggesting this was not a priority?! I explained that a broad, basic understanding such as provided by Core Science is good as pupils can go out into the world able to deal with a lot of the issues presented to them at the doctor's surgery or in the paper.
I basically argued with a lead Ofsted inspector for 20 minutes and was given no judgement on my teaching at all.
Right....
So off I went for a coffee, very confused and suspicious, what were they up to?
Second observation was even more difficult but one thing is for sure, they really saw BESD at its most extreme and in the end left the room as they realised the detrimental effect they were having on the lesson, helpful in some ways so I could actually teach something but a shame at the same time. I felt awful for the kids and how they felt about it all and generally was convinced it was all unravelling around me.
I couldn't touch my lunch knowing I was off for a 'grilling' with the inspectors. It was turning into a long, long day.
So off I went, turned out my Head and the Assistant Head were there too....relief!
The inspectors wanted to know about the development of science in the time I had been at the school so I explained how we had gone from nothing to actual results in 3 years. I explained how I had written all the schemes of work and that more were achieving level 5 and GCSE grades now. I think they were impressed. I talked about the visitors we had bought in, where we had tried to make things cross-curricular and how the literacy drive had taken off in science and how the pupils confidence in their reading was paying off as the improvement was becoming more and more noticable.
The inspector from this morning started again about vocational education vs. GCSE and explained the reason they had come at all.....finally the truth came out.
They were trying to figure out what was the 'best fit' for lower ability / SEND students so they could inform a case study report for ministers. That's what this was all about. So I used the opportunity to explain again why I thought that, although very valid, their idea of 'independent exploration' is very difficult to manage especially given time constraints and no money. I also reminded them that the 'points' gained from GCSE - even at a lower grade would be more valuable.
Our pupils do a college course one day a week in the form of a BTEC (examples include Plumbing, Construction, Animal Care, Sport). There are plenty to choose from with lots of science links. Only one vocational course can count under the 'new rules' so BTEC Science is not an option, I would have no buy in as the college course is worth far more.
This got them thinking, it was pretty plain to see.
The Science inspector said to me he was impressed (he hid it well) and said it was 'eye opening' what I was doing here. He was especially impressed by the older boys' knowledge and was pleased that 'proper science' was being delievered by a 'proper science teacher.' This has probably made me feel most proud.
We discussed other involvements including the ASE Conference, future Teach Meets, my presentations at Heads of Science meetings and the formation (and future reformation) of a Cluster group. They were impressed that I bothered to do all this and I explained the benefits to a teacher working on her own. Managed not to mention Twitter in front of my Head just in case but OBVIOUSLY Twitter is a brilliant place to access forward thinking and creative teachers.
We did discuss the progress being made by students, and it takes time. I explained that we needed to look over a year or so, not just a term. A true picture needs to develop so we can address issues such as lack of 'basics' from KS2 due to exclusion/not being at school. They were accepting of this which was good.
Pretty much at this point I was let go. After 2 hours of 'grilling' so I waited......
and waited....
and waited.....
Finally at 5:30pm I was called into the Head's office to be given the 'verdict'
Good in all areas, close to Outstanding in others. Yay!
Then the Head explained that the work the inspectors had seen today was going to be used in a National Case Study to be sent to ministers.....gulp!
So to sum up, overall it was a stressful but not unpleasent experience, mainly because I had no idea what they were looking for.
There are a few 'buzz words' though that keep coming up, so here is a list of 'Things Ofsted are looking for at the moment'
- 'Out of the box' teaching - risk taking - you basically can't be outstanding without it
- Cross-curricular links but ESPECIALLY Literacy and Numeracy - how are you as a science teacher using/improving their other skills
- Pupils in control of what they are learning and what they want to know about a topic
- SMSC links
and before you ask, yes I did celebrate, and sleep, and have chocolate :)
Sunday, 20 January 2013
Watch this space.....
Well I know I said I would blog about the ASE Conference and I will.....something important has side-tracked me...
You see on Thursday I had some 'bad news'
Ofsted are coming to do a science survey inspection in my school
Oh you might say, that's ok...
The thing is, it is just me. What they write about science is all about me. I have 2 inspectors all to myself for a day....joy joy happy joy.....
So I say watch this space because when they are gone and I have got my life back I can write 2 posts, one about the conference and one about my Ofsted experience.
In the meantime, back to reviewing my schemes of work and gathering data/paperwork and other detritus together, whilst battling with the snow......wish me luck! :)
You see on Thursday I had some 'bad news'
Ofsted are coming to do a science survey inspection in my school
Oh you might say, that's ok...
The thing is, it is just me. What they write about science is all about me. I have 2 inspectors all to myself for a day....joy joy happy joy.....
So I say watch this space because when they are gone and I have got my life back I can write 2 posts, one about the conference and one about my Ofsted experience.
In the meantime, back to reviewing my schemes of work and gathering data/paperwork and other detritus together, whilst battling with the snow......wish me luck! :)
Monday, 31 December 2012
#Nurture1213
So here I go.....
I have seen this bombing about on Twitter in various forms and have been moved and inspired by many of them. I've seen lists and stories and letters....all different and unique. I think I am going to just write, and see what happens.
1. Moving in with my wonderful boyfriend.
This has to go top. Truth be told we didn't 'plan' to move in together so early into our relationship but circumstances were as such it was the best thing at the time and boy I do not regret it. He is everything I could ever want or wish for, patient to the last putting up with all my teacher nonsense, funny, clever....I could go on forever but I won't, it's embarassing *blushes*
2. Accepting I had a problem.....
....it took a while but I realised my behaviour was not 'normal' and my reactions to minor things at times quite extreme. I've been depressed, yes another teacher afflicted by the metaphorical 'Black Dog' but this was different and I didn't 'get' myself anymore.
So I went to the doctor and cried....a lot. I tried to explain and didn't feel like I was making any sense. I thought I was going mad....really. The doctor was sympathetic and actually listened. He diagnosed this as 'anxiety' - broad term I know but suggested a few courses of action. I now take a very small dose of medication for this and it really does make a difference, I don't know whether this is psychological or not but I definitely cry less and can order my brain so it doesn't get 'tangled up' so much. It's not a quick fix, I've had to try really hard sometimes but its a step in the right direction.
I have also got the possibility of CBT if I need it. At the moment I don't think so but let's see.
Linked to this
3.....and talking about it at work.
I had to tell school what was happening, frankly they were responsible after all. Head of Subject, full timetable, lots of cover...not great. Amazingly they were very proactive, took me off the cover list and made me 'emergency cover only' told me they were really pleased with my work and that I did not have to worry about it all as much as I do. Easier said than done and my workload is still a bit mad but progress....definitely.
4. Properly discovering Twitter
I had 'played at' Twitter for a while but got pretty serious about it as a CPD tool in 2012, and I love it! So many new colleagues and ideas which, for someone like me who is the only science teacher in my school is fab...I can talk to people who understand what I mean when I say cytokinesis (lol)
5. 500 followers!
Amazing....never thought people would ever be interested in what I had to say!
6. This Blog
See above - same reason
7. ASE Membership - and I won it!
I went to the SE Region Conference in Guildford (convenient as I live here) and won a year membership. Brilliant. It is starting to open doors and I am excited because....
8. Booking to go to the ASE Conference in January
....I'm going to this for 2 days and get to meet some of my Twitter colleagues....I cannot wait even though I am really scared about not recognising anyone!
9. Buying my own car!
I loved buying my car as it gave me a real sense of being a grown up. Up til now I've had rubbish cars or 'hand me downs' (long story) but now I have a car and it is MINE! :)
10. Literacy display
I've blogged about this so if you want to see the photos they are on a previous post. I did not think it would have much impact but it has inspired a couple of people to make their own versions. The idea that my display is being seen not only by my kids but by kids I have never met is kind of cool.
11. Having my first Christmas in our flat with a real tree.
Never had a real Christmas tree as a kid cus my Mum is allergic. So going out and buying a real tree and decorating it was great fun for me. I was basically jumping around the living room (but don't tell anyone!)
12. Fake Christmas Day
I'll explain....as friends we all have to go to family at Christmas, so we have a fake Christmas day after the real thing. It is always far better than my real Christmas. I love my family so much but without being rude they bore me. I wish my Christmas was more like the TV ads with hats and games and fun but it isn't.....so fake Christmas day is important to me....and there is far more alcohol!
1. Get fit and slim
Note in that order. I am tired of feeling sluggish and sleepy and it would be nice to look in a mirror and like what I see. No targets, no timescale, just go to the gym 3 times a week at least. Simple (I hope!)
2. Care less about what others are doing
I am 30....this in itself I have got used to. What I am tired of are people assuming that I want a wedding, a house and babies like yesterday....and repeatedly telling me so. Life does not work like that. We'll get there eventually, and the next step is not up to me anyway....hint hint.....not lol!
3. Worry less about work and be a leader
A bit linked to above. I am constantly worrying about what other people think at work as well as getting everything done to the standard that I expect of myself. This combination of worry is tiring. Very tiring.
Actually as mentioned above, the senior leadership at my school are really pleased and leave me alone because they can. Not because they have forgotten I exist which is what I assumed. I have to get used to this idea and actually be a bit more assertive, lead something in school rather than being a follower all the time. Big ask but let's see what comes up. Might be some interesting blogs to come.
4. Enjoy vegetables more
They are not my most favourite things....that would be cheese. This explains the problem in a nutshell. I must eat more veg and not complain. This also applies to fruit....
5. Find a speaker/workshop for National Science and Engineering Week 2013
For some reason this is proving very difficult this year. Affordability being the main problem. Normally I have booked someone by now and am getting the logistics and kit sorted but this year I cannot find anyone suitable yet. If anyone (yes that means you) knows anyone or have suggestions for someone who would do a half day in a BESD school with about 25-30 KS3 boys with an Invention/STEM type theme then I am all ears.....
6. Holiday
A must. I cannot wait. America or somewhere else, to be confirmed.
7. Balance better
Work life balance is always on the list for me, since I moved out of mainstream to special education it has definitely got a bit better. I can have hobbies and go to the gym and feel like I have something that resembles a weekend (i.e. Friday night and all of Saturday and some of Sunday) but there is always room for improvement. This does also link to number 3.
8. Appreciate what I can do - and have faith in myself
I am an outstanding teacher apparently. The mock-Ofsted said so. I need to start believing this and actually try to have some influence in improving teaching and learning in my own school but also for other special schools like mine. I need to stand up and be counted rather than be the 'hard worker in the background' who never gets the credit.
9. Go to at least 1 Teachmeet
These sound like a great idea and there must be some that are close. Sharing good practice is a must for all teachers and this is a great forum for it. Who knows one day I might agree to present at one....
10. Consider my career path
What do I want? Where do I want to go? How would I get there? At the moment I am not sure, working in such a specific area may limit my options but who knows what is out there?
11. Keep up with hobbies
I play in an orchestra and I intend to keep this up. I have already committed to the gym 3 times a week and I love a bit of photography having got a new 'bridge' camera for my birthday....I am going to keep up all these things because I love them and I deserve to.
12. See my besties more
I love my 2 best friends, also both science teachers, I just don't see them enough...we are all so busy all the time. I am really going to try to make sure we arrange stuff so we see each other more. It's important
and finally....13 Complete RSci or CSciTeach with ASE
Need to read about this more as I don't know which I am eligible for (will find out at the conference) but, linked to 10, this will help with my career in the future I have no doubt.
So there we go....a delve into the inner workings of my tangled mind.
Posting this really draws 2012 to a close, it's been a reasonable one but I have really high hopes for 2013....so Happy New Year everyone!!
I have seen this bombing about on Twitter in various forms and have been moved and inspired by many of them. I've seen lists and stories and letters....all different and unique. I think I am going to just write, and see what happens.
12 Great Things in 2012
Well this is hard. It's taken ages, unfortunately my natural pessimist takes over and masks all the good stuff that has happened but I do now have 12! (In no particular order as Dermot would say...)1. Moving in with my wonderful boyfriend.
This has to go top. Truth be told we didn't 'plan' to move in together so early into our relationship but circumstances were as such it was the best thing at the time and boy I do not regret it. He is everything I could ever want or wish for, patient to the last putting up with all my teacher nonsense, funny, clever....I could go on forever but I won't, it's embarassing *blushes*
2. Accepting I had a problem.....
....it took a while but I realised my behaviour was not 'normal' and my reactions to minor things at times quite extreme. I've been depressed, yes another teacher afflicted by the metaphorical 'Black Dog' but this was different and I didn't 'get' myself anymore.
So I went to the doctor and cried....a lot. I tried to explain and didn't feel like I was making any sense. I thought I was going mad....really. The doctor was sympathetic and actually listened. He diagnosed this as 'anxiety' - broad term I know but suggested a few courses of action. I now take a very small dose of medication for this and it really does make a difference, I don't know whether this is psychological or not but I definitely cry less and can order my brain so it doesn't get 'tangled up' so much. It's not a quick fix, I've had to try really hard sometimes but its a step in the right direction.
I have also got the possibility of CBT if I need it. At the moment I don't think so but let's see.
Linked to this
3.....and talking about it at work.
I had to tell school what was happening, frankly they were responsible after all. Head of Subject, full timetable, lots of cover...not great. Amazingly they were very proactive, took me off the cover list and made me 'emergency cover only' told me they were really pleased with my work and that I did not have to worry about it all as much as I do. Easier said than done and my workload is still a bit mad but progress....definitely.
4. Properly discovering Twitter
I had 'played at' Twitter for a while but got pretty serious about it as a CPD tool in 2012, and I love it! So many new colleagues and ideas which, for someone like me who is the only science teacher in my school is fab...I can talk to people who understand what I mean when I say cytokinesis (lol)
5. 500 followers!
Amazing....never thought people would ever be interested in what I had to say!
6. This Blog
See above - same reason
7. ASE Membership - and I won it!
I went to the SE Region Conference in Guildford (convenient as I live here) and won a year membership. Brilliant. It is starting to open doors and I am excited because....
8. Booking to go to the ASE Conference in January
....I'm going to this for 2 days and get to meet some of my Twitter colleagues....I cannot wait even though I am really scared about not recognising anyone!
9. Buying my own car!
I loved buying my car as it gave me a real sense of being a grown up. Up til now I've had rubbish cars or 'hand me downs' (long story) but now I have a car and it is MINE! :)
10. Literacy display
I've blogged about this so if you want to see the photos they are on a previous post. I did not think it would have much impact but it has inspired a couple of people to make their own versions. The idea that my display is being seen not only by my kids but by kids I have never met is kind of cool.
11. Having my first Christmas in our flat with a real tree.
Never had a real Christmas tree as a kid cus my Mum is allergic. So going out and buying a real tree and decorating it was great fun for me. I was basically jumping around the living room (but don't tell anyone!)
12. Fake Christmas Day
I'll explain....as friends we all have to go to family at Christmas, so we have a fake Christmas day after the real thing. It is always far better than my real Christmas. I love my family so much but without being rude they bore me. I wish my Christmas was more like the TV ads with hats and games and fun but it isn't.....so fake Christmas day is important to me....and there is far more alcohol!
13 Hopes for 2013
Again....had to think carefully about this and what I want without sounding to repetitive and boring. I think a lot of teachers are hoping for similar things. Again in no particular order, just as they came out of my tangly brain :)1. Get fit and slim
Note in that order. I am tired of feeling sluggish and sleepy and it would be nice to look in a mirror and like what I see. No targets, no timescale, just go to the gym 3 times a week at least. Simple (I hope!)
2. Care less about what others are doing
I am 30....this in itself I have got used to. What I am tired of are people assuming that I want a wedding, a house and babies like yesterday....and repeatedly telling me so. Life does not work like that. We'll get there eventually, and the next step is not up to me anyway....hint hint.....not lol!
3. Worry less about work and be a leader
A bit linked to above. I am constantly worrying about what other people think at work as well as getting everything done to the standard that I expect of myself. This combination of worry is tiring. Very tiring.
Actually as mentioned above, the senior leadership at my school are really pleased and leave me alone because they can. Not because they have forgotten I exist which is what I assumed. I have to get used to this idea and actually be a bit more assertive, lead something in school rather than being a follower all the time. Big ask but let's see what comes up. Might be some interesting blogs to come.
4. Enjoy vegetables more
They are not my most favourite things....that would be cheese. This explains the problem in a nutshell. I must eat more veg and not complain. This also applies to fruit....
5. Find a speaker/workshop for National Science and Engineering Week 2013
For some reason this is proving very difficult this year. Affordability being the main problem. Normally I have booked someone by now and am getting the logistics and kit sorted but this year I cannot find anyone suitable yet. If anyone (yes that means you) knows anyone or have suggestions for someone who would do a half day in a BESD school with about 25-30 KS3 boys with an Invention/STEM type theme then I am all ears.....
6. Holiday
A must. I cannot wait. America or somewhere else, to be confirmed.
7. Balance better
Work life balance is always on the list for me, since I moved out of mainstream to special education it has definitely got a bit better. I can have hobbies and go to the gym and feel like I have something that resembles a weekend (i.e. Friday night and all of Saturday and some of Sunday) but there is always room for improvement. This does also link to number 3.
8. Appreciate what I can do - and have faith in myself
I am an outstanding teacher apparently. The mock-Ofsted said so. I need to start believing this and actually try to have some influence in improving teaching and learning in my own school but also for other special schools like mine. I need to stand up and be counted rather than be the 'hard worker in the background' who never gets the credit.
9. Go to at least 1 Teachmeet
These sound like a great idea and there must be some that are close. Sharing good practice is a must for all teachers and this is a great forum for it. Who knows one day I might agree to present at one....
10. Consider my career path
What do I want? Where do I want to go? How would I get there? At the moment I am not sure, working in such a specific area may limit my options but who knows what is out there?
11. Keep up with hobbies
I play in an orchestra and I intend to keep this up. I have already committed to the gym 3 times a week and I love a bit of photography having got a new 'bridge' camera for my birthday....I am going to keep up all these things because I love them and I deserve to.
12. See my besties more
I love my 2 best friends, also both science teachers, I just don't see them enough...we are all so busy all the time. I am really going to try to make sure we arrange stuff so we see each other more. It's important
and finally....13 Complete RSci or CSciTeach with ASE
Need to read about this more as I don't know which I am eligible for (will find out at the conference) but, linked to 10, this will help with my career in the future I have no doubt.
So there we go....a delve into the inner workings of my tangled mind.
Posting this really draws 2012 to a close, it's been a reasonable one but I have really high hopes for 2013....so Happy New Year everyone!!
Sunday, 9 December 2012
Observations and the 5 Minute Lesson Plan
As many of you are well aware from Twitter, I was pretty aghast when I found out I was going to be observed twice in one week. Go to the Union lots of you said, complain, rant etc. etc.
Well I did complain to my school about it, I cited all the recommendations about observations etc. and it did help. I suddenly had more control and said that I wasn't going to do full lesson plans (like I was asked to...I know, how out of date) but I would treat it as a mini mock Ofsted under the new framework, the only difference being I knew when they were coming.
Lots of thoughts ran through my head and I was struggling with it all if I'm honest. These, on top of trying to sort out a sensible way to run a Controlled Assessment with 6 BESD boys who do not understand the concept of "not talking" and "not asking for help" was a bit much and I'll admit I was a foul and difficult individual to deal with...I felt so isolated and unsupported I turned to Twitter for help....this may seem strange to some but the #Tweachers are fabulous, most have been there, seen it or done it and got many teeshirts. I didn't feel alone anymore trying to get through the professional issues.
What did we do before Twitter? An interesting question to ponder.
So I had made a decision about the lesson plans, what did I do instead. Well I took a Controlled Risk.
I had seen @TeacherToolkit 's 5 Minute Lesson Plan before and at the time I thought - that is GENIUS! So I went onto the TES site and downloaded the documents and the example. I also had a look at the Twitter profile to see if there were any photos of completed plans. I started to feel more motivated, I thought to myself "this could really work for me."
So then I had a go....the only 'extra bit' I added was a section for Key Words - something my school as a special school is really pushing at the moment in its literacy drive.
As I was completing it, it got me thinking about proportioning the lesson better, less teacher led more student driven - hard in my setting with kids who just want to take take take all the time but I hoped I could motivate them enough to get them to explore Energy Transfer for themselves.
Here is the first completed plan.....excuse handwriting but I found it cathartic to be away from the laptop!
I was proud of it! Something I would have never felt about an old style plan.
So I carried on and produced the other one - this time a lesson about Mass, Weight and Gravity.
Here it is, a little briefer but still as much impact.
Wow.....this felt good. I got all my resources, clips and stuff together ready for the observations. I did include a cover sheet with each plan talking about the context of the groups and the current working grades, can't get out of that bit!
I have to admit I was a bit nervous - how would the plans go down. Would they even accept them??
So in he came for the observation, took the folder. An eyebrow raised then a smile. I thought 'I've done it, I'll get 'good' and everyone will be happy and they'll get off my case!'
No
Something else happened
He wrote a '1' in the box....now that was unexpected....smiles all round - and the kids - well they definitely explored independently, maybe I just got lucky on the day but I'm not complaining.
Back he came the next day. Same thing, different lesson, same result.
So now what?
Well I will DEFINITELY continue to use the 5 Minute Lesson Plan for Science observations in the future. It really suits my style and the new framework well. It helped me to see what I really wanted from the lesson, and whether I was really going to get it or not. It pushed me to take risks and make the lessons much more about the kids and their enjoyment and engagement.
Who knows, they may be held up as examples and the idea becomes school-wide....eeeeek.
Best improve my public speaking then :)
Special mentions to @LucieGolton @DrDav @90_maz @JMCowey @hrogerson @SiaranML @13loki and @CliveBuckley who supported and helped the positive mindset when I was low. Thankyou.
I think I have to dedicate this post to @TeacherToolkit though....go check it out, it's brilliant!
Well I did complain to my school about it, I cited all the recommendations about observations etc. and it did help. I suddenly had more control and said that I wasn't going to do full lesson plans (like I was asked to...I know, how out of date) but I would treat it as a mini mock Ofsted under the new framework, the only difference being I knew when they were coming.
Lots of thoughts ran through my head and I was struggling with it all if I'm honest. These, on top of trying to sort out a sensible way to run a Controlled Assessment with 6 BESD boys who do not understand the concept of "not talking" and "not asking for help" was a bit much and I'll admit I was a foul and difficult individual to deal with...I felt so isolated and unsupported I turned to Twitter for help....this may seem strange to some but the #Tweachers are fabulous, most have been there, seen it or done it and got many teeshirts. I didn't feel alone anymore trying to get through the professional issues.
What did we do before Twitter? An interesting question to ponder.
So I had made a decision about the lesson plans, what did I do instead. Well I took a Controlled Risk.
I had seen @TeacherToolkit 's 5 Minute Lesson Plan before and at the time I thought - that is GENIUS! So I went onto the TES site and downloaded the documents and the example. I also had a look at the Twitter profile to see if there were any photos of completed plans. I started to feel more motivated, I thought to myself "this could really work for me."
So then I had a go....the only 'extra bit' I added was a section for Key Words - something my school as a special school is really pushing at the moment in its literacy drive.
As I was completing it, it got me thinking about proportioning the lesson better, less teacher led more student driven - hard in my setting with kids who just want to take take take all the time but I hoped I could motivate them enough to get them to explore Energy Transfer for themselves.
Here is the first completed plan.....excuse handwriting but I found it cathartic to be away from the laptop!
I was proud of it! Something I would have never felt about an old style plan.
So I carried on and produced the other one - this time a lesson about Mass, Weight and Gravity.
Here it is, a little briefer but still as much impact.
Wow.....this felt good. I got all my resources, clips and stuff together ready for the observations. I did include a cover sheet with each plan talking about the context of the groups and the current working grades, can't get out of that bit!
I have to admit I was a bit nervous - how would the plans go down. Would they even accept them??
So in he came for the observation, took the folder. An eyebrow raised then a smile. I thought 'I've done it, I'll get 'good' and everyone will be happy and they'll get off my case!'
No
Something else happened
He wrote a '1' in the box....now that was unexpected....smiles all round - and the kids - well they definitely explored independently, maybe I just got lucky on the day but I'm not complaining.
Back he came the next day. Same thing, different lesson, same result.
So now what?
Well I will DEFINITELY continue to use the 5 Minute Lesson Plan for Science observations in the future. It really suits my style and the new framework well. It helped me to see what I really wanted from the lesson, and whether I was really going to get it or not. It pushed me to take risks and make the lessons much more about the kids and their enjoyment and engagement.
Who knows, they may be held up as examples and the idea becomes school-wide....eeeeek.
Best improve my public speaking then :)
Special mentions to @LucieGolton @DrDav @90_maz @JMCowey @hrogerson @SiaranML @13loki and @CliveBuckley who supported and helped the positive mindset when I was low. Thankyou.
I think I have to dedicate this post to @TeacherToolkit though....go check it out, it's brilliant!
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