Teaching in 2030

I knock quietly on the Master teacher’s staffroom door but there’s no answer. They don’t like to be disturbed at lunch time, but my lesson starts in ten minutes and there is a page missing on my script. I don’t know how to fill it.

I was late to work today which is bonkers. All our apprentice staff caravans are less than two minutes’ walk away so we can be on hand to welcome the children at 7.30am and check uniforms, but literally the door to my caravan was stuck and I had to yell for ages until someone came and let me out. At least they give us accommodation I guess. On £3.50 an hour, we can’t afford to live anywhere else.

I look at the script. It’s hard to deviate when you don’t really have the subject knowledge you need and I can’t really fill in the gap. Don’t get me wrong – I did do A level – but they’ve changed the syllabuses so much and I worked for five years before I decided to do the HLA route – how many of us remember what we learned five years ago eh? That’s why they have the masters. They’re graduates, earn more and teach less because they write all the lessons. But schools only employ them as Heads of Department or else they’re too expensive. They come straight from uni many of them. And that blocks our promotion prospects too.

I’m not complaining. The kids are good and compliant. Not like those down the road in the work units. The ones with conditions and stuff. Proper schools don’t take those kids any more. I heard it used to be a nightmare, planning for different needs. Now we just deliver the same to everyone, nice and simple.

There’s been a massive increase in private schools, of course. Not everyone wants this for their kids. But there’s a lot of choice these days. EasySchools that just deliver Maths and English on a budget. Then there’s VirginEd – middle of the road stuff. Bit like the comp I used to go to but it’s £4000 per year. And of course, the old private schools. The ones where there’s still sport and arts and the like.

I’m not sure I’ll stay in this job. There’s something coming up in a cafe down the road soon. Short hours, better pay. But this will do for now.

I wonder if I should knock a little louder.


Shame is not a Weapon.

It’s that time of year. Sad little faces in newspapers holding up flat, back shoes. Angry parents railing against new heads. Edu twitter bursting into cyclone levels of argumentative energy in which sides rail against each other using the spear of shame as a weapon. Stop shaming schools! Cries one side. Stop shaming children! Cries the other.

The thing is, a school is a building. A head is an adult. Children are neither. This is not a battle of equivalence. I’m not getting into why it might be that a newly appointed head decides that uniform is the battleground upon which they’re going to make their mark. Some believe that if you establish authority on small things, it makes the bigger things easier to manage. I don’t buy into it, but I’m not in their flat, black, leather shoes. I’m more concerned about the use of shame as a tool for managing pupil behaviour.

Neuroscientist Sarah-Jayne Blakemore, one of the world’s leading experts on the adolescent brain, shows us that during adolescence, shame has a particularly powerful impact on the brain. Adolescents feel, even anticipate, embarrassment in more profound ways than adults. One sure fire way of making sure that you are neither heard nor respected by a child, is to embarrass them. That’s not a matter of choice. Shame will close down all other options for children other than the quest for survival. It puts them into full on fight or flight meltdown. And in that state of mind, you get nowhere. It may look like a child has complied. They blush beetroot and retreat. They sit quietly and go home. But the shame is sitting so presently in their minds, that they heard nothing, learned nothing and are harbouring now a deep seated sense of shame that may turn outwardly into anger, or inwardly into resentment. Or worse, it may morph into significant self loathing. None of these outcomes are good.

Adolescents are not like us. They will, one day – once all the pruning and shaping and hormonal pummelling is over – become like us. But right now, they are in the eye of a storm and a little empathy goes a very long way. Shaming goes a very long way in the opposite direction. Those of us who have spent many years in classrooms, usually learn that the quiet word, one to one, works way more effectively that shouting at them in public. The eye contact, little raised eyebrow, tap on the shoulder – the techniques that signal you’re watching and aware, but still allow them a route out of public denouncement, are often enough. And sometimes they’re not. Sometimes, the situation gets out of control. That’s when you model what it is to be an adult. Unflappable, firm, fair, kind and consistent. Paul Dix’s book on behaviour “When the Adults Change, Everything Changes” is excellent on this point. We are the adults. We have authority with equal responsibility. Shaming should not be part of a responsible adult’s repertoire. It’s a failure to default to it.

Shaming is sometimes seized upon by adults as an aversion technique – that is a technique designed to inflict a sense of consequence onto another person in response to their negative behaviour. It’s part of the crime and punishment toolkit – trials are usually public and criminals can be named, and shamed. This is considered a legitimate part of our legal process (whether you agree with it or not). But in adolescents, particularly powerful emotions are released linked to shame that can have extremely damaging effects on their mental health, leading in some cases to psychopathy. Part of this is down to the fact that children feel emotions more strongly than adults, largely because they lack the sense of proportion that comes with experience. Remember that first love? But it is also biological. Adolescents use their medial prefrontal cortex even when considering situations that might cause them embarrassment; adults do not do this. So even imagining embarrassment is deeply felt by adolescents which is why they’ll do anything to protect themselves from it – heading it off at the pass. The anticipation of shame is deeply experienced by adolescents in a way that it is not by adults.

Moreover, Dr Brene Brown at the University of Houston places shame on the opposite end of a continuum to empathy. What shame does, she claims, is interrupt our construction of positive relationships to others –  a crucial aspect of which is empathy. That disruption is damaging not only to ourselves but to our relationships with others and our future interactions. Shame, she points out, is not the same as guilt. Guilt happens in response to an action or inaction. It is linked to an event, not a person. It can lead to shame, but handled well, it can be turned to positive, restorative outcomes. Shame is toxic. It is the difference between “sorry I did” and “sorry I am.” Moreover she points to research that shows that shame is directly correlated to depression, self harm, suicide and addictive behaviours. Guilt, on the other hand, is not. Guilt allows us to put our hands up and apologise. I don’t know what came over me, I’m so sorry. Guilt is about restoration, recognition and responsibility. Shame is an albatross around our necks. So hanging a sign around the neck of a child is as concrete an example of intentional shame as you will find. Shame is crippling because it is linked profoundly to our sense of who we are.

When schools decide that they will default to shaming as a strategy for good behaviour, they place themselves onto the most volatile battlefield they can – what Brown calls “The Swampland of the Soul.” They can be seemingly winning that battle – they may force compliance from children. Perhaps even test results (especially if they kick the most resistant out of school altogether).  But as Sarah-Jayne Blakemore points out, adolescence opens up many windows to mental health problems. It is in this period of intense brain activity, where the hippocampus and limbic systems (linked to memory and emotion) are growing and grey matter is being pruned, that seeds are sown for future emotional health. Stings here can settle and grow. So can kindnesses. We need to tread with care and compassion.

It doesn’t take much. When you’re considering an action in your school or classroom, simply think about whether or not it is likely to cause shame. If it is, don’t do it. Rank ordering pupils, hanging signs around their necks, having lists of wrongdoers – these are all acts of shaming. There’s no justification for it. None at all.


In defence of ResearchEd

As the weekend approaches and with it, the National ResearchEd conference: as the Summer recedes and with it the holiday controversy surrounding genes/race/IQ/ResearchEd/etc, there is understandably a lot of debate about what the organisation stands for, its standards of selection/quality/representation/bias and so on. For some reason, ResearchEd seems to have been positioned as the ‘trad’ conference just as much as Northern Rocks has been positioned as the ‘prog’ conference. That’s, of course, largely down to the figureheads of both and there’s a danger in this. As the belief takes hold, it becomes harder and harder to counteract it. Speakers who may stand in opposition to your position turn you down. This has happened many times for Northern Rocks and I’m sure the same is true of ResearchEd. Those who identify with your position, beg to speak. So while there’s an inevitability that an event will take on, to some extent the characteristics of its organisers, much of this comes from the self selection of its speakers and delegates. And while it’s the responsibility of those organisers to try to counter balance that in some way, people attending those events, or being invited to speak at them, also bear a responsibility to take part with an open mind. At the end of the day, whichever ‘side’ you perceive yourself to be on, organising a large scale teaching and learning event is no small task. You pour your heart and soul into it. And criticism hurts.

It hurt when Northern Rocks was accused of having more male speakers than women. But it was fair criticism. So we put it right. It hurt when someone pointed out that there was little BAME representation. So we put it right. There’s hardly a year where someone doesn’t point out something we missed/forgot/overlooked. You take note and try to put it right.

I think it’s probably no secret that Tom Bennett and I stand divided on several important issues. We disagree on much. But you can’t deny he’s done a sterling job in promoting the brand of ResearchEd, getting it out there and getting people talking about it. I understand what it’s like when you start something off. You turn to the people you know for help. The people you trust. And that turn can bring with it an appearance of partisan selection; of creating something for your tribe. To an extent this has happened with ResearchEd. But I also know that there have been attempts at balance – I’ve spoken at two of them and although I have to say I didn’t really feel comfortable at either, my presence, token or not, was at least a presence. I look at this year’s programme and I see the names that cause people concern in terms of ideological preference. But I also see James Mannion, David Weston, Becky Allen, Vivienne Porritt, Jude Enright – people whose professional integrity and balance I have always found encouraging. And I expect there are more among the many names I don’t know.

I also see that Dylan Wiliam, Alex Quigley and Becky Allen are on the director’s board and I greatly respect their work in the fields of both educational research and in Alex’s case, in making sense of that as a teacher on the ground. I believe that they will bring a strong and balanced steer to the brand. I’ve openly questioned the right of ResearchEd to claim to be a grassroots movement when the idea came from Sam Freedman, former adviser to Michael Gove at the DfE and Ben Goldacre (who was commissioned by the DfE to look into the role of research in education and who promoted the very medicalised model that ResearchEd has become associated with). That undermines greatly its claim to have started as a grassroots movement, but it might not matter. They needed someone to take it on and Tom took it on. From some points of view, he was the useful idiot used to promote a government idea. For others, he was a clever opportunist, seizing upon what could be a way of making money/gaining influence. For many more, he’s a champion of teachers to take ownership of their own CPD – a hero. There’s a chance he’s all of them at once. It doesn’t really matter. What matters is that it’s here. It’s an opportunity. And it’s there for teachers to make of it what they will. And in that sense, it has the potential to become a grassroots movement. It’s now bigger than one man.

And that’s why the debate is important. Why questions can’t be seen (painful as they may be) to be threats. If this, whatever it started as, becomes a vehicle through which teachers take ownership of their understanding of research; in which they become more critical and literate consumers of research; in which they learn that research encompasses a broad range of beliefs and methods; in which they understand that science and scientism are different…then it can only be a good thing. And it’s why I think the discussion matters, but also so does a little patience. ResearchEd purports to be about ‘what works’. To some extent, it has in its early days, been more about giving people with a cross to bear, somewhere to plant it and bleed. But it can move on from this. It’s not pretending to be BERA – it’s not a forum for academics to present their papers to each other. But it should be a forum for academics and teachers to come together to make sense of each other’s work and experience. There’s no harm in a teacher standing up, sharing some research that has impacted on their practice and discussing this with colleagues. How much better would that be if the writer of the original research were there to discuss that too?

ResearchEd will move beyond ideological ties only if and when it is embraced by the whole teaching community in a way that is both critical and hopeful. Not critical and nihilistic or hopeful and idealistic. It needs to reach out and we need to open up. I can’t go this year – I’m on a girl’s weekend with my Mum and I don’t think it would be her cup of tea. But I’m making a pledge to go again soon. To open my mind as much as my mouth if for no other reason than I know what goes into organising these events. And it’s not easy.