Barry Smith - Learning about Learning

The PTs conference in North Berwick was good fun.  The sessions on Appreciative Inquiry and the Dragon’s Den exercise were my favourites.  I read that some didn’t feel the atmosphere of the Dragon’s Den exercise was in keeping with the tone of the weekend.  I disagree with that because I think people took it in the fun spirit intended and the camaraderie that developed and learning that went on were borne out by the ideas conceived(and I’m not just saying that because we won…….I thought my competitive streak was gone, not so).

During the exercise our cluster group really went through all the stages of forming, storming, norming and performing.  It was a brilliant experience to be a part of a team that grappled with the task, struggled to come to consensus, finally managed to and then just ‘took off’ with the idea, rounded off by a brilliant presentation by our PT English and Literacy, Jan Ainslie.  It must have been a daunting prospect for the ‘chosen ones’ to present to the Dragons but I think most would agree it was great fun.

Afterwards I raced across to Lanark to my niece’s second birthday party arriving around 6pm.  My enthusiasm about the conference was curbed a little as I was made to stop and think by my brother(he’s good at that).  His question was, “how can an organisation which fundamentally values the family ask its employees to work on a Saturday, in a hotel or not?  Why not have it on an in-service day” he said.  I have to admit I didn’t have an answer to that one. As I think about it more, I suppose if I was being asked to justify the choice I’d say that teachers get 13 weeks or so holiday per year and not very often do they get the opportunity to come together in such a way, so one Saturday out of the year is not a ‘huge ask’.  However, in an ideal world, yes, I’d probably plump for organising it on an in-service day although I’m not sure what headteachers would say about that!

I think my brother is also aware that with SQH I’ve been working most weekends since about October and that it does have an impact upon family life.  My view is that it’s a short term situation and hopefully after this weekend and submitting my Unit 3 report things will calm down and my weekends will return to something like normality again.  But it is a big commitment to make, there is no getting away from that. 

I was fortunate enough to be able to share my experiences on SQH with a number of people at the conference, including someone taking the new flexible route and another colleague who is due to have an interview for the programme very soon.  So I did get a chance to explain how much of a commitment it actually is to some who are considering taking it on.  I think on balance the conference was a worthwhile experience and the principle of bringing colleagues together like this is an excellent one.

The purpose of what we do and how it relates to our motivation on a daily basis came up in conversation with a colleague today.  I was describing how I felt I had gained a very clear sense of purpose, for a number of reasons, in the past 18 months or so, and how this translated into my day-to-day practice and enthusiasm for the job. My colleague, who is a tremendous teacher and a truly outstanding ‘people person’ described a real change for the worse in intrinsic motivation and sense of purpose in the same period.  Notwithstanding the possibility that I was responsible for stealing this person’s motivation and purpose(definitely wisnae me, honest!!), I was intrigued as to why that might be. 

The main reasons seem to be a perceived lack of challenge and support in the job.  This was a real eye opener for me because I would never have guessed that this was an issue.  This again says a great deal for their ability to do a great job despite feeling really quite negative about it. 

Trying to make sense of it from my own point of view and also bearing in mind Don’s post today, I think what my colleague is experiencing could be a kind of burnout, along the lines of switching off and kind of helplessness.  I have felt this way before and I think I can honestly say the thing that has helped me most is learning about what I can do to take control of my own situation.  Understanding what my circle of influence is and what that means for the way I conduct myself with others has helped enormously in my personal management of relationships.  Using feedback(a good online resource here) with others and acknowledging our emotions and reflecting upon whether they are valid or not is another tool to prevent the onset of a feeling of helplessness and frustration. 

There is also the interesting idea we are part of a wider system and as such we have an influence upon it.  Therefore in some way are the makers of our own reality.  This is a very empowering idea becauses it shifts the responsibility for our current happiness in our job or life back onto ourselves.

I have gotten into the habit of reflecting upon these ideas because I was given the chance and encouraged to develop myself professionally.  We can’t underestimate the power of ongoing professional development or learning for life in ensuring that people are able to work in what can be a highly stressful environment without burning out. 

It’s possibly a strange notion that avoiding burnout means doing more work but I think there is something in it!

We had our first major challenge with technology today on the ALPs programme.  The internet was too slow to gain access to the Exc-el site and get the boys blogging.  Thinking caps well and truly on about how to get round this one!

We had what I’d call a ‘feel good’ and ‘develoment plan’ sandwich today at our in-service day.  The development plan business was the bread and the feel good was the meat in the middle.  A nice idea, and hopefully one that we can build on.  Some of the sessions on offer were ‘an introduction to body conditioning’, ‘relaxation’, archery and learning how to make the perfect kebab(!) to name but a few. 

On the business side we were trying to establish how our develoment plan priorities had faired in the first half of the school year.  Development planning has never filled me with tremendous enthusiasm, and I don’t think I’d be alone in that feeling, although it is a vital part of what we do.  I think it is vital for all staff to be able to make a clear connection to the overriding ‘vision’ of the school to prevent it becoming just another paper exercise.   I think the ‘Tracker’ that we now use is a step in the right direction as it seems to streamline the process and gives a greater focus and clarity to tasks and responsibilities than there was previously.

However, I digress, the main reason for this post is that I’m looking for some Extreme Learning templates to use with our ALPs group if anyone has put one together yet.  I know there was talk some weeks ago of people doing it but I can’t remember who it was.   We will no doubt develop some as part of the programme but any work that people are willing to share that has already been done would be most welcome.  If you know of any please get in touch.

Today I spent the day at John Muir House shadowing Don Ledingham as part of my SQH comparative study.  I’m comparing the climate for innovation and creativity between ELC Education Department and Preston Lodge HS.  It was fascinating to see at first hand how the different/competing interests and demands of so many stakeholders are balanced and how they connect with one another.  Getting such a strategic view of things really helped me gain a much clearer appreciation of the nature and notion of Integrated Children’s Services.   

Not having had the opportunity to take time out from the daily business in school to experience the work that goes on within the Education Department previously, I think I had a less than complete picture of what goes on day-to-day.  From that point of view I regard myself extremely lucky to have had such open access.  I can see how the barriers are being broken down through the blogging phenomenon and by the way innovative practice is becoming policy, helping things develop at the classroom level and at a more strategic level. 

Not only did I achieve my goal as regards my study, but I also had a fantastic CPD session.  Without going into detail that may not make the most stimulating post, I was able to sit in on and contribute (a very small amount) to several meetings ranging from a regular LNCT meeting to one involving a discussion with the Scottish Executive regarding P.E. provision in East Lothian schools.  I’m going to look into the ‘Getting Things Done‘ approach to managing workload after having spoken to Rob Lewis, an information officer at John Muir House.

I finished off with a real boost, meeting with David Gilmour late in the day to discuss the ALPs site. He has put together a fantastic model for us to start and tinker with before the start of the programme in mid February.

All that and we managed to discuss the meaning of life over lunch.  I didn’t pay but I’m told it might mean a pound of flesh in the future!

Having hit the ground running as always I thought it was time to get back in the blogging saddle for a new year.  Had a fantastic festive period, lots of ‘firsts’.  My son’s first Christmas, his first birthday and first unaided steps, on his first birthday, talk about good timing!  I also read what can only be called a ’self help’ book for the first time.  It’s called ‘How to be brilliant!‘ - a nice understated title, but it did catch my eye in the library.  It is unbelievably positive which I have to say I loved, although it may be a bit over the top for some.  Has some great stuff in amongst the hype, both in terms of personal development and goal setting. Worth a read if you need a lift at the start of a new year and very easy going.  I’m not sure I’m brilliant just yet, but maybe if I repeat it enough times and take “massive action”(you’ll need to read the book) it’ll happen!

The ALPs programme is also moving forward, we are at the selection stage at the moment and plan to start on the week of 12th February all being well.  One outstanding difficulty/opportunity that we have is the selection of mentors.  I spoke with Catherine Field of CSV (Community service volunteers) today and unfortunately it doesn’t look they are going to be able to work with us at the moment, so back to the drawing board.  Any ideas on how people have gone about selecting and using mentors would be most welcome.  There is more information on the wiki about how we intend to use the mentoring approach.  I’m confident we will get a solution to this important area of the programme.

Finally I’m going to publicise my New Year’s resolutions, they say it may help you stick to them if they are public.

1. I am swimming 2.5km in the Marie Curie Swimathon on 25th March and hopefully the Great North Run on September 30th(I’ll run, not swim that one).

2. I am learning the piano

3. I am teetotal for 2007(the hardest one - chosen for the challenge!)

Feels like an eternity since I’ve posted, a clear indication to me, not that I needed one, of the way things have been recently.  The ability to reflect has been hijacked by all ‘hands’ and resources directed at the firefight for control of my attention which has been underway in my brain over the past two weeks. 

SQH Unit 2 has been submitted, thankfully, although my 5 nights for editing were chopped to only half a day last Friday after the winter vomiting bug wound its merry way through the Smith household.  The result is that I have handed in the SQH Unit 2 assignment equivalent of an overfed, and probably overcooked turkey.  The meat is good, it’ll make a lovely meal and was ready in time, but is just crying out for a bit of trimming.  Well, I’ll await my comments, it’s out of my control now.

I’ve been out of school a lot recently what with ’vomit patrol’, courses and meetings and can sense that I’ve taken my eye off the ball while focussing on all the other distractions.  I’m out again this week for three days on SHARE training, the timing couldn’t have been worse but we couldn’t have known in June when we were planning ahead.  I have some major work to do to get back on top of things and get my head back around organising the next stage of the development of the Alternative Curriculum, or Developing Excellence, or Futures programme or whatever we decide to call it.  Really need to find a good name.

I’m just delighted that I have the drive back to start posting here again, it’s a great feeling to have come out the other side of what was one of the most difficult periods of my professional life so far.  I know it will be worth it because I have learned a tremendous amount throughout my short time on SQH, both about leading and managing and about myself as a person and my limits. 

I had an interesting conversation with Paul Raffaelli, headteacher at Dunbar Grammar, last week.  I was asking him how one of the Deputes, Gavin Clark, was getting on preparing his Unit 2 assignment and the feedback was that he was probably in about the same position as I was - snowed under.  Paul, who has also been through SQH, commented that perhaps the ‘overload’ is all part of the SQH experience, to help prepare you for being in the position of headteacher or senior manager and just having to ‘get on’ with things to get the job done.  I’m not sure anyone at Moray House would admit to that, but on some level it does make sense.

They say these few months are undoubtedly the hardest, so to have ‘broken the back’ of Unit 2, know what I’m doing and where I’m going with Unit 3, and have made a good start on the school improvement project I have to be happy.  Even if I get my Unit 2 assignment back for slimming down it’s not the end of the world.  My confidence is growing that I can ‘crack’ this thing!

Monday and Tuesday were spent out at the Council’s Discipline and Grievance training, a requirement of SQH.  I have to admit the prospect didn’t fill me with a great deal of enthusiasm but I was pleasantly surprised.  Margo Cunningham delivered the content extremely well and I  was surprised by how well teachers seem to fare in comparison to other workers with their terms and conditions of service relating to their support and representation in discilpinary matters. 

The pay back to having two days out on training was fielding 43 emails and several pupil issues back at ‘base camp PL’.  I did have two conflicting but significant teaching ‘moments’ today.  Firstly, I had to really question my own methods and skills in relation to presenting an indivdualised SE programme which the youngster found ‘boring’. We had a great discussion about what wouldn’t be boring and came up with a plan of attack for our future work, but had to really take a hard look at how I had intended to present the material and realise that I could make things more relevant.  A great learning experience. 

My second teaching ‘moment’ was even better in that I got (what I took as) a backhanded compliment from two of my S3 S.E. class students.  On hearing that we were going to have a discussion in relation to the information I had given them on our topic of ‘disability’ I got two wonderful comments bounced back at me.  Number one was “Aw naw that means we’re going to have to think” - I was delighted when I heard that, I must be doing something right!  And secondly, “Aye, and there will be no right or wrong answers”, again this filled me with joy because obviously in life there are often no right or wrong answers, so I’m taking that as progress! 

I finished off the day with a really interesting PTs meeting in Haddington, based on the leadership development of principal teachers.  Not only was the discussion worth taking part in; the prospect of an explicit focus on developing the specific skills of leadership in principal teachers is both long overdue and hugely welcome; but I also managed to make contact and arrange a meeting with Lesley Gilles, PT Inclusion at Dunbar Grammar and co-ordinator of the hugely successful alternative curriculum prgramme down there.  To top things off I have found a suitable ‘host’ in East Lothian Council for my SQH comparitive study.  Don Ledingham has very kindly agreed to ‘host’ my comparitive study focussing on fostering and promoting creativity and innovation within an organisation.  All in all a good day or three.

I’ve had a really interesting few days since I sat down to write my last blog.  I attended a Child Protection in-service in Musselburgh which was top class in terms of content and presentation.    I decided the weekend was to be both a work and SQH-free zone and attended a djembe drumming workshop run by my friend Mockolo Sawane.

On Sunday we had a ‘gig’ at  a Camphill community in Dunkeld to celebrate the birthday of one of the residents. It ended up being a late night, but what a fantastic time we had and a great response from everyone there.  Got me thinking about the ‘power’ of rhythm, dance and music in breaking down barriers and enhancing quality of life.  Sounds cheesy, I hate writing statements like that, but when you see it in action you can’t deny it.  There is something incredibly powerful about music,(and I believe particularly in african drumming) in the way that it quite literally moves people both physically and emotionally.  I’m sure most people have been affected emotionally at one time or another by a piece of music, and to see people smile and dance spontaneously when the rhythms start up always ’blows me away’. I spoke to Sue Palmer recently recently at an in-service at our school who told me about research being done by Colwyn Trevarthen about the link between learning and music. 

From what I understand, the research suggests that exposing youngsters at a very early age to rhythm and rhyme enhances the capacity to acquire language and has an impact on their acquisition of numerical competence.  This ‘feels’ like common sense to me, but as we are often reminded,  youngsters are exposed less to these media as the tradition of singing nursery rhymes has diminished with the advent of digital alternatives.  A crucial element is the interaction between adult and child, something which no computer or TV can replicate. 

I’m sure there are many nursery schools and primary schools who continue to have singing and rhyme as part of their daily routine but Sue Palmer also talked about how the ’starting point’ for want of a better expression has changed.  Some youngsters arrive at primary school with little or no knowledge of, or exposure to traditional nursery rhymes and therefore are at a disadvantage in more ways than one if the research of Colwyn Travarthen is to be believed.

It also made me think of the role of music in secondary schools; and I should say, I’m not talking fom a position of strength on the above point or this one, just my own thoughts;  is ‘music’ another discrete subject to be learned about and tested on or is there another place for it?  Can music therapy, or art therapy for that matter, be used in a more regular and explicit way to help youngsters who are having difficulty expressing or managing their emotions?  I have a feeling that it could and believe this is another possible avenue to explore in our alternative curriculum project.

This week the balance has been firmly tipped towards work, with life taking a bit of a back seat and sleep lagging behind somewhere on a pushbike.  I think children must have a sixth sense, I think Ruaridh’s difficulty sleeping this week was his way of telling me I’ve been not been home early enough.  I’ve taken his point.

 I have achieved loads in terms of the SQH and had some bad news about my comparitive study.  I was ‘knocked back’ by a drinks company with whom I had planned to study the fostering of creativity and innovation within an organisation.  A real blow, because it is a slow process, trying to find a suitable ‘host organization’.  I definitely don’t want to change my focus, I think how we encourage creativity and innovation in schools is a fascinating and hugely important area with precious little research conducted on it as far as I can see.  So I’ll have a think on Sunday to try and find a new host.

I deleted a blog this week, after having read it over the day after I wrote it I realised I was veering off track in terms of what I’m trying to achieve with my blog.  It’s about my learning and reflection in relation to SQH and not really about the wider issue of blogging.  I think I got a wee bit carried away!   

Got through an S1 parents night and SQH tutorial on Wednesday and Thursday before going on the East Lothian Child protection training today, I had done it before in Borders but  not since moving to ELC.  A really top quality session.

We also had another (early!) alternative curriculum meeting today where we focussed on programme content.  I’m really excited about this project and would encourage you to have a look on the wiki and give us your views, the programme is beginning to shape up. 

Next week will definitely be less ‘full on’.  The work/life balance has to come back towards having a life!

Today has been a day where the potential we have, as a profession, to positively influence the lives of others has really been writ large in my mind. I had some excellent feedback from parents about the positive influence attending a pre-vocational college course has had on their youngsters.  This was a heartening message to hear given that it has been difficult to fit in the college courses with the mainstream curriculum and that we are trying our best to ensure that the youngsters are fully supported in preparing for their standard grades by adding a period of ‘catch up’ time in Maths and English.  I also had an interesting discussion with a parent about the merits of having the college course delivered on a Friday afternoon, a pilot we are currently trying with S3 youngsters.  There are pros and cons as we are finding out, not least the difficulty of motivating youngsters to attend outside ‘normal’ school time in a location which is alien to them.

I later attended the Extreme Learning meeting in th North Berwick and was further inspired by the enthusiasm and free thinking of those at the meeting.  The more I think about the concept the more I’m sure that we are ‘on to something’ with the idea of Extreme Learning. As we discussed how assessing the projects would be organised, I was reminded of Howard Gardner’s ideas on Multiple Intelligences and how close our ideas of assessing the Extreme Learning projects come to his markers of Individual profile, Mastery of facts, Skills and concepts, Quality of work, Communication and Reflection.  However, I believe that the idea of collaboration which is embedded in Extreme Learning builds upon these ideas further and is a hugely significant ’shift’ in mindset in terms of assessing the work of youngsters.  I am really excited by this as I think we are moving towards a model of making learning both relevant for the learner and motivated by intrinsic as opposed to extrinsic factors.  Can’t wait to get started!

Finally I’ve had my wife’s cousin visiting for the past couple of days, she is an English teacher in the South West of England.  This evening we got on to the topic of the positive (and negative) influences that teachers have had on us all.  She recalled an assembly with a new depute head of her school who quoted a statistic about a survey that had been done asking adults who were the three most positively influential people in their live thus far.  Ninety-five percent of respondents  mentioned teachers, in both the positive and negative lists!  Obviously this is a second hand story with perhaps a 3rd hand statistic, but I think the sentiment is not far from the truth. Teaching is one of the few professions in which there is a very real opportunity to make a lasting impression on someone’s life.  It may sound cliched, but is no less true for it.  How lucky we are, and what a tremendous responsibility. 

A good(if lengthy, as arriving home at Ruaridh’s bath time reminded me) day at the office!