Notes from Beyond: The Educational Prism

“You’re looking very well”.

Several people whom I’ve met in recent weeks have all said the same thing. It makes me wonder just how I was looking at the start of the year, at the lowest point. I looked hard in the mirror, and I think it is true: nine months free of the stresses of teaching life have indeed done something to recharge the physical batteries, even though the head still does not always behave itself.

Increasing distance has continued to present a changing perspective on how I have spent the past thirty years. I certainly don’t regret going into teaching, but the impact that this unique occupation has had is now clearer. I had always thought that I just about managed to keep the work-life balance in an acceptable place, but looking back it is becoming clear just how the job had  totally dominated my life, and indeed my mind. I saw almost everything through an educational prism; my entire existence was dominated by the concept of personal improvement, even as the demands of the job were sending me in the opposite direction. Much of my sense of life-purpose, even of the person I was ‘supposed’ to be was in effect dictated by the demands of the profession. I guess this is inevitable when one does any intense work for a long period, but that does not make it healthy. It’s clearer too, why many of the non-teachers I know seem to lack a sense of perpetual harassment: they aren’t teachers.

For those who would like to know, I am well on the road to recovery, though still ‘taking the tablets’. Hopefully in the next couple of months that too will cease, and I will have a better sense of where I stand for the future. Some supply work has been offered, but at this stage I really don’t know whether I want to go back into the shark-infested waters.

For that is what education has become, for those who work in it. I hope not everyone has my experience – only now am I starting to feel real anger, as well as sadness, at what happened to me. Not only were thirty years of good service to a school thrown wantonly onto the scrapheap by a management that appears no longer to set any value whatsoever by its duty of care to its staff, not only were they willing to push me to the brink of breakdown in order to get their cost saving, but I have not even had a letter of thanks for my service, which I think should be a formality, whether they mean it or not.

I suppose I’m fortunate to be in a situation where I could afford to take this breathing space, but it cannot last: somehow the income gap has to be closed by next summer. But I think that the physical improvement that people have noticed is testament to what teaching can do to individuals; it is nothing short of scandalous that the educational Establishment is prepared, despite all the high-minded talk, to treat its employees in this way. I know of about six other people who have left teaching prematurely this summer for related reasons.

Teaching always was more demanding that it perhaps appears to the public – but for it to have reached this extreme is inhumane folly. For a profession that majors on the life-enhancing benefits it delivers, to treat its staff so wantonly is hypocritical, self-defeating and a disgrace. I’ve always felt that schools should be doing what they could to mitigate the impact of stress on teachers; instead some at least, seem intent on magnifying it. It’s a pity it has taken the experience of the past nine months for me to realise the full scale of the matter. This isn’t to advise people not to go into teaching – but realise that you may not realise what it’s doing to you – and take care.

For anyone who enjoys my scrawling, I have started a new, more general blog. It can be found at https://sprezzatura.blog/

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Sense from Spielman

Some surprisingly enlightened words from Amanda Spielman, the new head of Ofsted in the last few days. She has observed that education is about more than passing exams, and that the qualitative cultural experiences of, for example hearing or performing classical music should not be foregone in a race for exam passes. But that is exactly what is happening.

She has said that Ofsted may need to start looking ‘under the bonnet’ of the headline figures a school provides, to see how they were arrived at. I am not confident she will like what she sees.

Spielman has also accepted that the current situation has been reached due to the pressures of numerical accountability on schools, noting that few people, given such targets will be prepared to risk a fall for the sake of principle. She is right – and likewise about the effect on children’s education, which has been to destroy the enlightening experience it should be and replace it with a conveyor belt.

The trouble is, the present system has too much invested in its current mechanisms; while it is true that managements have downward pressures on them, my experience suggests that some at least were all too assiduous in the way they embraced the exam-factory culture. The single biggest influence on educational culture is school-level management, and instead of standing up for educational principle, some at least sold their souls for the sake of institutional hubris. The alternative reading, that the system has actually valued intellectual philistinism so much as to allow it to come to rule the system, is worse. I don’t see these people about to execute a skidding U-turn in a way that would only undermine their own raison d’être.

From my position “beyond”, this is saddening. Spielman is voicing the very issues that I tried to stand up for in my teaching career. I never neglected the importance of qualifications for my older pupils, but ‘qualifications’ are subtly different from ‘results’. My refusal to game results or to be solely driven by the need to maximise them at the expense of children’s real education was one factor that put me where I am now.

 

Notes from Beyond 1: The end of Time

I’m glad to report that something like normality is being restored here. The drug-induced fug of the last seven months is receding as my dose has been cut and the mind heals itself; there are days when I even enjoy living – something that has been grimly absent since last autumn.

I still feel shocked when I think about the speed of change in my circumstances: this time last year, I was teaching full-time, with no expectation that the next decade would be any different. But a routine has established itself, with which I am not unhappy, and which is perhaps revealing some of life’s greater truths.

I am able to get up when the body is ready, rather than when the alarm clock dictates, eat a breakfast that sets me up so that the hunger pangs of mid-morning don’t happen. I’ve never been a ‘morning person’, so the ability to start the day in a gradual way is a huge improvement.

I have received enough messages from people I value, including some from colleagues of many years ago, for the inevitable crash in self-esteem to start to ease a little. There are enough people complimentary of my work for me to start to be confident again that it was not All My Fault.

And there has been a leap in my ability to think clearly and creatively about my position on all sorts of issues. I am getting involved in local community activities and a number of my dormant interests have revived.

Do I miss School? Very little, actually. The company of my colleagues defintely, and the better type of relations with the pupils too. But most definitely not the humourless grind of targets, scrutiny and compliance that the job has become. I don’t miss the regular assault on my better judgement from people whom, I honestly felt, sometimes had less insight and fewer principles than I – nor the consequent sense of having to live my life to someone else’s agenda.

But perhaps most bizarre is the sense of fluidity to one’s time. Having lived my entire life to the drum-beat of the academic year, having known precisely where one was and how things were progressing by the hourly, weekly and termly pulse of that system, it is quite disorientating not to have that. I even almost failed to notice that it was recently Half Term. But equally, it is lovely to be able to appreciate the onset of summer, rather than wishing it away for holidays that only begin when it is half-passed. I generally consider myself fairly self-aware, but only now is it becoming clear just how institutionalised a life in teaching had made me.

I am concerned that as time progresses, I may have less and less worth adding to the education debate. But that may be no bad thing – from a greater distance, it begins to look increasingly like a talking-shop whose main effect is to over-complicate what is still a fairly simple process. Of course, when it’s your daily life, perspectives are different – but I still feel that education is being over-complicated, and for all the wrong reasons.

I’m very fortunate that there no immediate need to seek new employment, and much of the above experience may seem to have little relevance for those who still need to earn a crust. But if there is one thing it is this:

The rat-race that consumes teachers and gobbles up children ever younger, is not only unnecessary but also counter-productive. Education should be about life, not the reverse. The ridiculous amount of pressure being applied to all concerned both risks crowding out the very things needed to think and learn effectively – time. It is very noticeable how much easier it is to think creatively and productively without the pressures of The System bearing down and obliterating everything else.

The pedestal upon which ‘Learning’ is put by so many talking heads is not authentic. In their world, subjects are simply the means to exam passes and league-table positions. They are the passport to a world of often-subservient, deskilled employment from which too often the main beneficiaries are the bosses. And they are the opening for those same people to throw you on the scrap-heap when they have had enough of you. Not a noble, higher aim in sight.

It is so much easier to bloom personally and intellectually when life is not one continuous, needless race against time.

Another one bites the dust

So that’s it. I am told that today is officially my last day of paid employment as a teacher, at least for the time being. Although the paperwork has not come through yet, I must mark the day in some way. I was 23, not long out of university when I joined the school; now I’m just a few years off retirement. Sixty percent of my life spent with teaching as (time-wise at least) the dominant waking activity. I now join the growing ranks of EX-teachers: how many more can the system afford?

Many people comment about how stressful it must be working with kids. They assume that is what did for my health. It wasn’t; it was the continual fight with The System to keep the job sensible. We are paid to deal with immature people, and they are mostly manageable – but not so an immature education System. In the end it was the ‘friendly’ fire that did for me, from a system that would apparently rather have no teachers at all, than ones that know their own minds and who adhere to their own sincere and justifiable principles.

I tried to interpret Teaching in a liberal, humane sense. I have no issue whatsoever with intellectual or personal rigour – but I cannot accept that that means nothing more than a Sisyphean chasing of targets. I note a husband-and-wife couple who managed a very successful primary school have recently decided the same thing.

https://www.theguardian.com/education/2017/apr/28/headteacher-and-deputy-send-resignation-letter-to-parents-longparish-primary-school-hampshire

Education is ultimately about developing human beings, not robots, communities not corporations – and it requires a wide perspective on what it is to be human to do that. I believe I have that perspective and I developed my skills to match; in its wisdom, the system has decided it can live without them.

There is not much more to be said. I did my best.

I have no plans to close this blog for the time being; it is possible that in due course it will morph into something wider – but my observations will inevitably be coloured by my new remove from daily life in the classroom. It seems like an appropriate point to thank my growing number of ‘followers’ for their interest and supportive comments, especially over the past five months. Keep watching this space!

Declining – if not falling. Part 2.

I think it was the shadow education secretary Angela Rayner who, some days ago, said something like, “Selective education does not promote social mobility and therefore it has no part in the British education system.” (my emphasis).

It could not be clearer: the Labour Party sees education primarily as a form of overt social engineering. But the Conservatives are saying exactly the same thing, though they couch it in terms of individual opportunity, of course.

I’m not going to disagree with people trying to optimise their time on this planet – but as the years have passed and education policy has blown this way and that, I have had a growing sense that the whole thing is utterly, profoundly mistaken in its approach. It is at risk of becoming little more than a huge waste of effort. This blog, and my (still unpublished) book were in part an effort to reconcile this, both for my own professional sanity and partly because I genuinely believe that something fundamental needs to shift in the tectonic plates of the British political/social/education systems.

Education works – of that there is little doubt. It permits people to improve their diet and health, to form productive relationships, to reduce their family size, to follow complex procedures, to make more rational decisions and to improve their material conditions. Largely forgotten to policy-makers, it also opens the wonders of human culture and knowledge, and it may encourage people to act more responsibly towards the planet. It can tip the balance of life from suffering to joy. But it is not a panacea.

It does not do those things because of bits of paper with certain letters on them – nor because of green pens or triple-marking. Its success is not measured by league table positions, nor by the size of managers’ salaries. I don’t think it really even does those things because of teachers’ choice of methods. And it certainly does not do it because lessons danced to any particular drum-beat of “progress” in a set amount of time. All of these things are nothing more than the immature preoccupations of an introspective and surprisingly insecure profession.

I don’t think it even really does it because of the specific things that children are taught. It is true that some people develop genuine interests or skills as a direct result of their schooling, but they are probably a minority. It is also true that important information can be passed on – though it’s debatable how much of it is ever retained, let alone acted upon given children’s inherent immaturity. It is pretty certainly not true that people’s attitudes change deeply because of soul-searching during PSHE lessons or the like; in my experience, moralising in schools – even when it contains practical information – often does little more than antagonise.

The problem is, education is nothing like as predictable as so many want it to be. For a start, its societal benefits are primarily trans-generational. There are plenty who benefit from it as expected – but there are also the widely-publicised cases of people who ‘did well’ only ever having been to the School of Hard Knocks.  I know several cases where access to the best education seems to have made little difference and has arguably not prevented those people from heading in the other direction down the socio-economic scale. More schooling does not automatically lead to better lives.

This is why it is so mistaken to require schools to be social engineers – the issues that really hinder life outcomes run at a deeper and less visible level, and often establish at an earlier age, than we can control. There is only so much that fire-fighting by teachers can achieve. My own educational progress was not mostly down to the quality of the schools or teachers, so much as my coming from a home that established appropriate values to begin with.

I don’t think I have experienced any great social mobility in my life – but my education has nonetheless helped me to access many fields that are a source of perpetual fascination and reward. It has also given me a perspective about to relate to wider society. I am about to be jobless – but education will provide the resilience to keep me interested in life in the interim. It was not achieved through targets – the nearest thing we had to those in the 1970s were firmly in the ‘demotivating’ camp; it was achieved purely and simply through awakening the intellect.

In some ways education’s success has been its own failure:  by encouraging those who can to capitalise on their skills – while politicians were busy removing the social restraint that used to accompany overt greed – we have facilitated the opening of the inequality gap that now troubles so many. And what of those left behind? Few of the social engineers have much at all to say about those who just don’t bother: it’s another expression of the ‘everyone a winner’ syndrome.

The causes of inequality in Britain run far deeper than anything that education alone can tackle. The current view starts from the questionable assumption that the present system does not already allow those who will to flourish. It is about class envy and replacing one elite with another. It assumes that those who fail do so for reasons beyond their control – which real-life examples repeatedly show to be only partly the case.

I’m not suggesting that undeserved privilege does not exist nor that it shouldn’t be tackled – but a better way would be to remove the concept of social hierarchy – whether defined by money or anything else – rather than simply equip a different group of people to profit at others’ expense. This might sound utopian – but my impression is that the relative classlessness of many continental countries is one of the reasons this issue does not trouble them as severely as it does us.

We may achieve isolated wins, but most of the desire to push people up the hierarchy is worthy but pointless hope. The failure of even many educators to appreciate that it is far more subtle and complex than that is the greatest educational  failure of all.

Teachers would be far better doing what they really can – awakening individual intellects – and then leaving them to make what hopefully-enlightened sense of the world they will. It is what I tried to do as a teacher; isn’t that enough?

Declining, not falling. Part 1.

Two weeks from now, for the first time in sixty years, there will be no teachers in my family. I will be just another private individual, removed from the in-some-ways very public role of teacher. Apart from a GAP year, this will also be the first time that my life has not depended directly on education. Or it would be, if you discount my wife’s university-paid income that will hopefully keep us alive while I figure out what to do next.

Education is in the news again at the moment, it being union conference season – but greater distance lends a different perspective. My plan is to record some of my thoughts at this unexpected point, assuming the still-faulty brain will permit.

My book remains unpublished. I have been repeatedly told that it is well thought-out and well-written – but the people who would want to read it (i.e. practising teachers) don’t have the time, and those who do are not interested in what I have to say. I think it was summed up by one reviewer, who on the strength of only the proposal decided (wrongly) that it would be nothing more than a personal polemic, lacking in references to accepted research and government policy.

So that says it all: those who actually do education are too snowed under actually to think about it, while those who make the decisions are not interested in what a classroom teacher has to say.

I am not ruling out teaching again, but it won’t be in the immediate future. I’m still feeling very hurt by what has happened. More likely, I will find some non-classroom role, as I’ve seen that the job I have been doing has progressively eroded my health and wellbeing to a point that is no longer acceptable. But I have other directions I want to explore first.

I suppose I am looking for some kind of closure on the last three decades – though it is unlikely really to happen, as I will probably never know for sure what the actual agenda was for pushing/neglecting a committed and long-serving teacher to the point of breakdown, and then ‘losing’ them, on the basis of a couple of disputed exam targets.

Normally, I would have jumped at the opportunity for five months’ ‘sabbatical’ – who wouldn’t? But I would not recommend my experience to anyone; I also now realise that the clouds of that storm had been brewing for considerably longer than I thought. But in the interim, my life has been transformed. I suppose every cloud has its lining…. I now have time to appreciate everyday life, to nurture relations with people around me, to value the simple but fundamental pleasures of life that hitherto were squeezed to almost non-existence by the ever-present weight of Teaching. I never lived to work, but I had failed to appreciate the extent to which my work had come utterly to dominate my life.

I’ve not turned against education; I was brought up to value it, and I believe it to be a cornerstone of a civilised society. It continues to enrich my own life in very many ways, and I still believe it is one of the greatest gifts that any society can offer its members. In troubled times, it is more important than ever.

But I have become increasingly disenchanted with what formalised education has become, in Britain at least. It is no longer doing that which I described above. It has utterly lost sight of its fundamental purpose, its methods and intentions hijacked by uncomprehending vested interests. I had a simple, even naive wish when I entered the profession: to cultivate and broaden the minds of up-coming generations and in particular to share my appreciation of those fields that interested me. The educational system has increasingly diverted, even prevented me from doing that, in ways and to extents that I have largely lost interest in being part of it.

A society that has lost the understanding to educate it people, as well as house and feed them, provide for their health and allow them to have a stake in its destiny is one that is heading down the pan. As I wrote nearly a year ago, recent national events have only fuelled that perception.

But the current education scene is, I believe more part of the problem than the solution. In the next post or two I will discuss why.  This seems widely known: I have not had a single person from a wide range of backgrounds and political persuasions tell me that I am making a big mistake in leaving, and I don’t think they are just being kind. They know teaching as presently configured is a fool’s (or a saint’s) job; I’m neither.

But perhaps the biggest indictment is that is it now extensively harming the basic welfare of those who go through it, whether as teachers or pupils. I don’t only mean mental health, though that is perhaps the sharp end of it.

And of that, I want no part.

Different worlds

The Dunning-Kruger Effect suggests that poor performers simply don’t realise just how deficient they are; in order to evaluate one’s own performance, one needs skills and insights that unskilled people by definition do not have.

Conversely, able people possess the insights that can cause them to identify their own limitations and perhaps be unduly self-critical. According to Bertrand Russell:

The whole problem with the world is that fools and fanatics are always so certain of themselves and wise people so full of doubts.

Or as John Cleese says:

 

 

The sting in the tail, of course, is that no one is in a position to judge whether we are as truly clever as we might think we are…

Even though I did not take full advantage of it at the time, I feel that my own education has served me well. Perhaps that is a useful position for a teacher to be in, and I have tried to pass on the best of my experience, while avoiding the pitfalls. Messrs. Dunning and Kruger might reply that I am in no position to judge!

In my experience, educating people is fundamentally a humane process. Certainly, intellectual and personal rigour is required – that goes without saying. Society rightly expects people to emerge from education with formal qualifications by which to validate the process – but the ultimate goal is surely to develop people in the round. That requires wisdom, humour, curiosity and compassion to cultivate people’s more complex senses and perspectives, to take them to the higher levels of civilised human life – and as a result, to further human society and the individual experiences within it.

The more I taught, the more I realised that my prime asset was simply being a balanced human-being myself, able to respond to any situation in an appropriate, compassionate and hopefully wise way. Important though they may be, the hard specifics of subject disciplines are best delivered by way of the soft skills that simply come from being an authentic human being. The hard-headed striving will only ever be an imposition if not delivered with kindness and conviction. My experience says this works; The System fails to understand.

I remember a deputy head once telling me that I was being too idealistic. “There is no way most people will ever attain that,” he said. “The most we can expect is to turn them into useful workforce.” That from someone who subscribed to the cults of egalitarianism and meritocracy…

The system I have been trying to work within has become increasingly removed from my own values. Exam results have become the end in themselves – but more for the benefit of the schools than the children within them. Schools have become fixated with figures, and have lost sight of any meaning behind them. All the ‘research’ is driven by the same lust for results – without any apparent appreciation that real education does not have a singular ‘result’ as such.

Even Increasing Opportunity seems to be couched only in these terms; education is being used more and more as a form of social engineering, but there is little understanding of what that really means. Other than accessing the next level of education, nobody seems to know what the ultimate purpose is for the recipients. This is not surprising when the only real answer can be ‘to live a fulfilling life’. But it is far removed from merely having qualifications, let alone being a ‘good worker’. So the system has avoided the issue by increasingly looked inward to its own interests.

So I have found myself working in an environment where I was increasingly at odds with the organisation I was serving. It has a largely utilitarian view of teachers’ work – to maximise exam results no matter what the cost or the even moral implications of Just Deserts. It wants teachers to operate in an almost purely technical sense – the mechanics of children’s exam performance, ‘intervening’ as and where necessary based solely on numerical information, and with the sole, naïve intention of improving those numbers. Even the motivational talk is focussed on maximising grades; very little about the pleasure of learning or its wider rewards: the classic definition of an exam factory. The role-model is the similar factories of eastern Asia, rather than the liberal views of continental Europe.

No doubt schools would claim that personal benefit was implicit in this process, but I’m not so sure; over the years, wider personal development has been mentioned less and less, in line with the abandonment of many opportunities to deliver it. Any sense of moral compass, except in the widest, most nebulous sense has been sacrificed to a bums-on-seats technocracy.

I should emphasise that I am not making school-specific criticisms; mine has only done what its masters bade or permitted. It has been very successful, too, in those terms. But in my opinion, like many it has lost its soul in the process. School life is now more pressurised, depersonalised, manipulated, mercenary and humourless than ever before – the antithesis of the warm, considered, tolerant, diverse, compassionate place I wanted to work for. Good education it is not; good training, maybe – but that’s not what I do…

My understanding of education, and what The System now says it wants have moved so far apart that I no longer feel prepared to work within it. The quality and breadth of what I am allowed to offer has withered – and the quantity of mindless, time-pressured compliance ballooned. What it permits me to do as an individual, intelligent professional, and what it expects me to deliver are so at odds with my expectations, let alone what is realistically possible – that I am leaving.

I have had enough feedback over the years to know that pupils did identify and appreciate my qualities as a teacher, even if it sometimes took them a while to do so; that was part of the plan. I was told the other day that my ‘problem’ is that I have developed too complex a view of education for an increasingly crude system to value. Be that as it may, those who wish to run education on production-line principles simply do not see what they are missing – and they have never given the likes of me a chance to argue. Such closed-mindedness is not the mark of educational success.

On my own terms, I succeeded as a teacher over a period of thirty years. After a hesitant start, I developed my skills and understanding to become the unique teacher that each individual can only be; not something valued in a corporate age. The System has judged me less favourably because I was not able or willing to confine myself to blinkered and often self-serving agendas.

The Dunning-Kruger Effect makes it impossible to know who is ‘right’. But the manifest contradictions in much of what the present system claims to be trying to achieve – that many people seem simply to ignore – speak to me of something much less considered or coherent than it claims.

So let’s just say that there exist two educational worlds, one like mine – and The System, which increasingly do not mix. I think mine works and can be intellectually supported – but if it’s not what this utilitarian, materialistic, increasingly harsh – and uneducated – country wants, then who am I to argue?

 

Enemy of the People

“It’s all for the children”. In my experience, people enter teaching for a variety of reasons. Yet the single, most over-worked creed to which all teachers are expected to subscribe is this.

One might well ask how working with children can be for anything but their benefit. But the problem, as with so many things in education, is knowing what that ‘benefit’ actually is. What about educating children for the benefit of everyone else – so we don’t have antisocial little savages in our midst?

‘For the children’ seems to be uttered most often by those who favour child-centred approaches and by those who manage schools; in both cases it is appropriated both to justify certain orthodoxies and debunk others.

The former seem to believe that allowing children free rein to decide (or dictate?) their own learning is the most benign approach. The latter seem to think that children’s benefit is synonymous with their schools’ positions in the league tables – and spend least of their daily schedule in contact with living, breathing young people.

Somewhere in the middle are those who advocate a ‘tough love’ approach – to which traditionalist teachers (unfairly in my view) seem to have been attached.

The same phrase is also appropriated by the evangelists who “absolutely love working with children” and who are daily “thrilled” when children “connect” with a new piece of understanding. Well, I have some sympathy, but I think such people probably need to grow up.

As with much evangelism, the message is over-simplified, and not as altruistic as it claims. As fully-functioning adults, teachers ought to have more complex insight and motives. While a genuine pleasure in working with young people is clearly desirable, the over-emotional attachment of a teacher to their pupils seems to be more a matter of surrogate parenthood or their own kidulthood than anything more rational – and professionally rather suspect.

In my own case, the pleasure of genuinely helping people is real enough. Working with children can be very rewarding; some of them I actively come to like. But plenty more are indifferent, frustrating, or downright unpleasant. I try not to conflate help with either permissiveness or helicopter teacher-ing. And I feel distinctly uneasy about claiming to know what is inalienably ‘best’ for other sovereign (if immature) individuals whom I see for only a small proportion of their lives, and in highly contrived circumstances at that.

At least as important to me are the wider, less personal and often unspoken aspects of ‘benefit’. These include the perpetuation of a stable civil society – which requires people to both understand and actively subscribe to a social contract. It also involves the transmission, preservation, accessing and furthering of human intellectual and cultural capital. And it involves striking some kind of balance that allows each individual to grow into a responsible, well-balanced person, capable both of living a fulfilled life of their own and of contributing to the same in a societal sense. Those things are at least as much part of every individual’s interest as anything more selfish; this might be particularly apparent in a world that is as unstable as it currently seems.

Part of that balance is understanding the inevitable trade-off between rights and responsibilities, between custodianship and dominion. That is an exceptionally difficult thing to achieve, let alone develop in others – and all the more so to do in a consensual rather than coercive or confrontational way.

The indulgent culture of modern schools does not manage it. I’m afraid that the education system is well and truly infected with the Cult of the Individual – and why would it not be when the rest of society (ably assisted by the commercial sector) – is so? I do not see promoting education solely as a ‘challenge’ that pits the individual against society, that portrays it as a competition to extract the most (power/money)  for oneself, genuinely serves people either individually or collectively.

Likewise, a system that hypes schools’ own rivalries, or that pretends that classroom teachers can also have stellar careers is insidious. It plays to the self-interest that too often wins out over the interest of the Whole.

The cult of the individual also leads to perverse outcomes. Those who manage schools supposedly in the interests of the children most often absent themselves from contact with those same children. They become apparatchiks of a system whose functioning often works against the complex benefits discussed above. Balancing budgets, surviving Ofsted, hitting performance targets all become more important than individuals’ education or even wellbeing – individuals who become little more than numbers on a spreadsheet. ‘The Children’ simply become an abstract.

Such depersonalisation in turn leads to the culture that drives children and their teachers to the edge of mental illness in order to meet (literally) inhuman targets. It leads to the removal of teachers who might actually understand the complexities of education, who haven’t forgotten that successful teaching is a constant tightrope-walk between multiple conflicting needs, and who appreciate that such false-dichotomy thinking leads to poor conclusions about ‘benefit’ and how to achieve it.

I have even heard it said by a senior manager that no teacher is better than a ‘bad’ (or in my own current case possibly mad) teacher. I wonder if my pupils, who have not had a regular teacher for four months now, would agree.

The worst outcome of this mentality is the myopia that can only see ‘benefit’ in the simplest, most immediate and most selfish of forms. That is the antithesis of successful education – and the fact that there is so much of it around may say something about our success to date. Such myopia is responsible for the inability to appreciate multiple perspectives, or to compromise in the name of consensus. And it is the myopia that falsely labels anyone who tries to temper rather than indulge such selfishness as an Enemy of the People.

 

Living by numbers

For those who thought this is a teaching blog, please indulge me. Documenting my current experience is fully part of being a teacher, and there are lessons to be learned…

I have been using a great app to track my medication and recovery http://www.iodine.com/start .   It reminds me each day to take the tablets, offers words of encouragement, shares the experiences of others, plots progress every two weeks and will even send the information to my doctor (if only she had time to read it). And if I let it, it will harvest my input to become part of the ‘big data’ being used by pharmaceutical companies to improve their products.

But my talking therapist was sceptical. Her main concern was that it would be too easy to rely on the app to tell me my condition, rather than look inwardly to judge for myself. She is equally sceptical about Cognitive Behaviour Therapy, which I was offered this week. I felt rather let down when the telephone interviewer told me he thought I had “typical anxiety”. It doesn’t feel like typical anything. According to my therapist, CBT is popular because it is “skills-based” and measurable. You get worksheets to do for homework. And at the end of six or twelve sessions, they are likely to terminate your course whether you are fully recovered or not, because you will have ‘demonstrated progress’. Accepting that I don’t know what I don’t know about CBT, the parallels with education are unmistakable. We both agreed that a more holistic approach was proving more helpful.

Having been forced to stand back from working life for the past three months, it has become increasingly evident how ‘conditioned’ to circumstance one becomes. Even as someone who feels he is generally fairly self-aware, it came as a shock to start to see just how time-orientated I have been. I was fretting about how long it would take to recover, about the fact that time was being ‘wasted’ doing very little, about the time targets I might be facing for recovery, when my sick leave would run out. And yes, the app is about numbers too, inasmuch as one has to rate how one is feeling on what is known as a PHQ9 test.

I am just too used to living my life against the clock, a constant battle to get things done by yesterday, with the anxiety about what will happen if I mess up. I am conditioned to being constantly told that one’s teaching can never be ‘good enough’, that the only thing to do when one reaches a target is to look for the next. My working life has run in hourly chunks for three decades, governed by the unbending regime of the school bell and timetable. Even home life was affected by the need to be ready next time the school bell rang. Those three decades seem to have shot past almost unnoticed. Today marks another full year on the clock of life; last time I checked I think I was about 28.

I wouldn’t recommend the experience of the last three months to anyone, but in some ways time has slowed right down again. Although some capabilities have been taken away (bizarrely, I can write but I still can’t read much), in others ways I have got my life back.

Each day has been its own entity, rather than just a notch on the count towards the next weekend/holiday/end of academic year. I have had time to stare at the sky, to watch the changing light in our home, to amble around the picturesque town where we live, to spend real time looking at my own (neglected) needs rather than those of others, to keep up with the admittedly depressing world news. And to spend more time in touch with people who have come out of the woodwork to wish me well; people whom I was previously too busy to keep up with, and who were too busy themselves. Some are people I worked with for twenty years or  more, but who somewhat misinterpreted each other for all that time. Our attentions were too busy elsewhere.

The fact that those people care has been the most salutary lesson of all, for someone who has habitually conducted his life in a relatively self-contained way, whose vexations and objections were either internalised or put to the world through this blog. And though I tried hard to resist, it was easy to view the blog too as a numbers exercise, particularly when others urged me to put it about a bit more.

It can’t carry on indefinitely of course – but it has made me think.

But for all this time, I have fundamentally felt that teaching is about life, rather than the other way round – for all that it was a regularly-obscured and rapidly receding belief. But in the cut-and-thrust of regular school life, it has become too easy to believe that we live to teach. Just like we live to consume, or live to be rich, or popular. It’s all about Quantity. Even mental health treatment seems to have become just another set of production targets. The cart is well and truly before the horse; how foolish can we be?

My attention was drawn to something that a recent pupil wrote about me. I think it is from one of the class whose GCSE figures, while demonstrably sound, were not aspirational enough and so tipped me into my current place.

Really nice guy who clearly knows his stuff. Never gave up when I lost motivation for his subject and always willing to answer questions…has a lot of knowledge that he shares with us, not just about Geography… he tries to make us think for the answer instead of giving it to us. Respect that as instead of giving us stuff to just memorize, he is trying to get us to think for ourselves and get us prepared for higher education. Thanks.

I don’t believe in an education system that functions largely to justify its own existence. I certainly don’t believe in the mad, messianic drive to make teachers mortgage themselves to breaking point for the supposed sake of the next generation.  Educating the young is one of the most important of human activities – but it does not have to be the institutionalised destruction that it is now.

Education cannot be something that you ‘just do’ to people; it is about developing the potential for intelligent thought, and that fact needs constant renewal. Exam grades are a human construct; sophisticated brain processes are not. As with my app, numbers can be helpful – but an end in themselves, they are not. The relationship between qualifications and education is no more direct than that between treatment and good mental health: the the former seems not to guarantee the latter, for all that that is where the obsession lies.

The pupil quoted above ‘gets’ what I have tried to do: to deliver a holistic education that while academically rigorous was principally about developing high-level thought and personal compassion. The rest of the system seems utterly to have lost sight of this – and it doesn’t any longer rate those who haven’t.

The tone of this post is perhaps sounding like the start of a recovery – but one in which that student’s words might make an apt professional epitaph.

On the fence

Interviewed in The Guardian, the veteran politician Ken Clarke makes a startling claim about government. Speaking about the nation’s intractable regional problems, he observes that despite their upbeat language, most politicians haven’t a clue how to solve them. “We’ve been trying for years” he says.

I admire such candour; more of it might start to re-focus people on the real issues rather than media-friendly sound-bites and facile quick fixes which are nothing of the sort.

I’m looking at the launch of the Chartered College of Teaching in much the same light. Despite Old Andrew’s misgivings, my instinct is nonetheless to join on the grounds that positive engagement might make a difference – and in principle, I’ve always thought that such an organisation is a good idea. But given that my decision to continue teaching is very much in the balance at the moment, and perhaps I’m being naively optimistic, I think I’ll wait.

The launch literature isn’t encouraging. The promise of giving teachers access to “the latest research” concerns me – not because I am against research per se, but because it looks too much like yet more jumping on this latest of bandwagons. As numerous others have pointed out, just where is the time going to come from in the average teacher’s life to avail of such a resource? And where is the research to show that teachers using research genuinely improves education? It might look glossy – but will it work?

I am afraid I am heartily sick of this direction of travel, and on the balance sheet, it is one of the things against my remaining in the profession. I don’t remotely consider myself a Luddite, but I simply cannot accept that even formal education is just about a targets-based production line – and let’s face it, all the ‘research’ into teaching methods is really only about pushing up exam pass rates. Anyone with a real concern for developing people’s capacity for intelligent thought will understand that it a far more subtle process and simply cannot be done to order in this way.

What makes lessons and teachers successful is not a precise science. In fact it could hardly be further from it. The development of the human mind is much more complex than that; as Greg Ashman described it recently, real ‘education’ is an emergent quality. What is taught, and how it is taught are not especially important – unless you are beholden to league tables. I would even say that the retention, while desirable, is not overly important for many people in the long run either, for all that I advocate academic rigour. Filling the Pail is not the be all and end all, as Greg acknowledges. As for how it is retained, that remains as complex and haphazard as ever.

What counts is the residue: what happens inside people’s heads as they go through this process we call education. As important as academic or pedagogic rigour is the quality of the human interaction involved. And as no two people are alike, the only way to develop skill in this is by individual practice – lots of it. This is what the researchers and would-be educational scientists fail to see.

The irony of my current situation is that I have written a book on precisely this issue; a couple of weeks ago it came within an ace of being published by a leading publisher. Despite much very positive feedback, it was torpedoed by one rather less impressed response – on the grounds that it does not make sufficient reference to established educational thought or to recent government policy. Just what does this have to do with classroom teaching (which is the subject of the book)? I am now waiting on a second publisher.

Here again, we have the Establishment refusing to give breathing space to anything that does not confirm existing prejudices. And yet, as Ken Clarke admitted, that approach often masks nothing more than a remote and ineffective ignorance of what works on the ground. This is not an intelligent way to proceed.

The current climate in education is (in part) giving rise to a spike in childhood mental health issues – to say nothing of the teachers. Educators are being urged to attend to this – by the same establishment whose policies exacerbate the problem.

And yet those who advocate a different approach borne of years in the front line are ignored. A common theme amongst many who have wished me well in recent weeks has been “we all know the system is crazy”. What is the College of Education going to do about THAT?

The mechanical approach is being still being advanced, to destructive effect. In my own case, the trigger that finally fried my brain – and has led me to consider my future in the profession – was the consequence of “my” failure to meet an arbitrary target with an exam class.  Despite the fact that experience strongly suggested it was deeply unrealistic (and my saying so repeatedly), the system has proved incapable of accepting that my years of humanely-successful teaching might be a sound basis on which to challenge the figures, let alone to consider the bigger picture.

I cannot and will not back down on this – hence the stress. Personally I can neither function in, nor tolerate, a system which demands that teachers operate simultaneously like robots and clowns, which so confines their modus operandi and then judges them in such an arbitrary and mechanistic manner. This is not a system that permits either meaningful teaching nor effective learning; it is good only for automatons.

Anyone want to publish a book on how to do things more benignly?