Rome Wasn’t Built In A Day

It took me six years and five attempts at my driving test to lean to drive. In fact humiliation of all humiliation my baby brother passed before I did, about a month after his seventeenth birthday. I wasn’t exactly what you would call a natural!

I mean, don’t get me wrong, I aced the theory test – twice in fact! The first one ran out before I passed the practical. I knew exactly how I was supposed to drive but my body wouldn’t comply. To make matters worse, I did insist on continuously driving on the wrong side of the road (which didn’t go down well with the first driving instructor who lasted only a very short time before he gave up on me). I didn’t, and still don’t, know my left from my right and that made things more than a little tricky.

Luckily, I was both stubborn and resilient. I decided that no one was going to tell me I couldn’t learn to drive and I persevered. But this time, I wasn’t leaving it in the hands of a driving instructor. I knew that somehow I had to learn which side of the road I should be driving on, but that I needed to do it in a way that would be safe and would give me time to think. So, I rode a push bike. For three whole years whilst I was at university I rode my bike everywhere, I still got confused about which side of the road I should be on but on a bike it was safer. I could stop when I needed to, put my bike and myself on the pavement and give myself time to think. Gradually over time, I had to think a bit less and then a bit less until it became almost natural to me which side of the road I should be on. And at that point, I braved the world of driving instructors again…

Sometimes our students test us. We work so hard planning our lessons, preparing learning opportunities for them and yet still they don’t seem to make progress. It’s frustrating because we’re at a loss of what else we can try that will make a difference. Sometimes (not always), but sometimes the answer is we need to do more of the same. We need to provide opportunities for repetition, we need to allow students time to practice those skills until they become natural to them. But most of all, we need to not give up. We need to believe that all of our students are capable of learning and we need to persevere. We need to persevere so that they can.

Of course, we need to do this for all students, not just those with SEN. But perhaps for those who don’t find it easy, for those to whom learning doesn’t come naturally, it matters all the more. The students who challenge us the most are often the ones that need us the most. So next time you feel like throwing your hands in the air and giving up, stop a moment and think, maybe you just need to persevere that little bit longer…


Braving The Technology

So this summer, my technical knowledge has been progressing. It was my mission and I’m on route to conquer it. I do feel a bit like a soldier heading to battle, because this is one area of teaching that is taking me way out of my comfort zone. But at the same time I’m crazily excited about each new stride into the world of the unknown I make.

The differentiation possibilities with technology are endless. In fact the more I learn, the more I see possibilities that I hadn’t even dreamt of. Take OneNote Class Notebook for instance. That had been sitting on my computer as part of Office365 since well, probably forever without me even knowing it existed. Without me realising it, I had an amazing differentiation tool right at my fingertips, totally free of charge and ready for me to exploit it.

So, what does it do? Well, it enables you to create a NoteBook for your class. Within your NoteBook you have a library section that you can fill with notes, questions and resources. You can also include links to webpages and videos, as well as record yourself talking to your students. Students can see things in this section and copy and paste them into their own NoteBooks but they can’t edit them, so you know your original content is secure.

Next is the ‘Collaboration Space’ where students can work together on various projects. They can type simultaneously with each other, or they can use it as a space to peer assess work. It’s hard for me to get my head around this properly (in the absence of students to test it on) but I’m really excited about the possibilities and I know it’s something that’s going to make group work and collaboration a lot easier for students.

Thirdly are students’ individual NoteBooks, here they can complete work which only they and you as the teacher can see. Even better it saves automatically, no more panicking when they turn the laptop off when saving or lose their memory stick; both of which last year were monumental meltdown inducing problems for us. This next part I’m really excited about: I can post individual tasks for students here, I can post links to websites that relate directly to that student and I can even read pages of novels aloud and post them on the page. There are times we all wish we could clone ourselves. And well, this looks about as close as that is possible to get! I can be on every person’s screen, giving individualised instructions at the same time – no more waiting until I get round to each student to give instructions. (Admittedly the thought of my voice in stereo all around the room is a frightening prospect, but well, that’s what headphones were made for!)

This programme is all of my differentiation dreams come true. I’ll still be very much hands on – I have no plans to become a virtual teacher, but this will allow for a much greater level of independence for my students. And that has to be a good thing! Even better, once I’d got over my initial terror, it was pretty easy to figure out. If you can work in Microsoft word, you can easily master this.

So, if you like me are new to this expanding possibilities of technology this seems like a really good place to start. For those of you that have Office365 email at school, all you need to do is click on the little squares in the top left corner and you get a whole range of apps. I haven’t played with the others yet, but give me chance and I’ll get there!

I’m still not exactly what you would call a whizz, and I have a zillion things I want to learn to do, but I’m pretty proud of how far I’ve come. And hey, I’ve still got four more weeks of the holidays left to learn lots of new things…. What are you going to try today?

The Obsession With Time

My students like things exact. They like structure, they like routine and they like me to say what I mean.

So when I say something will happen at a particular time I have to be clear. If I say in five minutes, then at exactly five minutes and one second someone will point out that I am late.

It can be infuriating and it can drive me crazy, but maybe that says more about my inability to stick to a particular time, than it does about my students. I have to take a moment and realise that my students are not doing it to be annoying, they are not trying to look smart and they are not trying to make me look bad. They are doing it because to them it matters. I said five minutes so I should take five minutes. I should say what I mean and stick to it.

So next time a ‘we’ll do it in five minutes’ is about to roll off your tongue, take a moment and think. Do I really mean five minutes? Or do I mean when I’ve finished what I’m doing? And if it’s the latter, say that. Say what you mean, and do it; to someone in your room that accuracy may just matter. And that’s about as easy as differentiation can get…

Inclusion or Exclusion?

With the latest news that exclusions are on the rise, we must consider the very real impact that exclusion has on students with autism. The figures from ambitious about autism suggest that in the last twelve months alone 40% of students with autism have experienced a period of exclusion from school. Government statistics show that overall students with SEN are six times more likely to be excluded than those with no special needs. These are frightening figures. I genuinely believe that the staff involved with those students have tried their best. But what we need to ask ourselves is is our best good enough?

Teachers receive very little training in dealing with students with SEN, and even less in identifying those students. In fact a recent article in ‘Young Minds’ reveals that over 20% of those diagnosed with autism are not diagnosed until after their 11th birthday. Of those who are diagnosed many do not meet the threshold for an ECHP. The reality is that until a child fails they do not qualify for support. We (the teaching profession) are not allowed to be pre-emptive.

Over my teaching career, in both EBD and ASD specific settings I have been staggered by the number of students who arrive with me at 11 unable to read and write. Not because these students are unable to learn but because they have been unable to access the specialist support they need until they hit crisis point. It isn’t rocket science to realise that a student who hits puberty unable to do their work is more likely to act out than admit they can’t read. And yet, until they do act out, until they lose control again and again and a school feels they cannot cope they do not receive the help they need. The threshold for a CAMHs referral is increasingly high, waiting lists are increasingly long, social services will not offer families help (even when they ask for it) unless a child is at risk, and we are operating in an education system that values facts and figures over the needs of individuals.

So yes these teachers are doing their best, by the time they exclude I am in no doubt that they feel it is the only choice open to them. But are we as a society doing our best for the most vulnerable members of that society?

There needs to be change. There needs to be a shift. Support needs to be put in earlier before these students hit crisis point. All teachers need compulsory training in identifying and working with students with SEN. I believe in inclusion. The principles of it are everything I stand for. But in order for it to work, we cannot simply put students into mainstream schools and cross our fingers. We cannot have a system where our most vulnerable students continue to be taught primarily by LSAs. We cannot have a system where schools are forced to exclude because it is the only way of getting help for pupils.

So there you have it, my rant. Tomorrow I will return to the business at hand, tomorrow I will focus on differentiation, I will focus on the small ways I can make a difference to the lives of both my students and my daughter. But today I am angry; angry at a system not built to meet the needs of our children, angry at a society that allows it to be that way, angry at myself for not being able to make more of a difference.

The Devil Is In The Detail

Today started off with a sense of tranquillity. We had planned a day in. The new story building Lego was out and it was a chance to play. The Special Interest; currently all things ‘Harry Potter’ came into play. Given freedom, in my house all routes usually lead there. It was decided the world of Harry would be recreated…

Silence reigned. All was peaceful. Until… Meltdown. The only long Lego hair available was ‘girl hair’ and there was no way Hagrid could have girl hair. That would be unforgivable!

Both at home and at school, it is those tiny details, the things I haven’t thought of that derail things. The things that I haven’t given a thought to, because in my head they aren’t important are often the very things that to my students and my daughter are critically important to the success of whatever it is that we are doing. It’s why the lessons that I expect to be challenging often aren’t (because I’ve covered, double covered and triple covered all of my bases) whereas those I think will go swimmingly often end in disaster.

Unless I become psychic (and therefore can pre-empt these disasters before they happen), there has to be another plan (because these events are and will continue to be a part of my daily existence). Today we were saved by a book delivery through the post. Just as quickly as the disaster began, it ended. And this is so often the case.

Had I tackled the problem head on, and said of course Hagrid could have had girl hair, I would have exacerbated things further. Because whilst in my head that is the obvious solution, it is a battle I can’t win, I can’t win it because I simply don’t understand why it is so important in the eyes of my daughter. Distraction therefore, as is so often the case is my best course of action. It is my excuse for why I am so good at talking ‘random rubbish.’

In fact, I would go so far as to argue, that the art of distraction, the ability to intersect a conversation and take it in a random direction until the moment of potential crisis has passed, is one of the most crucial differentiation skills needed when working with students with high anxiety levels.

Once the moment has passed, the anxiety has dissipated; the original activity can more often than not be returned to and enjoyed. In the dining room here, mission build Harry’s world has once again resumed (I haven’t enquired as to the solution of Hagrid’s hair though I may risk a sneaky look later), just as I know that after a brief distraction my students will return to their work.

So next time a student has a moment that seems irrational to you, let it go, talk about something else for a few minutes. You might just be surprised at the results…

Change The Objective

Differentiation isn’t always about creating lots of different activities or worksheets. It can be, and in an ideal world in my classroom at least, I love it when circumstances allow for that. But the reality is that sometimes that can’t happen, and sometimes it doesn’t need to happen. In fact sometimes, it’s best if everyone does the same piece of work.

Most of my students find extended writing challenging, so much so that many come to me not being able or willing to even try them. So when I plan extended writing activities, I like it to be an all singing, all dancing kind of affair. I like to act things out, show films, read books, get out the Lego, make potions, or even throw Baby Corn in the air. And, yes as those of you who have been reading for a while will know – sometimes I even like to break the rules by standing on a chair on a table!

These kind of lessons, the ones with the real ‘wow’ factor, work best if the whole class is engaged in the same kind of activity. Apart from anything else, the craziness I embark upon to get everyone interested and engaged with what we’re going to write about, would make it far too distracting for anyone to concentrate on doing anything else!

So in these lessons, I have to think about differentiation in a different way. I have to think about outcomes rather than input. OK, so I want all of my students to produce an extended piece of writing, but what do I really want individuals to focus on? What do I want them to learn?

For me these learning outcomes are usually something different for everyone, but in a larger class it may be that groups of students have the same objective. For one of my students it might be, ‘I really want you to focus on using full stops and capital letters’, for another it may be ‘I want you to challenge yourself and see how many different connectives you can include’ and for another it may be content based ‘I want you to really think how you could create a surprise for your reader within the story.’

So whilst my class are all essentially writing the same piece, which allows me to make sure my input has been as engaging as possible, their individual focus is different. What they are working on and learning is personalised. The key to the success of it; is to find a way that works for you, of letting your students know what you want them to focus on; what you want them to learn. I use post-it notes, but you could stickers or even large pieces of paper in the middle of tables in larger classes.

This is really easy differentiation, but it’s differentiation that will make a difference. It will make a difference to how well your students learn but even more importantly it will make a difference to how they feel about themselves as learners. These small steps and an individual focus will make them realise that they can achieve. Go on, give it a go, personalise your objectives! What have you got to lose?

Why Am I In Trouble? (Lego Style)

Now you know me; if in doubt use Lego! So this handy trick is one I love.

My students hate consequences, but much more than that, they hate consequences that they don’t think are fair. One easy way to prove fairness (total transparency is important); is by building Lego towers. This visual representation of what has happened will show students that their feelings are validated and also help them to understand why they have been given a consequence.

First, sit together with your student(s) and decide on a scale of zero to ten how many bricks breaking a rule deserves. Being grumpy for instance may get two bricks, swearing five bricks, insulting someone’s mum nine bricks, hitting someone ten bricks etc. The key is to involve the students in deciding; they need to know it’s fair.

After an incident, as a student is talking you can award the various perpetrators (including yourself or other staff members) bricks. As the towers grow, students will not only see that you are listening to them and taking their concerns seriously, but will also begin to see why they have a consequence (because they’ve been grumpy, sworn at someone, then gone on to hit them) whereas even though their friend started it (by being grumpy) they don’t have one.

This is really easy differentiation; differentiation which makes a big difference to students. It reduces anxiety and confrontation, and helps students to understand that they can rely on you to be fair. So next time a student is upset because they think you have treated them unfairly, why not get out your Lego and show them your thought process…