Guest Column - March/ April 2023
Alison Rendle & Kit Messenger 'Curious Not Furious'
![]() This extract is taken from an exciting new book and toolkit which presents practical tips and powerful case studies: empowering children to take charge of their brains and behaviour. The authors lead Changing Chances CIC, a community interest company focused on improving children's life chances, especially those who are struggling at home, in the classroom or in their communities. ****
Nobody rises to low expectations Once the first foundation stone of strong, positive relationships is firmly in place, we need to take a look at the second of those three foundation stones: working with young people to set clear, consistent and high expectations. You may have heard the saying that nobody rises to low expectations. That's why we firmly believe that expectations should be set high for all young people. High expectations set the aspiration that young people and all those around them are able to be safe, content and at their best. Whether you're reading this as a parent, a grandparent, a teacher, a foster carer or a social worker, you'll find that setting expectations is a crucial first step. Think about it like this: there are certain things we do in life which may take some time and effort, but which prevent problems occurring down the line. We get our cars serviced to prevent breakdowns or we have dental check-ups to avoid fillings. Setting expectations is a bit like this. It takes time and effort at the outset, but can go a long way towards preventing big problems (and a lot of heartache) later on. You may be wondering why we are using the word 'expectations', rather than talking about 'rules'. We know that language is powerful, so our choice of these words isn't a matter of chance. Looking at the origins of the words rules and expectations will shine a light on our thinking. Expectation comes from a Latin word meaning 'an awaiting', a word that brings with it a sense of confident anticipation of something good that will happen in the future. Rule, on the other hand, has its origins in another Latin word meaning 'straight measuring stick', or ruler. This incorporates a sense of measuring people against a defined scale of right and wrong: controlling and directing them towards what is seen as right. So, the word expectations underlines our belief that with time, and with the right support, all children and teenagers can develop the skills for success. It rejects the idea that some will inevitably fail when they are set against the measuring stick of right and wrong. Agreeing expectations together Agreeing clear and meaningful expectations together with young people gives them a sense of control as they play an equal part in the decision- making process. It also puts the focus on the natural consequences of actions, rather than on apparently arbitrary punishments that are often attached by adults to rules that children may not understand or value. Agreeing expectations together brings many benefits. It means that children and teenagers understand and have a stake in them, which may mean they are more invested in keeping to the expectations they have helped to shape. Also, setting expectations collaboratively involves discussing different people's needs, and this contributes to building emotional intelligence and empathy. Setting agreed and clear expectations with children is one of the first things we need to do whether we are a parent or grandparent, a foster carer or neighbour, or a professional working with individuals, classes or groups. The key is having a conversation with a child or group of children about what needs to happen to make sure that everyone feels safe, content and able to be at their best in any situation. Try to keep in mind the mantra that whatever is agreed needs to be good for me, good for you and good for everyone. How does this look in practice? In the home it might start with a conversation about what needs to happen so that everyone can get out of the house on time in the morning, without angry words, tantrums or tears. Everyone's perspectives need to be considered: an adult may have a train to catch; a young child may need a hand with getting ready; a teenager may struggle to find the belongings they're going to need that day. In a classroom, the discussion could be about what needs to happen so that everyone can concentrate on their work and get the support they need. This might include sharing what different people need in order to be able to concentrate at their best. Some might need a quiet environment; others may need to move around; a few may need to be able to talk ideas through with a learning buddy. Then comes the time for some group problem-solving: how can everyone's needs be met? When agreeing expectations, we must aim to be collaborative, firm and kind rather than acting as authoritarian rule-givers. This isn't about being soft or fluffy; agreeing expectations collaboratively can be just as rigorous as laying down a set of rules and insisting that they are followed. The difference is that by being collaborative, we are working with the child, aligning ourselves alongside them, rather than pulling against them. When we position ourselves on the side of the child, we take on the role of a caring supporter who holds high expectations, believes that the child can meet them and is there alongside them if they are struggling. 'Curious Not Furious' (March/ April 2023) Guest Column - February/ March 2023
Carole Herman Mathematics for all?
When Rishi Sunak announced in his first speech of 2023 that all students should continue to learn mathematics to the age of 18, I am sure I wasn't the only educationalist to be somewhat surprised. When had this major policy announcement been discussed with the profession?
Mathematics for all? (February/ March 2023) Guest Column - January 2023
Malcolm Wheeler Open your classroom window
Marsha Ivins, a veteran of five space shuttle missions who logged over 1,300 hours in space, was asked by one of our students, 'So how do you go to toilet in space?' Her smile told me it was a question she had often fielded. Her answer, although given hundreds of times by her, was original for every child asking the question for the first time.
Open your classroom window (January 2023) Guest Column - December 2022
Tim Coulson If I were Education Secretary
If I were education secretary, I would expect to reverse the current position, and to be seen as more influential than Ofsted.
If I were Education Secretary (December 2022) Guest Column - September/October 2022
Simon Watson Aim High, Work Smart, Care Deeply
International schools are free to choose from the best educational initiatives around the world, unshackled from the administrative handcuffs of national and state regulations. Aim High, Work Smart, Care Deeply (September/October 2022) Guest Column - July/August 2022
Jane Harris 2030 vision: we need to talk about speech and language
Given the unusual way the schools white paper and SEND green paper were published on consecutive days in late March, it is understandable that the sector is still trying to make sense of them.
2030 vision: we need to talk about speech and language (July/August 2022) Guest Column - April/May 2022
Andy Samways 10 reasons why reading aloud matters
The simplest sentences are often the most impactful. That was certainly the case in Roy Blatchford's monthly column in March:"If you read no further than the end of this sentence, please watch the YouTube video Frank Cottrell-Boyce supporting the Essex Year of Reading - Essex County Council." 10 reasons why reading aloud matters (April/May 2022) Guest Column - February 2022
Tom Duckling Learning Strands
It is the start of term and for INSET day an engaging and inspirational speaker has been booked. It is a financial investment but they have a great reputation on the conference circuit and some glittering reviews. Learning Strands (February 2022) Guest Column - January 2022
Samantha Smith Lead as yourself
When I was starting as a headteacher, I was given the advice, Remember to lead as you. This is a most valuable piece of advice and one I often return to. And it has never been more important than in the past two years, when we have all been asked to give more than we ever thought we would. Lead as yourself (January 2022) Guest Column - December 2021
Jean Gross Reaching The Unseen Children
This is an extract from Chapter Seven of Jean Gross's recently published 'Reaching The Unseen Children'The seven secrets of self-efficacy This is the most important chapter in this book. It is important because it introduces a concept which is relatively unfamiliar to educators, but profoundly important in improving outcomes for disadvantaged children. Reaching The Unseen Children (December 2021) Guest Column - November 2021
David Bartram OBE Leading great SEND provision in schools
We appear to be making the leadership of SEND increasingly complicated. The danger of creating this overly complex approach is that it persuades teachers across the country that they may not be sufficiently expert enough to help children experiencing difficulty. Leading great SEND provision in schools (November 2021) Guest Column - October 2021
The learning scientistCameron Mirza The critical success factor in the education system will always be the teacher. It is essential today that teachers are supported to develop the skills, subject knowledge, attitudes, behaviours, pedagogical content knowledge and digital skills required to thrive in the classroom environment. The recently published teaching report by the Economist Intelligence Unit, sponsored by Microsoft, laid stark some sobering data. The learning scientist (October 2021) Guest Column - September 2021
At the cutting edge Harry Hudson Teaching is moving at a pace, and there has never been a more exciting time to become a teacher. We know more now than we have ever known about how the brain works, and teachers can be more confident than at any time in history about the science of learning. What's more, there is still so much left to discover. At the cutting edge (September 2021) Guest Column - June 2021
Great news! Primary languages are rubbish! By Old Cobbler Ofsted blog: schools, early years, further education and skills As the subject lead's blog on the Ofsted website explains, inspectors recently visited 24 primary schools, all rated excellent at their latest inspection, to assess the quality of their languages teaching. Great news! Primary languages are rubbish! (June 2021) Guest Column - May 2021
Rethinking assessment: in praise of ePortfoliosDr Michael Lightfoot The long-term impact on education systems caused by the Great Pandemic of 2020/21 will take many years to play out. Emergency remote teaching became the mode through which education systems tried to overcome the impacts of school closures, and most schools turned to EdTech for solutions. Rethinking assessment: in praise of ePortfolios (May 2021) Guest Column - April 2021
Shaping the legacy of COVID-19David Ingram During a particularly difficult stretch of the lockdown, my professional coach invited me to engage my curiosity. This prompted me to consider the enormity of the pandemic from an entirely different perspective. I remain curious. Necessity may have been the mother of invention during lockdown but as the world returns to a semblance of normality, school leaders will need to ponder next steps. Shaping the legacy of COVID-19 (April 2021) Guest Column - March 2021
Changing the image of teachingHarry Hudson Education is in the spotlight in a way it hasn't been for decades, and much has been said about how teaching can 'build back better' after the pandemic. Yet step back from all the talk of 'catch up funding' and ways our classroom practice can be improved by having taught online, and there's an even bigger picture. Changing the image of teaching (March 2021) Guest Column - February 2021
CultureMarc Rowland The most effective strategies give teachers and other staff the capacity, expertise, knowledge and development to meet the needs of their pupils and improve them as learners. Teacher agency and buy-in are fundamental to success. They all complement one another, working together to support the development of a culture of inclusivity where pupils' needs are understood and assessment drives action. Culture (February 2021) Guest Column - January 2021
Malcolm Wheeler
Online passages from India
The pandemic will be remembered in the words of Dickens as "the worst of times" and, in the most unintended ways, also "the best of times". Before the lockdown, the challenge for our kind of schools was finding the sweet spot between theoretical and experiential learning. After the move to virtual learning, it has become about finding our collective 'ikigai', or finding our reason for being.
Online passages from India (January 2021) Guest Column – December 2020
Keith Grainger, Principal, Garth Hill College
The case for the defence: online learning
In a week when the government has threatened councils with legal action over decisions to switch to online learning over coronavirus fears, I feel the urge to celebrate the considerable merits of online learning. Such threats almost cast a slur on the very concept of online learning and, given our positive experience as a state secondary school, I am compelled to make a case for the defence. The case for the defence: online learning (December 2020) |