Teachers, why you no use technology?! By Samuel Mack-Poole

Teachers – why you no use technology?

By Samuel Mack-Poole

Nietzsche once famously declared, “All I need is a sheet of paper and something to write with, and then I can turn the world upside down.” Well, give me a computer with internet access and I can help you travel through different dimensions; the dimension of being stressed and overworked right through to smug street.

As a historian, I look back at Gutenberg’s printing press and marvel at it; it is an invention which doesn’t nearly get enough credit. I can boldly, and correctly, assert that the advent of its technology revolutionised mankind; medicine, theology, politics, science, law...no academic discipline was immune from its overwhelming positive impact.

Yet we live in a braver, newer world (literature buffs will see what I did there); we live in the age of the internet, where I can access first class information within seconds with my extremely privileged fingertips. The internet is akin to the printing press on steroids. It really is a marvellous thing; nonetheless, how much are teachers using it? I still believe that even teachers such as myself, not to be too arrogant, are only using a fraction of the whole.

Quite simply, we must move with the times, unless we want to be left behind like the dinosaur.  I have some colleagues who think that reliance on technology is a wholly negative thing. Well, to an extent, they’re correct – after all, we should have moderation in all things. Nonetheless, I think that many of my colleagues are missing out on making their lives a whole lot easier.

I’ve even started an ambitious project of shared planning with multiple teachers through a Facebook group; I have organised sixteen volunteers to plan one or two lessons, and all they get an entire unit back. Now, I’m going to sound extremely self-obsessed, but I think that sharing planning at a time when the wider British teaching community are bemoaning our working hours, as they longest in Europe, is a cracking idea.

To be formulaic, and to keep this blog pithy and concise, I will now post a grid outlining the strategies I employ with regard to technology on a daily/ weekly basis. Enjoy!

Website/ technology	Teaching Hack	Is it free?
www.showmyhomework.co.uk	Creating quizzes on this in your department will save time. It gives you % breakdowns of your classes’ learning (priceless data) and chasing it up is very easy. If you use community resources, you will notice that many people have made quizzes you can recycle at the touch of a button! Nice	No! Your school has to sign up to this.
Kahoot	This is an excellent website. It uses a competitive model and students love it. You can create your own Kahoots, or you can use public Kahoots. If you’re really savvy, you can get your students making them in computer lessons and use them during the rest of the year.	Yes! Extra cheeky J
Youtube	Okay, this one is nothing new. However, there really are some amazing videos on this website. I try to incorporate a 5 minute video into all of my lessons. This, in my opinion, is good practice. The internet combines the collective power of human intelligence, and gaining someone else’s insights will only be a strength. However, don’t be lazy and abuse this, or students will soon point out that you are not teaching. Lastly, why not create your own resources on there, if you’re brave enough?	Free!
TES	Okay, I know everyone used to use this.  You will also know that people are now charging for resources. However, some people still give their resources out for free, and there are a lot of legacy resources out there, too. Often, you can take something embryonic and develop it.	Yes and no.
Facebook	Believe it or not there are some amazing teacher support groups out there. I cannot commend the Edexcel  History Support Group 2016. This group has really inspired me to make some changes to my teaching. From box learning to drama, it’s been truly great.	Yes J
Promethean whiteboards.	I love my whiteboard, and its pen soooooooooooo much. It has countdown timers which can be used in a PowerPoint, an alarm bell to signal when a task has finished, tickertape to add extra information which you didn’t think until you were in lesson...you can take screenshots of mind maps and keep them for another lesson... It has a pen which enables you to annotate your resources...I loves my smart boards technology. It is a wonderful, wonderful piece of technology.	No. Ask your boss to invest in the teaching and learning.
A wireless mouse.	This enables you to go through your slides from any position in the classroom. It is just great for keeping your more verbose students quiet through teacher proximity.   It gives you freedom!	No. However, you can buy this from amazon for under £10.
Podcasts www.soundcloud.com	Record your voice of you explaining something.   This is great for computer room lessons, so you don’t have to explain the same thing again and again.	Yes...up to 2 hours per email account.
Google Drive	Again, this might be nothing new to you.  However, you can have entire SOL on this.   In the modern age, why not? You’ve got immediate cover is someone is off, and it’s brilliant for NQTs who need guidance with their planning.   Obviously, you don’t want a straightjacket, but it will give your department consistency.	YES.
Your mobile phone	The above podcast comment relates to this (on voice notes). Nonetheless, there are also photos which you can take which will make AFL cheaper than photocopying. Also, why not make your own memes of key figures within the scheme of learning? I do this and students enjoy it very  much.	Well, if you have a smart phone, it’s free.

 

 

 

 

Going Back To The Drawing Board -- By Samuel Mack-Poole

                                                   Going Back To The Drawing Board

By Samuel Mack-Poole

We’ve all been there – you’ve got the students in the optimum seating plan according to the impossible jigsaw* -- and a challenging class still persists in misbehaviour/ poor focus because the topic is too hard.

The thing is, you think you’ve done everything right. You’ve built solid relationships with your class, you’ve spent hours and hours (and hours) marking their assessments (getting them to reply in the colour your SLT insist on), you always plan your lessons, and you chase up discipline issues.

And then you have to read Jekyll and Hyde with your students. We’re talking verbose, turgid, loquacious literature. Your students can’t read it out, because their literacy levels are too low; it’s a university level text. Thanks, Michael Gove.

So, you start reading it out, your eyes focused on the turgid words, and that class start engaging in low level disruption (the kind where you can’t catch the kids doing it, but you so know who it is).

Now, rather than go bonkers at my class (very old school), I paused for deep reflection. I went home and obsessed on it. I needed a fresh approach. That was when it came to me...

I decided to use technology to the maximum – on both counts, I used my mobile phone. Firstly, I took a photo of every page of Jekyll and Hyde (not illegal as there is no copyright as it is over 100 years old) and annotated it. Secondly, I recorded myself reading the chapters, and then I uploaded those podcasts – which essentially amounts to an audio book – to soundcloud, so that they would never be lost.

The difference in behaviour was, and still is (as I haven’t finished teaching chapter 10 yet) amazing. My class went from frustrated and challenging to academic and focused. With my eyes free on the class, I could scan the room to see if anyone was talking – which they no longer were. With my soundcloud podcasts synchronised to the pages of the novel they were reading, backed up with my analytical annotations, the students felt extremely happy.

Incidentally, I use a pop song at the start of every podcast as a behavioural mechanism, as the students immediately listen to a familiar tune. I’ve attached a few photos of my annotations, as well as soundcloud podcast as an example.

Now, I’m not stupid, I know this is more work. Nonetheless, it’s a great legacy. Once it’s on the cloud, it’s there forever! Once you’ve made excellent, thoughtful, and engaging plans, utilising the technology we all have available on mobile phones, you’ve got a great scheme of learning, which means your planning load for future years is utterly diminished.

Again, I’ve attached a grid (us teachers love grids, after all), outlining my strategies for this, for ease of digesting information.

*The one which ensures that students remain focused and don’t talk to others, yet simultaneously ensures no one sits next to someone they find utterly repugnant.

Podcasts/ audio books	For me, this has to be your voice. Now, I don’t know why, but when it’s your voice, the same voice you have in class, but merely from the past, the students listen so much more. Maybe it’s the fact it’s somewhat of a novelty – maybe it’s because on some level, they recognise the extra effort you’ve gone to. It’s great for your auditory learners, and it creates a very attentive class.
Annotated pages	Having this on the screen really helps your visual learners digest the learning. By taking such a complex novel and synthesising it into absorbable chunks, you’re ensuring all of the class understands the narrative.
Musical starters for podcasts	Using familiar songs creates focus. Tell your students that at the end of 30 seconds, you expect them to be silent. You’ll even get requests! It’s great to build relationships this way, and one or two students might surprise you by having similar musical tastes to you.

https://soundcloud.com/samuel-mack-poole-302057744

The hottest issue in education: underachievement in white working class boys by Samuel Mack-Poole.

The hottest issue in education: underachievement in white working class boys.

By Samuel Mack-Poole

It is with a certain sense of apprehension that I start this essay. It is, after all, a foray into a controversial topic; the tragedy is that this issue has been heavily politicised by polarised sections of society for years, and so the educational essence of it has stagnated. Nonetheless, the basics of the issue are this: as a demographic cohort, white working class boys are the lowest achievers in society with regard to educational success.

'Only 24% of white British schoolboys gain five A*-Cs including English and Maths in their end of secondary school exams - making them the worst performing of the main ethnic groups in the country.' (source)

The question which should be on your lips, quite frankly, should be this: why?

I mean, seriously...why?

 What is so endemic in white working class boys that causes such endemic levels of underachievement?  Why is that their peers, whether they be Chinese (whom achieve thrice as much despite parental income being equal) black or Bangladeshi, and yet male, outperform them?

Having  mused anecdotally upon this, I can only come to some hollow conclusions. Is there a patronising hatred of the white working class in this country? Would you say something about a poor white person (such as calling them a ‘chav’?) which you would never say about another race of people? Why is class something which isn’t taboo in our society? The questions can go on ad infinitim but there are other issues at stake as well. After all, the blame for this under performance cannot be purely blamed on bourgeois snobbery, however tempting it is.

Although I’m somewhat loathe to do it, we must critique white working class culture itself. I think, that, controversial as it is, there are real probing questions we need to ask. First and foremost, how much respect is accorded by this stratum of society for education? Is it seen as a tool for social mobility, or is it regarded as part of a system which does little for the working poor? Thus, and it has to be asked, how many white working class parents sit down and read with their children?

Please have a read of the following quote. It’s comprised of a social class study, admittedly based in the USA, but I would bet my bottom dollar that its veracity applies to the UK, too.

‘Extrapolating from their observations, Hart and Risley found that in a professional family an average child would be exposed to 215,000 words a week. The average child in a working class home would be exposed to 125,000 words. In the family where welfare was the main means of support an average child would be exposed to only 62,000 words per week.

Not surprisingly these differences in exposure were correlated with measures of vocabulary size. Children exposed to more words developed a bigger stock of words. Without educational intervention, these early differences set the stage for lifelong differences in vocabulary.’ (source)

Evidently, economic poverty translates to educational poverty, and the entire system meaninglessly replicates itself like the now infamous visicous cycle quote from Malcom X.

Now, please let me equivocate: I am not talking of individuals, but of social trends. Evidently, the parental models of 24% of white working class boys work very well with regard to educational support. Thus, I’m not stating that all white working class parents get it wrong with their boys, and nor am I seeking to demonise them. That would be remiss of me as an educator.

However, I would love to support them. What is it about Chinese working class culture that causes such high levels of success with boys from that community? Are there lessons to be learned?

Whatever the multifarious factors within this slippery slope of controversy, educators need to do their bit to eve.n the playing field. Otherwise, what is the point? I say this as a teacher of ten years, and I’m asking this as a genuine question: did you go into teaching only to help middle-class students? I’m pretty sure you didn’t. Now, I’m not saying that we are social workers, but we do have pastoral responsibilities, and the results of all students matter.

Personally, I am not satisfied with churning out the status quo. I want those boys to be the first in the families to go to university, or the first to get a qualified trade. I want them to be every bit as successful as anyone else with class privileges. It may sound very rose tinted, but if you don’t have ideals, then you shouldn’t go into teaching.

Having been brought up by a teenage single mother, and a father who lived on Stockwell Park Estate, I think I have some insight into this issue, but it is very much society’s problem. Nonetheless, with Ofsted, the DfE, and, more than likely, your SLT (if you are a teacher) making this a priority in recent years, teachers are trying to narrow the gap.

That’s why I made the following table to formulate some strategies for white working class boys. Let me be clear: it’s not a magic pill, or fool-proof. However, it’s something which helps me make choices with these boys on a daily basis. In honesty, I don’t have engagement issues with WWCB, but there is still a gap there. But I will do everything I can to narrow it. It starts with me, and I will never give up.

 Documentation for WWCB:

Strategy	Reasoning
The Ten Minute Rule	Boys have notoriously poor concentration levels. Thus, it is salient to take this into account. Remember this with videos – your students will shut off after 10 minutes. If you have a longer video, chop it into two parts with a fun quiz in the middle.
Competition	Humans are, by their evolutionary nature, competitive; boys are especially so. Build competition into your lesson, whether it’s groups vs groups, individuals vs individuals, or the students vs you.
Prizes	I’ve said it many times before, but boys react very well to dog psychology. So, reward your boys with prizes (when they are deserving). Reinforce good behaviour (answering questions correctly) with a cookie.
Visual learning	Images are understood 90% faster than words. Maximise this – try to back all of your powerpoints up with visuals. Use them in dingbats, use them as starters.
Build relationships with them!	These boys don’t really buy into subjects; they don’t usually come from academic backgrounds. So, the fact you’re a teacher really doesn’t amaze them. To get into their heads, take an interest in them. Ask them what team they support (not to generalise, but 9/10 WWCB love football), whether they watch popular TV shows, and don’t be afraid to have a sense of humour. Tell your students that you like them (I love this class/ this class is my favourite) and that you want the best for them (you are important, your life is important, your grades are important). Welcome them at the door, during the register -- get in their heads!
Keep them busy	I try to keep my pace quick. If these boys think they have ample time, they don’t use it well. They usually end up hitting each other/ talking about inappropriate subjects.  The devil makes work for idle thumbs. The ultimate way of manipulating their behaviour is through excellent planning; they’re totally unaware of it, but you have so much impact on them.
Engagement	Be honest with yourself – is your work fun? Not to you, to your WWCB? If it’s really dull, expect poor behaviour. Storyboard things where you would make them take a whole page of notes. Use silent bingo where you would get them writing a ten line answer for a plenary (within reason, as extended writing is what Ofsted wants).
Get the balance right between internet innovation and routine	Don’t be afraid to try something new. We live in the internet age; there are plenty of great ideas out there. Go on the TES, have a look. Why are some people’s resources/ideas so much better than yours? It’s because you’re one person, and the collective intelligence exceeds yours by a long-shot.  Novelty is a wonderful thing, but your boys, like puppies, need routine.
Get some guided literacy intervention in for white working class boys!	Okay, I get it! Some boys don’t like reading, right? No! That’s a cop out. Get them something they’re actually interested in reading. Get these boys some football articles, or formula one, or fishing (okay, I know I just reeled off some working class stereotypes there), but I’ve done it, and working class boys will read something that they’re interested in. It’s just probably not going to be Jane Eyre.