In response to The Daily Post's writing prompt: "The New School."

"You get to redesign school as we know it from the ground up. Will you do away with reading, writing, and arithmetic? What skills and knowledge will your school focus on imparting to young minds?"

As longtime readers (and actual friends) will know, I used to be a teacher — initially in secondary schools and later in primary schools. In the first instance, suffering a massive stress and depression-induced nervous breakdown caused me to abandon that particular career path; in the second instance, recognising the telltale signs of Something Bad About To Happen In My Brain caused me to get out before it happened again. I still do some private music teaching, but my classroom days are well and truly over.

Thing is, my woes in the classroom weren't because I was a bad teacher. In fact, I was actually a pretty good teacher, as observations of my practice will attest. The trouble is that the way schools are in the UK today — or, at least, as they were when I was teaching back in the early years of the new millennium up until about 2010 or so — aren't particularly conducive to effective teaching by people like me who know their stuff about a variety of topics, but who aren't necessarily particularly strong on the whole "behaviour management" side of things. And unfortunately, the overall standard of behaviour in modern schools has significantly declined since I was a student myself; teachers no longer command respect and authority simply by virtue of the fact that they are teachers, and many students are able to get away with appalling behaviour, often with a ready-made "special educational needs" excuse ready to go as soon as you might want to do anything about it.

So what would a completely redesigned, money-is-no-object, Utopian school look like in my mind? Well, let's consider a number of different areas.

Firstly, I think it's important to take ability levels into account: there should be specialist teachers for different strata of ability in different subjects as well as just subject specialists. The reason I say this is that there are some teachers who are particularly adept at handling pupils who struggle to take in or retain information, and others who are particularly strong at pushing the more talented children as far as they can possibly go. Mixing both of these types of pupil in the classroom along with a bunch more who are somewhere around the middle is not conducive to good learning; the requirement to provide "differentiated" lesson plans is largely a product of the way schools work these days rather than a particularly effective, proven method of getting things done. This is particularly apparent in primary school, where classes tend to stay together for all their subjects, with one teacher expected to effectively deliver three or four different lessons simultaneously in order to cater to each of the ability groups.

When handling ability groups, however, it is, of course, important to have a little tact and sensitivity about the whole thing: there should not be a stigma attached to being in a particular group. This is something I'm not entirely sure could be prevented entirely: even if you make a specific effort to obscure the fact that groups are based on ability levels, kids, in my experience, tend to know when they're in the "top" or "bottom" sets for something. An alternative, more radical approach, of course, would be to make schools themselves more selective, with entire educational establishments specifically catering to "challenging", "gifted" or "average" students. That way the entire school can be set up to support all its pupils most effectively.

Yet another angle you can take on this is that modern youth's perception of academic success and suchlike needs to be repositioned. For many years now, it's not been particularly "cool" to perform well in school; an effective new way of thinking about school would incentivise good performance — or at least progress — to encourage all pupils to push themselves that little bit further. The con to this sort of idea, of course, is that it engenders elitism; those students who know that they are at the top of the ladder may become complacent, and this may lead to conflict. This is why I'd lean towards my earlier idea of stratifying entire educational establishments: that way, the attainment level across an entire establishment is fairly "flat" and thus all but eliminates these conflicts — though also an element of healthy competition.

Alongside questions of ability levels is the matter of the dreaded "league tables" — those facts and figures that come out each year and reduce each school down to the number of A-C grades they get at GCSE and/or A-level time. The trouble with league tables is that while they demonstrate a school's ability to prepare pupils for exams, they don't demonstrate other aspects of education such as preparation for later life and learning skills. They also don't take into account how much individual pupils improve between joining and leaving a school, which, in many ways, is a far more relevant metric than just the end results of each cohort's exams. League tables as they are, then, need to be scrapped altogether in favour of something that paints a more realistic picture of how schools are performing — and which doesn't encourage schools to be seen as "better" or "worse" based purely on a rather arbitrary number.

Now, the biggie for me would be the matter of behaviour. As I mentioned earlier, behaviour management was not one of my strong points, and this was largely because I didn't feel like I was particularly well-equipped to deal with a lot of situations that came my way. How do you handle a child who threatens to knife you because you asked them to stop talking, for example? A child who continues to beat up his peers because his parents told him it was all right to do so (and whose parents repeat this advice to you at a Parents' Evening)? A child who shows fundamental disrespect for other people's property, even when taking good care of that property would allow them to have a more enjoyable experience at school? As modern education stands, there is really very little that most teachers can do against poor behaviour; it mostly comes down to psychological tricks of various degrees: convincing children that they "want" to behave well; incentivising good behaviour; leading by example.

Balls to all that, I say; teachers need the power to punish. I'm not (necessarily) talking about corporal punishment — though I got smacked as a kid and sure as hell didn't do the things that got me a smack again after the first time — but rather a wider range of tools and support that teachers can use to keep their classrooms under control. Whether this is additional people in the classroom to help out or stronger powers to impose sanctions on poorly behaved children, I'm not entirely sure; what does need to happen, though, is that pupils need to know their place and to show the appropriate amount of respect, both to authority figures and to their peers. This, I think, would be the most challenging part of redesigning schools, but would probably have the biggest impact if done correctly.

Other ideas I've had floating around my head include some means of "gamifying" the classroom. Rewards of various kinds have been proven to provide a good incentive for kids to perform and behave well, but there's not much in the way of consistency with how these are applied between educational establishments. So how about some sort of nationwide reward scheme, administered electronically with its information stored on the Internet? There could be leaderboards and achievements, just like a video game, and these could run the gamut of the school life experience from academia to sports, thereby allowing all students to clearly see where their strengths are and have their achievements celebrated. Were money no object, these could even translate into some form of real-life rewards to encourage healthy competition or striving for clearly-defined goals.

These are all nice dreams, but unfortunately all of them would doubtless be impractical to implement in one way or another. Shame, really, since if many of these were in place, I'd strongly consider returning to the classroom. As it stands, though, I value what is left of my sanity too much to ever stand at the chalkface ever again.

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Continuing with yesterday's little exercise of taking suggestions from my Twitter followers, today I come to a request from another Michael, in this case Michael J. Hughes, aka @mobilesworking. Michael wanted to hear more about my stint as a teacher, so that's what I'm going to write about today.

Longtime readers will, of course, be aware that when I started doing this whole oneaday thing, I was still employed in education, just coming to the end of a short-term maternity cover contract where I was looking after a Year 4 class while, at the same time, the school in question was gradually collapsing into Special Measures. This meant an inordinately stressful period of my life, although anyone who has ever worked in education will know that education in general is pretty stressful; throw in regular visits from government inspectors, though, and things get a bit too much to bear. If you really want to read my thoughts and feelings from the time itself, start here and go right ahead!

In the meantime, I will attempt to give a potted history of my time at the chalkface in this single post, since it's now a few years ago and I've subsequently had time to reflect on my experiences — which, while I look back on them in such a way as to know that I never, ever want to be a classroom teacher ever again, aren't entirely negative. Just mostly negative.

I kind of fell into teaching. While I was still at school, I took on a few piano pupils, since my mother and my teacher thought that I would do a decent job of teaching them. Turns out that I did; it was hugely nerve-wracking to begin with, but I gradually settled into it, noticing things like different pupils learning in different ways and the different tutor books handling things very differently from one another. As time went on, I developed my own unique style of teaching, as most teachers did, and I was enjoying myself. I was particularly enjoying it as piano tuition can be very lucrative indeed, and when you're a highschooler with no real "expenses" besides the latest video games, that money soon mounts up if you have a few pupils.

Anyway. A few years later, I was coming towards the end of my degree studies at Southampton University. I'd been studying English and Music, though the English component had proven to be somewhat disappointing, focusing rather too much on philosophy rather than actual English for my tastes, and the Music component had demonstrated to me that in terms of ability, I wasn't anything particularly "special" among the overall musician community. A little disheartened, the time came for me to ponder exactly what I'd do when my degree course came to a close; I was on track to receive a decent grade (it eventually turned out to be a 2:1, which I was more than happy with) but it was occurring to me a little too late that my original idea of taking a "good, general degree" and falling into a job straight afterwards due to the multi-purpose nature of my qualification wasn't really going to work; an awful lot of jobs that I might have been interesting were looking for specific degrees in things like management, computing and whatnot, and so I was finding myself a little despondent.

I'll add at this point that I certainly don't regret my time at university, as I'm aware all of the above may sound a little negative. On the contrary, I actually rather enjoyed the chance to have three years studying things that I found interesting, and I wish I could have that opportunity again in the future. I enjoy learning, even if I don't end up being amazing at the thing I'm learning, and for that reason alone — coupled with the very good friends I made while I was there — the experience was worthwile. But I digress.

The time came to make a decision, and I thought back to my time teaching piano. I knew that teaching in the classroom wouldn't be the same as teaching an individual pupil one-on-one, but I thought it was something potentially worth pursuing, anyway. Taking a teaching qualification, I thought, would give you a ready-made career path and hopefully sort you out for if not life then certainly the immediate future.

My PGCE (PostGraduate Certificate of Education) studies remain some of my fondest memories of university. Our tutor Rebecca Berkeley was one of the most charismatic, entertaining teachers I've ever had, and she set a fantastic example of how to engage and thrill people in the music classroom. Our small but dedicated cohort of trainee music teachers were enthusiastic and passionate, too, and we all had our own ideas and approaches to lessons.

Then we got into the classroom. The university had a whole bunch of partner schools in the nearby area, and I ended up at a place in Eastleigh, the next town over. This necessitated the catching of an early-morning train every day, at least until I made friends with the painfully gorgeous trainee Geography teacher Debbie, who started giving me a lift after seeing my sad figure trudging through the rain to the station one day. The school itself was an interesting structure, with its main concourse being all concrete and glass, looking to all intents and purposes like a small shopping centre rather than a school. The music department was, I recall, upstairs on the left as you went in; it consisted of a single, very wide room that always seemed much too big.

Following the suggestions and ideas we'd been given during our initial training — and after an initial period of observing the school's resident music teacher — I prepared to deliver a short series of four lessons that I'd planned out in advance. I was very pleased with them; they represented a gradual progression from simple, straightforward activities to a more freeform assessment-style activity to finish off with, and I'd made an effort to drop in some references to things that I knew the kids would relate to in my worksheets. Thought I knew, anyway; turns out my subtle references to Grand Theft Auto: Vice City, which was a recent release on PlayStation 2 at the time, were… well, too subtle for them, and no-one appeared to notice them. Disappointing.

My actual delivery of the lessons varied in quality somewhat, though I attribute this partly to the variation in the makeup of the different classes. Some classes are "better" than others; sometimes all it takes is a single unruly child — usually one with "special educational needs", it has to be said — to disrupt everything and spoil the flow of a lesson, and sometimes kids just have off days. (Sometimes teachers do, too.)

Anyway, to cut a very long story short, my teacher training proved to be a bit of a rollercoaster of emotions. When it went well, it was a fantastic feeling. When it went badly, it was the worst feeling in the world… actually, no, when I thought it had gone well but my mentor in the school told me he thought I was actually getting worse, that was the worst feeling in the world.

I passed my course comfortably in the end, and was ready to begin my career, though I already had a few misgivings based on my experiences as a student teacher. In particular, the one aspect which I had worried would prove to be the most difficult — behaviour management — did indeed turn out to be the most difficult, and more so than I'd expected. And the trouble with behaviour management is that you can fill your head with all the theories and strategies you like, sometimes they just simply don't work; sometimes you're just faced with a class of shitheads who don't want to do anything, don't like you and don't like school in general. In which case, you're pretty much fucked.

I encountered this position on a fairly regular basis in my first full-on teaching position, which was at a school in an army base town on the Hampshire-Surrey border. The school's population was made up of a melting-pot of Forces kids and local traveller children, and consequently clashes were frequent and often violent. The polite term for the school would be "challenging"; the area wasn't exactly impoverished as such, but it wasn't particularly well off, and the school wasn't especially well-equipped, either.

The school's approach to staffing was to recruit people into a main position, then encourage them to try out some other subjects, too, broadening the staff's expertise and making the whole workforce a little more flexible. It also gave the kids a bit more variety, too. I was recruited as the second music teacher at the school, but I was also presented with a few English, ICT and "Key Skills" classes. I didn't really know what Key Skills was, but being relatively bright-eyed and keen to make a good impression, I agreed to jump in and have a go at them.

Key Skills turned out to be the "get the naughty kids out of our fucking hair for an hour or so" subject. Each class was made up of no more than about ten or twelve kids, all of whom were either painfully stupid or behaved like psychopaths. There were a few instances of kids exhibiting both characteristics, but for the most part the stupid kids weren't the problem; they'd happily get on with doodling something in crayon while the psycho kids would kick off. Because they always fucking kicked off.

In a way, I don't really blame them; they almost certainly knew why they were in the Key Skills class, and the subject matter — which included, among other things, how to operate a washing machine — wasn't exactly the most inspiring stuff in the world. But the amount of rage, resentment and abuse directed at me as a result was almost intolerable. On one occasion, a kid threatened to knife me because I asked him to stop talking; on another, most of the class locked me in the classroom and broke the door; the couple of pupils who had remained behind then climbed out of the window.

On another memorable occasion — and this isn't exactly abuse, but it's a story I delight in telling — I had taken the Year 8 Key Skills group to the library for some innocuous activity, and noticed that two members of the class — Fat Barry and his friend Shane — had been gone for some time. I eventually found them behind some bookshelves, Fat Barry straddling a face-down Shane and… gyrating.

"What are you doing?" I asked, foolishly, kicking myself mentally for not simply being assertive and telling them to "get up".

"We're doing a bumsex, Sir," replied Fat Barry, with admirable politeness and deference.

Anyway. I digress. My stint at this first school lasted just a single year because the headteacher who was in charge when I first joined was seemingly Not Very Good With Money, and this meant that when the new head came on board partway through my first year as a qualified teacher, he was faced with the unenviable task of laying off a considerable proportion of the school's staff. As one of the last in, I was, of course, one of the first out, though thankfully it wasn't long before I managed to secure a new position in another nearby school that, this time, was in a slightly more affluent area.

I stayed at my second school for just under two years. During that time, I had some good experiences. I absolutely adored working with my GCSE group, for example, because they treated me like a human being rather than a teacher, and I reciprocated. Also it's a magical feeling to successfully convince an entire class to spend two hours writing arrangements of Battle on the Big Bridge from Final Fantasy V. They did a great job!

I also loved working with the drama department on the production of Blood Brothers, and on the 24-hour Music Marathon for charity. I enjoyed introducing a hitherto-unexplored aspect of music technology into the classrooms of the school, and I enjoyed running groups such as the choir and the jazz band. I even quite enjoyed being a group tutor; although I didn't teach my tutor group for any classes, we built up a reasonable rapport over the course of the two years I was with them just from registration and tutorial periods.

Unfortunately, this job nearly killed me. I had been aware of my stress levels rising for some time, but I thought I could handle it. I couldn't. The theft of an £80 microphone from out of my locked desk in my locked classroom flipped a switch in my head, and I knew I didn't want to do this any more, but intended to stick it out for as long as I could.

"As long as I could" turned out to not be very long at all. A particularly obnoxious year 9 class were outright refusing to sit down, be quiet and listen to the activities I had planned for them, and this turned out to be the tipping point. I ran out of the classroom, into the department's walk-in storage cupboard — which was a bombsite after the year 9 class had, once again, failed to treat anything with any respect whatsoever — and just started crying.

I couldn't stop. The tears kept flowing, the sobs made me gasp to a point where I could barely breathe. I collapsed to my knees, no longer caring if anyone saw or heard me. I don't remember who did see or hear me, but someone did, because before long I was finding myself ushered into the drama department's office — the drama room was presently vacant, and it was adjacent to my classroom. I found myself confronted with a couple concerned-looking faces; my head of department, whom I'd lashed out at over my frustration with the microphone theft a little while ago (and subsequently felt awful about) and the head of drama, a woman of considerable dry wit whom I'd always found a bit intimidating, but was now showing a softer side I hadn't expected.

"This isn't me," I wheezed, gasping and gulping for air as I continued to sob. "I can't do this. This isn't me. This isn't who I am."

I don't remember how the conversation went from there, but before long I was at home making an appointment with the doctor. I related my experiences to him and, without asking any further details or examining me, he signed me off work until the end of the term. I snuck into the school when I knew no-one would be around but it would still be open and left the doctor's note on the reception desk; it was one of the most terrifying experiences of my life. I didn't want to ever set foot in that school ever again; I felt like I had disgraced myself and that I would be mercilessly abused and mocked if I was ever seen again.

I ended up only going back in there once; after I went back to the doctors as my note was nearing its expiration, I explained that I didn't feel like I could go back, and again without hesitation, he signed me off until the end of the school year. Evidently I wasn't the first teacher to come to him in this state. My final visit to that school was on the last day of the year, after all the kids had gone home, and I had to pick up my things. The campus was deserted; I didn't even see any of my colleagues. I collected my things, walked out of the door and didn't look back, swearing never to return to teaching.

Except, of course, I did. As I was coming to the end of a period working in retail, I found myself with the opportunity to try my hand at primary school teaching; my previous experience had been with secondary school teaching, and too many people had said to me that they'd thought I'd be good at primary school teaching for me to ignore. So I spent some time with a friend of mine who taught in the local area, and found the experience both enjoyable and less stressful. So I pursued it, eventually netting the maternity cover position I had when I started writing this blog every day.

Primary school teaching was, without a doubt, a better experience than secondary school teaching for the most part, even in as shitty a school as I was working in. The lessons were varied and fun to teach, and they challenged me as well as the kids; I had to flex mathematical brain muscles I hadn't worked out in years, for example, and I enjoyed things like reading them stories and suchlike. It was also cool to be in education just at the time when new technologies like interactive whiteboards and suchlike were starting to be incorporated into classrooms, and it gave me a feeling of actually being somewhat worthwhile by being The Guy Who Knew About Computers, compared to my middle-aged female colleagues, most of whom knew how to log on to Facebook and little else.

I knew it wouldn't last, though. I still had difficulty with behaviour management, particularly with a couple of notorious kids in my class, one of whom had a somewhat turbulent homelife that manifested itself in some seriously unpleasant tendencies. Despite the support of my long-suffering teaching assistant in the classroom — whose help I will forever be grateful for, particularly as having support in the secondary school classroom was incredibly rare — I just didn't know what to do; I didn't know how to make this child do what I wanted him to do, and I didn't know how to get through to him.

I could feel the tell-tale signs of stress creeping up on me again, and I knew I didn't want to have another experience like the last time. So I got ahead of the game; I quit. I explained to the acting headteacher of the school what was happening with me and why I needed to get out, then I got out. Then I went to PAX in Boston to meet some friends who had previously only been usernames on the Internet. Then my then-wife left me and my life fell to pieces. But that's a story for another day — or, more specifically, one that I've already told on these pages if you know where to look, and one that I can't help but feel is still going on right now, and that is yet to reach a satisfactory conclusion.

The post 2061: By Request: More About My Stint as a Teacher appeared first on I'm Not Doctor Who.

It happens in all walks of life and all occupations, and conveniently explains the existence of Piers Morgan, though it by no means excuses it.

In my own personal experience, I've encountered this phenomenon in several disparate environments.

Firstly, when I was a teacher, we have "the problem child". Rare is the class that doesn't have at least one of these little horrors; unfortunate is the teacher who has to deal with more than one simultaneously.

The "problem child" is often an interesting case because his or her dickish behaviour is usually a ploy to get attention, whether positive or negative. If this is disruptive to what other people are doing, they don't care. It is consequently easy to assume that this type of child in a classroom simply wants to be a dick and annoy everyone as much as possible, when in fact all they want is everyone to pay attention to them. This is amply proven by the fact that if you get one of these children by themselves to talk about their behaviour, they'll often appear to be completely reasonable and open to your requests. But as soon as there's a class full of other children in front of them, off they go again, and so the whole hideous cycle continues again and again and again.

Secondly, it happens in the workplace. The more power and prominence certain types of individual have, the more dickish they become, flaunting their new-found power over you and pissing everyone else off in the process. Grab them one-on-one and, again, they'll often appear to be reasonable, only to undermine you at the next opportunity when they have an audience.

I suffered the effects of not one but several of these types during a job a few years back. They all seemed to feel like they had something to prove, and I — and several other members of the staff who generally did nothing but keep our heads down and got on with our jobs as best we could — were caught in the firing line as they attempted to prove… whatever it was they were trying to prove.

Thirdly, of course, you have certain people in the media, such as the aforementioned Piers Morgan, but also people who specialise in comedy of various types. Certain comedians deliberately favour the "being a dick" approach to comedy, and it works for them, so fair enough; again, though, take that supportive audience away, and they crumble.

Fourthly, it happens in online games, and this is the reason I bring this up at all this evening thanks to reliable old blog topic Final Fantasy XIV.

Simply put, the more people you're together with at once in an online game, the greater the chance that one or two "alpha" types will try and fight it out to determine who has the biggest e-peen of them all.

Compare and contrast, if you will, the experience of running a 4-player dungeon in Final Fantasy XIV with the 24-player Labyrinth of the Ancients raid added in the most recent patch. I did both this evening: true to form, Labyrinth of the Ancients provided the rest of the group with a few loudmouths who liked nothing more than swearing at one another and passing blame for things that went wrong; conversely, when I ran Pharos Sirius — regarded as probably the hardest four-player dungeon in the game — with a group of three randomly-matched players from the Duty Finder, I had a very pleasant experience in which everyone was helpful, communicated well and was polite to one another.

In this instance, I wonder how much of it is due to the fact that managing communication between 24 people who are supposed to be working together is a lot more challenging than managing communication between just 4 people. Someone has to take the lead when there are that many people milling around, and it just so happens that those with the loudest voices often seem to become the de facto leaders — or at least think they're in charge anyway.

There are exceptions to all of the above, of course; the second time I ran Labyrinth of the Ancients this evening, it was a perfectly smooth run with no disagreements, yelling or willy-waving, for example — and for every "problem child" in a class, there are usually 29 kids who are quite-to-very nice.

It's just a shame that the few dicks out there have to spoil things, isn't it?

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The trouble with self-study, though, is that it requires time — time that you don't always have — or time that you might not have the inclination to spend "working" when there are nicer things you could be doing.

It's when I think about this sort of thing that I wonder what it would be like to go back to university. I'm pretty sure there are a lot of people I know who look back very fondly on their university days, but that — assuming they went at 18-19 — the actual "studying" part of things isn't the main reason for the rose-tinted spectacles. I know it's certainly not true in my case — while it was a lot of fun to, say, get up on stage in a nice concert hall and perform music, or sit in a small room and argue semantics with a group of fellow English students, the things I remember most fondly are the extracurricular and social activities I did. Theatre Group and their various productions. Trips to the Edinburgh Fringe. Drinking in Chamberlain Bar. That time my friend Plummer came down and we got wasted on the Union's £1 triple vodka and oranges then consumed roughly a pound of cheese between us at about three in the morning. That time a shopping trolley showed up in our flat so we mounted a huge clandestine operation to get rid of it without being identified.

Now I'm a little older, I can't help but think that going back and, you know, doing it "properly" might be fun. That said, the possibility of shenanigans is also appealing. Andie and I were discussing this the other day — university is one of the only times in your life when you have pretty much all of your friends together in one place, making it an absolute snap to arrange impromptu social events. Nowadays, I don't see my friends anywhere near as often as I like, and it's sad. But I digress.

Yes. Doing it "properly" might actually be fun. Picking a topic, studying it, doing assignments, getting graded, improving. Learning something. Coming away from the experience with both practical experience of applying subject knowledge and an actual qualification to prove you've done it. Sounds pretty good to me. If I had the opportunity, I'd study something practical that I know very little about — probably something computer-related, since I've always been IT literate and willing to tinker about, but my actual specific technical knowledge of things like, say, programming is rather limited.

Unfortunately, it's pretty unlikely to happen any time soon. Going to university is very expensive, and I don't see myself surviving on the relative pittance that is the student loan any more.

That said, I do have a work-from-home job with flexible hours and good pay.

Hmmm.

Hmmm.

No. No, I can't do that. Not just to satisfy some sort of whim or early-30s crisis or whatever it is that's going through my mind right now.

What I can do, though, is take some steps to learn something new on my own time. Self-study. Perhaps signing up for some sort of evening class. I'd like to do it, certainly, it's just a case of finding — or perhaps making — the time.

Now, what to learn…?

The post #oneaday Day 917: Select an Ability to Learn appeared first on I'm Not Doctor Who.

I know I've said many, many times on this blog that I'd never go back to teaching (and for the sake of my own mental health it's probably for the best that I don't) but I still, at times, find myself idly wondering how I'd manage The Perfect Classroom. By that I mean at a school that wasn't struggling to keep its head above water, that was adequately staffed, that was populated by children of a decent range of ability levels but whom weren't misbehaving little shitbags. A non-existent school, then, but a good starting point for a dream nonetheless.

Let's assume for the sake of argument this Perfect Classroom is at a primary school, because that generally means sticking with the same class the whole time and building up a good relationship with them. On balance, I think I slightly preferred that to the constant coming and going of secondary education in which it was very difficult to learn names even after several months of teaching the same children.

Organisation is the key to a successful classroom, so I'd have some sort of technological solution — ideally portable — in place to keep things organise. I'm thinking an iPad, tooled up with a specialised app such as TeacherPal or a more generalised database like Bento. Within said technological solution I'd keep detailed, ongoing records on my students and also include a photograph to help prevent forgotten names. Using said technological solution I'd be able to quickly call up information on a particular student's work and progress when required, be that for report-writing season or a parents' evening.

Said portable device would also, ideally, be hooked up to the interactive whiteboards that are present in most classrooms (essentially giant touchscreens with a projector) in order to allow presentation of material on the screen while remaining "mobile". (The inspectors love it when you don't stay at the front of the room all the time.)

Technology can also play a good role in home-school communication, and certainly none of the schools I worked at in the past took advantage of this. Statistically speaking, it's highly likely that a good proportion of the parents of the children in the class would have social media accounts, so why not take advantage of that? My class would have a Twitter and Facebook presence maintained (and carefully moderated) by me. The pages would provide regular updates on what the class has been up to and, crucially, publicly note any and all homework that had been set. Homework is a thorny issue, particularly in primary education, but having it spelled out in black and white on an "official" social media page would certainly allow me and the parents of my students to keep on top of things.

The social media page wouldn't just be a glorified homework diary, of course. It would also be a great place for celebrating achievements, which is something that pretty much every school is big on. This could range from sharing the names of who won things like attendance certificates to pictures of good work. (Obviously care would have to be taken with photos, names and other details that end up in the public domain lest the Thought Police swoop in and decry you as some sort of kiddie porn-peddling pervert.)

In the classroom's day-to-day life, I'd make an effort to use gamification theories to encourage students to progress. I'd allow them to earn rewards of some description — perhaps some form of "experience points" system, with tangible rewards given on every "level up", or perhaps some sort of "achievement" system, again with tangible rewards on offer for significant achievements. These wouldn't have to be big things — a congratulatory letter home, a sticker, some crappy pound shop toy — but they'd help motivate the kids to do their best. (I know, you shouldn't have to "bribe" children to do good work, but it certainly doesn't hurt to make them feel good about their achievements.)

It's a nice dream, isn't it? Pity it will probably never happen.

The post #oneaday Day 841: Badass Teacher appeared first on I'm Not Doctor Who.

I've been trawling through my blog's top search terms recently and besides this post, which has been a permanent fixture on that list for somewhere around two years now, one of the most consistent things that people find me through is the simple, clear phrase "teaching sucks".

I have touched on this subject before — hence the presence of the search term — but perhaps haven't described the extent to which I suffered in particularly great detail. This was for several reasons, chief among which was the fact that I wasn't sure if I ever wanted to go back into that particular career path. I spent a year of my life earning a professional qualification to prove that I'm allowed to stand up in front of children and tell them things, after all, so I didn't want to rule it out entirely.

Having found myself doing things that I actually enjoy now, however, I'm pretty certain that I won't ever be jumping back on that train. So here, then, are just some of the many reasons Why Teaching Sucks.

My first teaching position was at a comprehensive secondary school somewhere near the Surrey/Hampshire border. I was hired as a music teacher, though had also agreed to take on some additional responsibilities because I'd been advised that making yourself out to be somewhat flexible was The Thing to Do. Specifically, I'd said that I'd also be happy to take on some English and ICT teaching as appropriate, though with the proviso that I'd not been specifically trained in those subject areas.

I was offered the job, and it was something of a relief as it was getting rather late to be applying for positions. I had been feeling a growing sense of unease — was I doing something terribly wrong at interview? Was I not cut out for this career? Was I a bad person? Some of these thoughts were unreasonable and irrational, of course, but it's the way my brain works. So when the headteacher offered me the position, his only criticism of my interview and observed lesson being the fact that my tie was a little bit creased, I accepted with haste. (As a matter of fact, in most cases you don't have any option but to accept with haste when being interviewed for a position at a school — most seem to expect you to give an answer there and then.)

The time came to start. My heart was in my mouth as the fateful day in September approached, though I was pleased there were a few days to plan and prepare before the kids actually showed up. I took the time to get to know my colleague in the Music department, and also discovered that I'd been signed up to teach "Key Skills" lessons. The exact nature of these lessons wasn't entirely clear, but I was promised that all lesson plans and relevant material would be prepared for me.

By the time the kids arrived, I was starting to feel reasonably positive. I could do this. I was trying desperately to ignore the things some of my new colleagues had said about the local squaddies' families having semi-regular violent altercations with local traveller families, and felt pretty much prepared for what faced me.

Things got underway, and to cut a long story short, it wasn't exactly plain sailing. Year 7 classes were mostly manageable, as the kids were generally fairly bright-eyed and fresh from primary school. Above that, though, and things got difficult. There was the kid whose mum said he didn't have to attend detentions, making all punishments effectively worthless. There was the kid who liked to climb bookshelves. There was the kid who threatened to knife me when I politely asked him to be quiet.

It wasn't all bad times, of course. My GCSE Music class were a joy to spend time with, and while some of them weren't the most gifted musicians in the world, they were fun to hang out with and always tried their best because they liked what they were doing, and they liked me. There were other students who brought a bit of light into the darkness, too, some of whom I've discussed on this very blog. And the school production of Seven Brides for Seven Brothers is a particular highlight that I doubt I'll ever forget — even if it meant me staying up until 3 in the morning arranging music on several occasions. And my colleagues were consistently super-awesome — what I discovered in that school was that people tend to stick together in adversity to support and help each other. I made some good friends, and without them I probably wouldn't have made it as far as I did.

It wasn't to last. The previous headteacher retired and a new head came in — oddly enough, he was an ex-teacher of my housemate at the time, though that's somewhat beside the point. The new head had been brought in to "fix" things — the school was about half a million in the red, behaviour was awful and clearly Things Needed To Be Done. So he did — he immediately expelled a selection of the worst kids in the school (and expelling kids is not an easy process these days), which made him look like he meant business. And he then set about tackling the budgetary problems.

Unfortunately, this meant redundancies. And it became abundantly apparent that the Music department was going to be on the chopping block. As I was the last in, I was also highly likely to be the first out, and sure enough, I was informed that my job would likely no longer be there after the end of the year.

Although I regularly went home cursing the names of the students I taught for the stress they caused me, I sort of enjoyed the job, and very much enjoyed the financial security of having regular income. I didn't want that to go away, and broke down in tears in the Music department staffroom one lunchtime. It was not a pleasant feeling, though it was somewhat cathartic to let out the pent-up emotions while surrounded by sympathetic ears. It didn't help that I was then invited to effectively go and plead for my job to the board of governors, a soul-destroyingly humiliating experience which I hope I never have to go through again.

By the time the end of term came, however, I'd secured a new position at a nearby school and was feeling a little more positive about things. My first impression of the new school had been a positive one, and I felt better about the whole "security" thing. I even managed to give a memorable leaving speech, during which I was able to slip in a saucy joke at the deputy headmistress' expense, offer some earnest thanks to the colleagues who had made my time at that school bearable, and wish them luck for the undoubtedly tough times ahead.

The summer holidays came and went, and I found myself at the new school. This was in a more affluent area, but it was still "the shit school" in the town in question. Once again I went in, got to know my colleagues and prepared for the coming storm.

And once again, all was well to begin with. In most schools, new teachers can enjoy a few weeks of relative calm as the students acclimatise to the new regime, occasionally push the boundaries but mostly seem to want to get on with things. As time passed, however, things declined somewhat. It became more and more difficult to control the classes as the children became more and more confident — overconfident, some might say. I had several pieces of expensive equipment stolen from my (locked) classroom, I was verbally abused on a regular basis, the equipment in the department hadn't been refreshed for a good ten years and there was no money to buy any more, and I was starting to feel the "cracks" from stress.

In the case of this school, there was no sense of camaraderie — at least, I didn't encounter any. No-one talked to me in the staffroom. Even my own departmental colleague preferred to hang out with her friend from Maths than talk to me. I found myself feeling unsupported, unliked and unappreciated. When things went well, I felt like I didn't receive recognition for them. And when things went badly, I felt like I didn't get the help I so desperately needed. I ended up taking quite a few days off sick when I felt I couldn't cope or face the day ahead — and still had to send in work for my classes to complete when that happened.

One particular day I was teaching a class, and had just set them off on an activity to compose some music. I had divided them into groups, I had set clear expectations as to what I wanted them to do and when I expected it to be done by, and I had the equipment set up ready to record their work at the end of the session. In short, there wasn't much else I could have done in order to make that lesson run any smoother.

Unfortunately, it was that day that several groups of students decided to kick off. No-one was concentrating on the task, despite my going around and helping them. Group members were arguing, disagreeing and in some cases threatening to get violent with one another. And they would not respond to me at all.

I could feel the pressure building in my brain like a pot slowly coming to the boil. I knew that something was going to give. I felt it happen as I was standing out in the main hall trying to convince the children who were using the piano to get on with their work rather than thump each other with percussion instruments. Nothing was happening. Nothing was working. I couldn't cope. I wanted out. I couldn't escape, and right at that point, there was nothing I wanted more than to be somewhere else.

I ran off and broke down in tears, thankfully out of sight of the students. It's a blur as to what exactly happened — I think I hid in the equipment cupboard. Somehow someone found me — either my departmental colleague or the Drama teacher — and gently escorted me into our office, away from prying eyes.

I was sobbing uncontrollably by this point. "I can't do this," I remember saying. "This isn't me. This isn't me." Over and over. At the back of my mind the mostly-dominated rational part of my brain was thinking "so this is what a nervous breakdown feels like", and my body was certainly providing an apt demonstration. It took a long time for me to calm down, by which time someone had gone and placated my class, or removed them to somewhere else — I didn't know. I didn't care by this point, either.

I escaped the premises as soon as I could, went home and cried again. I had got myself into this situation, and I didn't know how to get out. I was scared. I was sad. I was angry. I didn't know what to do — but I knew what I didn't want to do.

I made an appointment with my doctor. The time came to see her and, voice shaking, I explained how terrible I was feeling and how I had suffered my embarrassing emotional breakdown. I was terrified that the doctor would judge me, tell me I was being stupid, refuse to do anything and force me back into that hell. But she didn't. She gave me a sympathetic look and asked me what I wanted her to do for me.

"I can't go back there," I said. "I just can't."

She nodded, clearly understanding, and wrote me a sick note signing me off for "work-related stress". I couldn't face handing it to someone in person, so the next day, I wrote a brief letter to the headteacher apologising for my absence, attached the sick note and took it into the school one afternoon when I knew all the staff would be in a meeting. I left it there, swearing I would never set foot in that place again.

The next day, the headteacher's personal assistant phoned me, saying that the head was concerned about me and wanted to come over to my house and talk later that week. Panicking and not knowing what to do, I said that would be all right and immediately regretted it the moment after I put the phone down. I took to a teachers' forum I frequented and picked the brains of the community — was this normal, I wanted to know? Was it something I should be allowing?

It was recommended that I contact my union representative, and I did so. They told me that it would probably be a bad idea to have that meeting, so, not being able to face any more phone calls — telephobia, remember — I sent an email to the head's assistant saying that I was sorry, but I didn't think the meeting would be a good idea. I then closed my email program and promptly became terrified and paranoid about what the response would be. I was too afraid to look at it for most of the rest of the day, but when I did, I found that I had actually received a rather understanding response. I realised that in my mind, I was building up a feeling that everyone was out to get me, that I wasn't safe, that I couldn't escape. But it transpired that people were just worried about me.

This story has already gone on a long time — longer than I perhaps intended — so I'll just say at this point that I, unsurprisingly, resigned from my post while I was signed off sick. I sent a lengthy letter explaining exactly why I was resigning, taking the opportunity to share a number of concerns that both my colleagues and I had. I received a response from the head thanking me for the time I had served at the school, and noting that my concerns were valid, warranted and shared by many other members of staff, including him. That made me feel a bit better.

Since that time, I haven't really looked back. I spent a short time working in a primary school as an experiment to see if working with younger kids was any easier, but no — all the same stressors were still there. Behaviour, threats of violence, government interference, endless bureaucracy and the constant feeling that you're doing a Bad Job even when you're not. It didn't help, of course, that I was working at a school that was failing so hard it was in "Special Measures", meaning that government interference was even higher than it usually was. But that's a story for another time — in fact, the way that particular sorry episode made me feel is chronicled extensively at the start of my "oneaday" entries.

Fortunately, in that case, I was on a temporary contract rather than a full-time permanent position. As such, I was free to walk away — even though at the time I didn't have anything to go to. To date, I sometimes wonder if I made the right decision, as it proved to be the catalyst for a fairly cataclysmic Heroic BSOD in my own personal story.

But looking at where I am now… I'm in a better place. (No, not dead. Though it's not an exaggeration to say that was, at a number of points during the story above, a very real concern.) I'm doing a job I enjoy, living with a person I love and leading a life which may not be perfect, but it's certainly pretty good. Had I stayed in teaching, I'm not sure I'd be able to say the same thing.

If you read all that, thanks for listening.

TL;DR: Don't go into teaching. It'll fry your brain.

The post #oneaday Day 803: Why Teaching Sucks Redux appeared first on I'm Not Doctor Who.

The Raspberry Pi is here!

If you have no idea what I'm talking about, here's the official website.

Still no clue? It's a little computer (and I mean little — it's about the size of a credit card) that costs approximately £16 and is capable of outputting 1080p video via HDMI. David "I Made Elite, No Not the Call of Duty thing" Braben was involved in its development and has been a vocal spokesperson in the run-up to its release, but the device itself is the brainchild of one Eben Upton, a former lecturer at Cambridge University.

You're probably thinking that £16 is pretty cheap for a fully-functional computer, and that there must be some sort of catch. Well, it's not a "catch" as such, but don't expect to be playing The Old Republic on this little beast. Boasting 128MB or 256MB of RAM and a 700MHz ARM processor similar to that found in a low-end smartphone, it's not going to set the world alight with its performance, but that really isn't the point of it.

Instead, Upton, Braben and the other industry luminaries who have worked on the project are hoping that the device will inspire a quiet revolution in computer science teaching. Due to the system's low cost, it will be a simple matter for schools to outfit themselves with a veritable arsenal of Raspberry Pis, allowing large numbers of kids the opportunity to get hands-on time with a real computer and learn some useful skills.

This is a hot-button issue in the UK at the moment, as the Livingstone-Hope Next Gen Skills report published last year found that computer science teaching in the UK was, to put it politely, somewhat lacking. The National Curriculum prescribes that children should be equipped with certain information and communication technology skills by the end of their school career, but the goals are distinctly unambitious and, more to the point, have not exactly moved with the times. There's a strong focus on Microsoft Office and little else — no exploration of web design, website administration, database management, programming, and certainly very little in the way of creative design work such as Photoshop.

Part of this is a cost issue, of course — even at educational pricing, Photoshop is still pretty frickin' expensive — but that doesn't diminish the fact that kids aren't leaving school with the computer skills that they'd need to find jobs in the tech industries. They're maybe leaving with enough knowledge to allow them to fulfil a secretarial role, but that's about it. They certainly wouldn't be building a website, looking after a CRM or even inputting data into a CMS. Any knowledge of social networking and blogging is done on their own time — and all credit to the kids of today, they take to it like a duck to water.

What the Raspberry Pi team hopes to achieve with the little computer that could is to provide kids with a piece of kit that is built for tinkering with. Many pieces of consumer electronics in the home these days are locked down tightly to prevent modification and experimentation — in the case of games consoles, users are even punished for unauthorised system modifications in many cases. There's also a high barrier for entry to development in many cases — expensive software packages, development kits, membership in "developer programmes" all build up costs to a level unfeasible for the hobbyist to contemplate, especially if they're not sure whether or not they'll be able to develop the skills necessary to enjoy success.

The Raspberry Pi, running on Fedora Linux and designed to be expandable with all manner of external hardware, is a low-cost step that will allow a much greater number of people access to some truly open hardware with which they can experiment, tinker and learn all manner of exciting things. And even if they find that their brain is completely incapable of wrapping itself around complex computer-related concepts, they're only out of pocket by £16 when all's said and done. (Plus the cost of monitor, keyboard and other bits and bobs, but that's beside the point.)

Hopefully the Raspberry Pi will convince schools to throw out the abject tedium of the National Curriculum's ICT programme and start exploring more relevant, exciting topics surrounding computing. It might also convince schools to hire ICT teachers who actually know something about computers, rather than treating it as a second-class subject to be handled by teachers of completely unrelated disciplines as a means of filling up some of their free periods. What a brave new world that would be.

Will it be a success? Impossible to say at this juncture, as the simple existence of the product doesn't necessarily mean that there will be buy-in from the people who it is aimed at. But we'll see.

To find out more, check out the official site. You'll be able to order one for yourself at the end of this month, and educational packages including additional equipment, documentation and all manner of other goodies are on track for a September-ish release from the sounds of things.

The post #oneaday Day 759: I Said Byte, Byte, Mrs Raspberry Pi appeared first on I'm Not Doctor Who.

Those of you who have been reading for a while will probably know I used to be a teacher. Those of you who are new to this blog… I used to be a teacher. Three years in secondary education, a term in primary.

I had a fairly hellish time for the most part, culminating in having a nervous breakdown and having to get signed off sick with stress. While this meant that I could legitimately sit at home in my pants and play video games all day while getting paid for it (and not having to write about said games), it was a demoralising, embarrassing experience that reflected much of my time in the classroom — demoralising and embarrassing.

But it wasn't all bad, and lest you get the impression that I spent my entire time in the classroom hating every single child who sullied the sanctity of my room with their presence, I wanted to take a moment to appreciate one particular student who has stuck in my mind ever since. She isn't the only one, and if I'm strapped for writing ideas I will talk about my memories of the others at a later time. But she is the one that popped into my head when I was considering what to write about this evening. I attribute at least part of this to the fact she has a memorable name, and is the only person I've ever known with that name.

Her name was Berri, and when I knew her she was in year 8, or the second year of secondary school. I only knew her for a year, as I was only employed at the school in question for a year thanks to the headteacher who employed me officially being Shit With Money. But that's another story.

Berri may have only been in year 8 at the time, but she was incredibly mature for her age. She was the sort of kid you could have an actual meaningful conversation with, rather than simply chasing them up for homework. She was intelligent, witty and had common sense. She also had the patience of a saint, something which I display for the vast majority of the time but sometimes found reaching breaking point when confronted with a class of unruly, uncooperative children who thought their weekly Music lesson was an excuse to goof off. Berri never got annoyed, though, even when young Danny, her classmate who liked to climb bookcases and shout "CUNT" at people, was at his worst.

Berri was also very musical, which meant that the vast majority of the secondary school music curriculum was pitched way below what she was capable of. She never minding mucking in and doing a task that was beneath her ability level, though, and if she finished early she was more than happy to go and sit in a practice room playing her violin. Although classical music isn't particularly cool among kids, seeing a peer who is good at a musical instrument is usually enough to impress even the most unruly child into temporary silence. In retrospect, I should have perhaps taken advantage of this fact more regularly.

In short, I appreciated Berri for being one person in those classes of 30 that I didn't have to worry about. She was one pupil who actively made my life easier and more pleasant, rather than more difficult and unpleasant. Her practice room was often a haven of calm when the rest of the class, supposedly composing a piece based on Indian raga, were in fact just trying to see who could press the "DJ!" button on the school's keyboard the most in the space of five minutes. She never said anything, but I could tell from the way she acted and looked at me sometimes that she understood how much pressure I was under, and how difficult I found dealing with the unruly mobs. That look of understanding that she occasionally gave me was one of a few things that kept me safe in that hellhole.

I always thought that she was out of place at that school, populated as it was mostly with the sort of twats you'd see on Britain's Chavviest Teens, should such a show exist. I hope that whatever reason brought her there wasn't enough to keep her there, and I hope that in the intervening six or seven years since I last saw her that she has been able to make the most of everything that she had to offer the world. If she went on to university after school, she'd be about halfway through her course now. I wonder what she's doing.

Wherever you are, Berri, and whatever you're doing, thanks for making my life a fraction easier. I wish you the best of luck as you look forward to your life as an adult truly starting, and hope you achieve all that you deserve to.

The post #oneaday Day 740: A Story About a Girl I Once Knew appeared first on I'm Not Doctor Who.

Any profession where it's considered unacceptable to be graded "satisfactory" is not a profession I want to work in. And I'd argue it's a profession that's in need of a good shakeup.

Where do these rankings come from? OfSTED, or the Office for Standards in Education if you're unfamiliar and/or foreign. Every so often, a school gets a bunch of inspectors descend upon the place to nose around everything it's up to. As part of this process, inspectors drop in to a number of lessons for 15-20 minutes and then assign an arbitrary grade to the lesson, branding it anywhere between "Inadequate" (4) and "Outstanding" (1). These grades are also applied to other areas in the school, such as behaviour, "value for money" (i.e. how well the school is budgeting and spending what money it gets from the local authority) and numerous other factors.

Fine. I get the need to inspect places and ensure they're doing their job. What I don't get is the inconsistency in OfSTED's approach. 15-20 minutes observation of one lesson is not enough to understand how well a teacher teaches. That teacher might have the worst class in the world, and may have scored a major victory on that day simply by having them sat down and listening for once. But if the children aren't deemed to be "learning anything", then BAM! That's an "inadequate" mark right there.

Or it might not be — it may well be a "satisfactory" grade, depending on what else happens.

Now, the word "satisfactory" carries certain assumptions with it. Namely, it implies that the person declaring something to be "satisfactory" is somehow satisfied with the thing in question. While something that is "satisfactory" is not the best thing in the world, it's certainly acceptable and does what it is supposed to.

Not in teaching. "Satisfactory" is somehow seen as a bad thing, despite the standards for branding lessons as "good" or "outstanding" being 1) completely arbitrary and largely down to the opinion of the inspector rather than specific, measurable criteria and 2) extremely difficult to attain, even for the most talented teachers. And if you're in a difficult school teaching a difficult class, God help you.

New head of OfSTED Sir Michael Wilshaw is aiming to do away with the "satisfactory" branding and replacing it with "grade 3". Not only that, he's proposing that automatic pay rises for teachers whose work is considered "satisfactory" should cease, instead being reserved for those graded "good" or better.

This would be fine if the grading of a teacher was based on more than a short, not necessarily representative observation of part of a lesson. Actually, would it? If you're doing your job, wouldn't you expect a pay rise every so often? It's been that way in teaching for some time now, with yearly pay rises for your first few years on the job before you have to go through a procedure known as "Threshold" to get on to the upper pay scale. The demands for meeting Threshold are pretty stringent, so some teachers won't get through anyway — surely that's enough control on pay rises?

(Note: I haven't been teaching for a while, so pay systems may have changed since then. The above is how I understood it when I was employed by the system.)

Perhaps most obnoxious, however, is Sir Michael's quote where he noted that "if anyone says to you that ‘staff morale is at an all-time low’ you will know you are doing something right."

Sorry, Sir Michael, but this is where you lost any credibility with me whatsoever. You should not be actively trying to sap morale — an OfSTED inspection is already an incredibly stressful experience. I know — I've been through two, including one whose result caused the school to go in to Special Measures (essentially meaning that it gets re-inspected on a much more regular basis than normal, and is at serious risk of closure). They weren't pleasant experiences, so to imply that your staff should be encouraging a lack of morale among struggling teachers is pretty shameful.

Teaching is the most stressful job I've ever had. It drove me to a nervous breakdown, such was the stress of everything I had to think about at once coupled with torrents of abuse from hormonal, uncooperative teenagers. Sometimes you can use all the "strategies" in the book and nothing works with a difficult class or a particularly uncooperative child. Sometimes the behaviour of a pupil does disrupt the flow of a lesson. Should that be blamed on the teacher if the teacher in question does everything they're allowed to do to prevent the situation from escalating further? If the teacher in question is having difficulty dealing with particular pupils, should that teacher be supported or vilified?

I think you know the answer to that one.

So in short, then, I'm not sorry I left teaching. And if this is the way that the regulatory body for teaching is going, then I want absolutely no part of it whatsoever. Teaching should be about inspiring children to do great things; to teach them about the world; to encourage them to try new things, and to expand their knowledge of the things they know. It shouldn't be about meeting arbitrary criteria and being judged by people with no sense of context. And it certainly shouldn't be about being deliberately demoralised by the people supposedly regulating the profession.

Good luck to anyone entering the educational system at the moment. You're going to need it, from the sound of things.

The post #oneaday Day 691: Satisfactory is Unacceptable appeared first on I'm Not Doctor Who.

This was particularly frustrating when I worked as a teacher. As a teacher, you're expected to uphold the behavioural standards of the school and punish miscreants according to the school's policies. In most cases, because teachers aren't able to dish out any form of physical or psychological punishment, this means Giving Them A Detention. Fair enough. If you gave a child a detention and they turned up to it, this would be an effective punishment. However, unfortunately, in the vast majority of cases, they will not turn up at all.

Let's take a couple of examples. In the first school I taught at, there was this objectionable little scrote in one class who constantly played up, threatened other children, swore, gave attitude to adults and was generally someone you really didn't want to have around but had to. Attempt to punish him for his relentlessly obnoxious behaviour and he'd simply come back with the response "my Mum says I don't have to do detentions, so I'm not going to." And indeed, she didn't think he should have to do detentions, and as such he didn't.

Another example comes during my brief stint as a primary school teacher. One of the brightest kids in the class was, unfortunately, a little arsehole behaviourally. Much like the previous example, he'd swear, shout, get angry at adults, punch and kick his peers and occasionally storm out if he felt like it. He'd also goad the real problem child in that class into kicking off and causing trouble. When I confronted his parents with his behaviour one parent's evening, they told me that they'd taught him to retaliate if he ever thought he was being treated unfairly. You really can't win in that situation.

It sometimes surprises me how little regard people have for rules and even laws in reality. Obviously people don't go around murdering each other or anything, but small thing like littering, smoking and doing things that signs politely ask you not to do — all of those make a regular appearance.

It was particularly apparent during our trip to Legoland this weekend. In some of the queues for the rides were small Duplo stations where bored kids could build things. On every one was a sign saying "please do not build tall towers" — presumably so they didn't collapse, spray Duplo everywhere and make a mess. And yet in every instance, what was the first thing built by kids? You guessed it.

It wasn't just the kids, though — the adults were just as much to blame, whether it was not correcting their children when they did something they'd been politely asked not to, or smoking outside the designated smoking area for no apparent reason other than to be slightly (but not massively) rebellious.

Accusations of this country being a "nanny state" are often bandied around, and often with some degree of accuracy. But just because we feel that we're being regulated too tightly on some things doesn't really mean that we should just only follow the rules that we think we should. I'm not talking about blindly following instructions and being a mindless robot here — I'm talking about following rules that just make common sense or are based on courtesy. If you've been asked not to smoke in the nice family-friendly theme park, smoke in your little smoking area — at least you've been provided with one. If your children are doing something they shouldn't, inform them that they are doing something they shouldn't — and don't get pissy with someone else if they ask you to keep your children under control.

Also, get off my lawn, you pesky kids don't even know you're born, etc. etc.

The post #oneaday Day 650: Rules are Made to be Kept appeared first on I'm Not Doctor Who.

In retrospect, now I don't have to deal with the little scrotes on a daily basis, some of the things were quite amusing. These things weren't amusing at the time (and when you think about it, are often quite tragic) but now I take a perverse satisfaction in the fact that these little horrors who once made my life such a misery will surely find themselves in difficult positions in the future, unless they discover a way to stop being such a twat.

Let's take the case of Fat Barry, so named because his name was Barry and he was fat. This may sound a bit harsh, but this is a child who, among other things, decided that rather than engaging with Music lessons, he would place a cymbal on his head and wander around pretending to be a racial stereotype of a Chinese peasant in a school with a not-inconsiderable population of ethnic minorities, so in my mind he deserves all the abuse in the world.

I didn't just take Fat Barry for Music lessons. I also had the pleasure of his company in a subject known mysteriously as "Key Skills", a lesson which I didn't learn until after I'd started at the school was basically "the spaz class", where all the children too stupid (or, more often, badly behaved) to achieve anything whatsoever got the opportunity to sit around and learn how to use washing machines and read.

On one memorable occasion, the Year 8 Key Skills class was tasked with researching famous people, living or dead, that they might like to invite to a dinner party. (I hasten to add I had nothing to do with the planning of these units, so their vapid nature wasn't my choice — although it's not as if we could have got anything more intellectually stimulating out of most of them.) As befits a research task, we had relocated out of our stuffy classroom (which on one memorable occasion, I was locked in while the children found it hilarious to climb out of the window, but that's another story) into the school library.

For once, most of the kids were sitting down actually looking at books — being given the opportunity to look up things they were actually interested in rather than being forced into set topics in English, Maths, Science and all the rest meant that they were, thank the stars, engaged and quiet.

All except for two, who were conspicuously absent. Fat Barry and his friend Shane, whose defining characteristic was the fact that he habitually wore trousers slightly too short for him coupled with prominent Burberry-pattern socks. (I'm not sure Burberry actually make socks.) I could hear giggling from behind some of the shelves, so while the rest of the class were engrossed in their picture books I went to investigate.

I wasn't quite prepared for what I found. Shane was lying face-down on the floor, with Fat Barry straddling him. (Fortunately, both were fully clothed, although I'm surprised Shane could breathe.) Fat Barry was gyrating somewhat suggestively atop his friend, and I foolishly said the first thing that popped into my head.

"What are you doing?" I asked.

"We're doing a bum-sex, sir!" replied Fat Barry.

In retrospect, what I should have done at that point is open the library door and yell down the echoey school corridors "What's that, Barry? You're doing a bum-sex? That's a bit gay, isn't it?" because, as everyone knows, accusations of being gay are like the worst things ever at secondary school, leading to the whole problem where genuinely gay teenagers feel that they can't come out for fear of being ridiculed. I was aware of this problem, which is perhaps why I chose not to do it.

Fat Barry wasn't gay, incidentally. He had a Grandad with a shotgun that he thoughtfully brought along to one of the rehearsals of the school play — a mildly terrifying moment — and would probably have been on the receiving end of some redneck punishment if he had come out as gay. So his proclamation of the fact he was supposedly delivering anal pleasure to his best friend on the floor of the library occurred for one reason only — to shock and appal.

It worked.

The post #oneaday Day 527: Doing a Bum-Sex appeared first on I'm Not Doctor Who.

Divine Divinity (303 hits)

Divine Divinity is an action-RPG from Larian Studios which bears more than a passing resemblance to Blizzard's Diablo series. The difference is that the world is not randomly generated and there is a more robust quest and interaction system more akin to something like the Baldur's Gate series. The entire world is available to explore from the get-go and aside from some appalling voice acting of the very worst kind, it's a great game. Pity its sequels aren't up to much. You can grab it from Good Old Games.

I'm Not Doctor Who (81 hits)

That's the name of this site, because my name is Peter Davison, though I usually go by "Pete" because I prefer it. Peter Davison, as you may know, was the stage name for Peter Moffett, who played the Doctor in Doctor Who between 1982 and 1984. I am not him, therefore I am not Doctor Who.

Offensive GIFs (73 hits)

Here's one.

Teaching Sucks (65 hits)

Teaching does indeed suck. I've worked as a classroom teacher on two separate occasions in my life and on both occasions it nearly killed me. In the first instance, I stuck it out for three years in the secondary school music classroom — my first year in a run-down school half a million quid in the red where I was threatened with being knifed on a regular basis, and my second in an ostensibly "nicer" area but which still reduced me to a literally gibbering wreck by the end of my time there.

The reasons why it sucks? Poor behaviour and teachers' lack of power to do anything about it. Ridiculous amounts of bureaucracy. The fact that one person is expected to do what, in any other job, a team of at least four or five people would take on between them.

If you can stick it out, fair play to you. It's not for me.

"Mandatory Sex Party" (35 hits)

This was a term coined by Allie Brosh, who at one point wasn't sure whether or not it was an actual thing that happened. I'm still not sure, but there's certainly a lot more than one Google hit for it now.

Persona 4 (35 hits)

Persona 4 is one of my favourite games of all time. Featuring a hugely lengthy quest, genuinely loveable characters, a gripping (if crazy) plot and a love-it-or-hate-it catchy soundtrack, Persona 4 is one of the greatest JRPGs of all time and I will fight you if you disagree.

Fatal Labyrinth (34 hits)

Fatal Labyrinth is a graphical roguelike for the Sega Mega Drive/Genesis. You can play it as part of the Sega Mega Drive Collection on the Xbox 360 and PS3, but I bet you haven't.

"Get Rich or Die Gaming" (27 hits)

Get Rich or Die Gaming is an absolutely terrible Xbox Live Indie Game with artwork that looks like it was put together in Microsoft Paint, voice acting that would make a school play's director blush and designs on being a point-and-click adventure. Fair play to them for actually releasing it, but it really is not very good.

NSFW GIFs (26 hits)

Here's one.

Memes GIF (25 hits)

(Click to embiggen. Some NSFW. Some NSF anybody. Apparently this character is called "optimized GIF dude" and is something of a meme. I'd never heard of him, actually.)

So there we are. I hope you feel suitably satisfied now. If not, go and have a sandwich and a wank.

The post #oneaday Day 522: Addressing the Audience's Demands appeared first on I'm Not Doctor Who.

Music's contribution is obviously (possibly) from the amount of practice necessary to get to a good stage with your instrument playing, composition, singing or whatever. While I don't do as much practice as I did when I was growing up — no exams or anything to aim for at the moment, for one thing — I can still sit down and actually work on something until I get it right if necessary. Sure, it might be frustrating for anyone sitting nearby to listen to the same few bars over and over at gradually-increasing tempi, but that's why God invented electric pianos and headphones.

Video games' contribution is, interestingly, almost the exact same reason — practice. I was playing my evergreen favourite game Trackmania United earlier today and it occurred to me that I was quite happy to sit there and repeatedly attempt each level until I got a result with which I was satisfied. It helps, of course, that Trackmania carries little to no penalty to failure, much like the notorious Super Meat Boy. Hit the "restart" button and, unlike many racing games out there, you're immediately back on the start line, ready to go. The fact it's so easy to restart and try again makes the whole thing a lot more conducive to repeated attempts. And the more repeated attempts you make without your head exploding or a string of expletives erupting forth from your mouth, the more your patience builds up.

Patience has come in useful in many life situations. When I worked as a teacher, I had to make use of it pretty much every day as the more unpleasant children out there have a habit of trying to "push" their teachers as far as possible until they snap. Sure, I did "snap" once or twice, including the time that drove me out of secondary teaching for good and left me on sick leave for over six weeks — I'm only human, after all — but for the most part, I managed to maintain composure even in the face of extreme adversity — including one time when a 14-year old kid threatened to knife me because I'd asked him (politely) to stop talking. Nice, huh?

It's not just teaching where patience comes in useful, though. Waiting in a post office queue is a situation that practically demands patience (and judging by the amount of tutting and sighing that generally goes on in such a queue, not many people have taken the time to hone their skills) and so is attempting to explain to an elderly person how to use a computer. And there are many more situations in which it becomes useful. Mostly, though, if you're patient about things, when the thing you've been patiently waiting for finally comes along, it's worth the wait because you haven't got yourself all wound up beforehand.

So chill out, relax, have a juice. That thing you're waiting for is just around the corner. (Unless it's a taxi, in which case you all know what "just around the corner" really means.)

The post #oneaday Day 135: Patience is a Virtue appeared first on I'm Not Doctor Who.

I quit being a full-time teacher. Twice, in fact. I'm not going to make that mistake a third time. Fool me once and all that. Currently, to pay the bills, I am enjoying the life of a supply teacher. This means that I can choose whether or not to sleep in every morning or maybe be woken at the crack of dawn by a phone call saying some festering scumhole school in the very armpit of Southampton is short of a teacher for today and could I possibly go along with a chair, a whip and a net and see if I can do anything with them? There are two very simple equations to bear in mind here.

1. sb = 0(£) + 100(j) where sb is "staying in bed", £ is money and j is joy.

2. nsbapcdtvfssvas = muchos(£) – 5000(j) where nsbapcdtvfssvas is "not staying in bed, answering phone at crack of dawn, visiting festering scumhole school in very armpit of Southampton", £ is money and j is joy.

So while equation 1 leads to a gain in joy, it does not lead to a gain in money. Indirectly, in fact, it tends to lead to a decrease in money, as staying at home often leads to wandering out in search of coffee. However, while equation 2 leads to an increase in money it leads to a substantial hit in the joy department. And no, that's not a euphemism for your dangly parts.

But I digress in talk of made-up maths. I was about to tell you what is so very wrong with education. Particularly primary-level education, as that's where I've been spending most of my time recently. So let's do another list, shall we? Good. I know how you like lists, particularly if they're illustrated.

1. Overcomplicating everything.

I remember when I was at primary school. A tick meant "correct" and a cross meant "wrong". If you were lucky, you got a brief comment, like "Good." or "Lazy work." depending on whether you'd done good or lazy work.

In the school I was working in today, they had a "marking key" on the wall. A squiggly line meant "look at this". A straight line with a "sp" meant "spelling mistake". A circled letter meant "you should have used a capital letter". A circled empty space meant "you have missed some punctuation". A caret meant "you've missed a word out". And then and only then did the key reveal that, yes, tick means "correct" and cross (or dot, now) means "wrong".

Seriously? These are eight- and nine-year olds we're dealing with here. Some of them can barely read, and you expect them to decipher that babble? Not only that, but then every book is expected to have a comment in there which, at the very least, says something inane like "Well done! You have shown me you are able to use connectives to join sentences together!" or "Congratulations! You successfully subtracted two things using the written method!" or "Super! You were able to recreate the entire Nutcracker Suite through the medium of rectal flatulence!"

Which brings us nicely on to…

2. Using unnecessarily high-level language.

Remember: eight- and nine-year olds. Do they really need to know terminology like "learning objective" and "success criteria"? I am yet to meet a child who actually knows why they write down the learning objective and success criteria other than "it's the stuff we copy at the start of the work, innit". The sole purpose for it is so when the inspectors come to play that the teachers can point proudly at the various learning objectives and say "Look! They've done this!".

Bollocks.

3. Making unnecessary work.

Oh silly me. I made a mistake. The children shouldn't be copying the learning objective and success criteria. The teacher should have prepared them all in advance, trimmed them to size and stuck them in the children's books for them. Bear in mind at this point that a typical class has about 30 kids in it, each with at least five books (literacy, numeracy, "topic", science, art) and each day typically has four or five different things going on throughout the course of it. So hey, with all that to plan, what's a little extra cutting and sticking into ninety different books?

4. Dumb-ass theories that make no sense.

There are too many of these to count. Phonics is one. Anything involving behaviour management is another. Take a quick detour and go and watch this, including the stupid interactive part. The first shot of the class and the obnoxious children in it is the most accurate depiction of what it's actually like to be in a classroom. However, the supposed "strategies" for dealing with the class are complete bollocks. Giving the teen who thinks talking about fucking his classmate's mother a "positive note" if he sits down and gets on with his work? Don't make me laugh.

5. Pressure, pressure, pressure!

I was talking to someone the other day – I think it may have been Rhiarti – and talking about how the imagination of young people is stifled these days. UPDATE: Yes, it was definitely Rhiarti, right here, in fact. So yes – the imagination of young people is stifled by the fact that they're expected to learn all these million-and-one different techniques which there's no way in hell are going to stay in their tiny heads. I remember "writing" at primary school being all about writing stories. Now, they're expected to write Reports, Explanation Texts, Instruction Texts, Recounts, Narratives and all manner of other things (all inevitably capitalised, too) rather than, you know, just being able to sit down and write to express themselves. Even when they do get the rare opportunity to write a story, it's inevitably got such a long list of completely arbitrary success criteria for them to fulfil that any semblance of creativity has been battered out of them by the end of their school career. Which is sad.

All this is the tip of the iceberg. Don't even get me started on the "three stage lesson", on "thinking skills", "thinking hats", Bloom's Taxonomy, starters, plenaries and all manner of other shit.

So, in summary, a lot needs to change. But unfortunately, all of the things above, which are quite obviously and clearly dumb and stupid, are the sorts of things which men in suits with clipboards think "get results" and "show progress". Well hooray for progress. Somehow we managed without it for a long time. Why can't we go back to those days, for the kids' sake and for the sake of the poor, anxious teachers constantly on the verge of nervous breakdowns?

The post #oneaday, Day 120: Education, Edducaytion, Eddyukayshun appeared first on I'm Not Doctor Who.

So here's where I am now. I am going to run down these things in writing in public to see if that helps to take stock of my current situation and give me an idea of where the hell I'm going.

CURRENT EMPLOYMENT STATUS: Writing for Kombo.com. Writing for dailyjoypad.co.uk. Two music pupils, possible third.

EMPLOYMENT ANALYSIS: Not enough to pay rent. Need either a) more pupils b) more writing jobs that pay big bucks (hah!) c) computer pupils as well as music pupils or d) few days of supply teaching per week. I'd rather not have to do d) but it may be a necessity, for a little while at least. Over the next couple of days I am going to set up a new website advertising my computer tuition services and I shall be counting on you (yes, you!) to be part of the pimping process for that. My pupils have found me through the directory on musicteachers.co.uk thus far, but I'm not sure if there's an equivalent for computer tuition. I guess some research is in order.

CURRENT HEALTH STATUS: Mild sore throat. Unfit. Fat.

HEALTH ANALYSIS: Recommence Operation Gym and Operation Run Without Dying. iPhone is already loaded with an appropriate soundtrack, featuring tunes from Bayonetta, Persona 3, Persona 4, OutRun, Space Channel 5, Trauma Center and various Final Fantasy titles. Get into routine of actually going to gym as opposed to routine of not going to gym.

CURRENT SELF-ESTEEM STATUS: Actually not bad right now. Several days with "my people" has helped with this, specifically with the whole "Hey, you're not such a freak after all – and even if you are, there are at least 59,999 people just like you in the world, probably more" thing.

SELF-ESTEEM ANALYSIS: Maintain by doing stuff that makes me feel positive. Avoid doing things that make me feel negative. See aforementioned gym routine thing.

CURRENT MISSION OBJECTIVES:

• Make enough money to pay rent (OPTIONAL: Make enough money to pay rent AND have Fun Stuff)
• Recruit more music pupils
• Design computer tuition website
• Recruit computer tuition pupils
• Do more writing for Kombo, DailyJoypad and BitMob
• Hassle other sites for writing gigs
• Attempt to make use of contacts made at PAX
• Get into a situation where I can keep the necessity of doing supply teaching to a minimum

First one and the last one are the biggies, I guess. Everything else will contribute to those two. If I can get to a stage where I never have to step inside a classroom again, and I am working entirely on my own terms and feeling good about myself, that's the goal. That's the dream. And it's frickin' well going to happen.

Also, I've totally managed 72 days of blogging without a gap. That's pretty good going, right? I'll have a party on post 100 or something.

The post #oneaday, Day 72: Taking Stock appeared first on I'm Not Doctor Who.

This weekend I have: tidied up, washed up, completed Miles Edgeworth: Ace Attorney and finally got around to watching a DVD from New Zealand that my parents got me a while back.

The DVD is worthy of further attention. It's called Seven Periods with Mr Gormsby and is a comedy-drama about the titular supply teacher coming in to a rather difficult school and finding his traditional views are rather at odds with the touchy-feely nature of modern education.

Gormsby is a wonderful character, and frequently comes out with some of the most offensive things I've ever heard, which seem even worse in the high school context. My favourite has to be his nonplussed attitude after finding a drawing of himself on his blackboard with the slogan "Mr Gormsby takes it up the arse".

"I would like the boy who did this," he says, "to come forward and take his punishment like a man. I'm not going to give you detention and I've been forbidden to use the cane, so the one who is responsible for this defamation… I am going to fuck. And this won't be that namby-pamby buggery you'd get from your music teacher. No, boys, no-one who gets rogered by Gormsby comes back for seconds."

The humour is incredibly rude throughout – so much so that I'm not surprised I've never seen it over here. But it is hilarious and, in the words of my wife, "they should show it on teacher training courses".

There. Done. Good night!

The post #oneaday, Day 49: End of the Week appeared first on I'm Not Doctor Who.

So the blogging's going well, at least. I'm approaching the end of my week off now, though, and my body is starting to let me know this fact. I hadn't been directly thinking about my return to work, but still I've developed a cough and a horrible nauseous feeling in the pit of my stomac

[The remainder of this post disappeared into WordPress oblivion – only noticed today. Apologies!]

The post One A Day, Day 34: Progress Update appeared first on I'm Not Doctor Who.

Of course, I haven't "achieved" very much this weekend (unless you count my promotion to Lieutenant Commander in Star Trek Online) but sometimes it's nice to not think about whether or not you should be doing something more important. There is plenty of time for stress in the week, because believe me, it always finds you.

I have one more week until the week-long half-term vacation from school. After that, it really is counting down the weeks and days until my escape. Once I get to that point, I will be past caring. If the school inspectors turn up to judge me inadequate during those last few weeks, they will get a piece of my mind.

They probably won't, of course, because I'm far too much of a pussy to stand up to people in most cases, but it's the thought that counts.

Or maybe I should say something. As I've said in a number of previous entries, teachers suffer in silence all the time. They nod and smile when another item is put on their personal "To-Do" lists without their permission, they grin and bear it when new "initiatives" are launched (and inevitably prove to be completely useless), they fill out their stupid pointless paperwork and then they go and moan in the staffroom. It's the way of things. But I find myself wondering exactly what would happen if someone were to break that barrier and answer back to an OfSTED inspector.

Maybe it might go something like this:

INSPECTOR: Would you like some feedback from that lesson?

TEACHER: No. No I wouldn't. Goodbye.

INSPECTOR: I really think you should have some feedback from that lesson.

TEACHER: I, on the other hand, do not. Don't let the door hit you in the arse on the way out.

INSPECTOR: Your starter was satisfactory and had the children enga-

TEACHER: Are you deaf as well as stupid? I said no.

INSPECTOR: …the children were engaged. However, during your input-

TEACHER: Oh, we're going to do this, are we? All right then. Input? It's called "teaching". Or even "talking". Have you forgotten?

INSPECTOR: During your input, I would have liked to see more being taught.

TEACHER: Oh. Sorry. There I was thinking I was singing a song. Not… what's that word for that thing I do when I'm standing at the front… Oh right, teaching.

INSPECTOR: However, there was a lot of you talking. It would have been nice to-

TEACHER: So I didn't teach enough, but I talked too much. Right. Do carry on. This is fascinating.

INSPECTOR: It would have been nice to see the children say a little more on the subject.

TEACHER: They don't know anything about the subject. That's why I said it was a "new topic". They seemed to understand that. Didn't you?

INSPECTOR: As a result, the children didn't make enough progress in that lesson.

TEACHER: Not enough progress? All right. How are you measuring that? Where is your magic "progress-o-meter" that measures how far the children progressed in the twenty minutes out of the hour you came and observed? I bet you have one. I bet it produces charts and graphs and syncs with Microsoft Excel, doesn't it? Mmmm, Excel. You love Excel, don't you? With its charts and its numbers and its ABJECT FUCKING TEDIUM. Just like you really.

INSPECTOR: So therefore, I am going to have to rate that lesson as inadequate.

TEACHER: Will it still be inadequate if I punch you in the neck?

INSPECTOR: What? Yes!

TEACHER: Well, it doesn't matter, then. (punches Inspector in the neck) This is my most inadequate punch, bitch! You wouldn't want to see my Outstanding one, or even my Good one!

Oh, what a wonderful experience that would be.

The sad thing about that fantasy exchange is that the things I quoted the Inspector as saying are the exact things they do say. Utter nonsense, non?

The post One A Day, Day 21: Fantasy Feedback appeared first on I'm Not Doctor Who.

This is one of the (many) things that is wrong with the education system. Ticklists of criteria that need to be followed. Nonsense feedback that doesn't help in the slightest (I "didn't teach enough" but I "talked too much", apparently – gee, thanks, that really clears that up). The fact that you are deemed to be a terrible person if you forget to give the children a formulaic ticklist of their own to copy into their books on the board.

Today's lesson was the first session of a new topic on poetry. The children hadn't done much on poetry previously, and what little they had done was some time ago. So the plan which the Year 4 team (two other teachers and me) had come up with was to give them an opportunity to look at a poem and give their immediate responses, and demonstrate those responses through drawings, movement and drama. Bullshit, I know, but apparently reading a poem and talking about the language in it isn't enough for children these days. Or maybe it is, given that not only I, but also my colleague who taught the same lesson at the same time was also judged to be "inadequate".

Still, fuck those ratings. Doubly so because just a month or so back I was judged as "satisfactory with some good elements". Don't let that faint praise hit you in the ass on the way out, Ms Inspector.

I can't have changed that much in that time. I'll tell you what can change, though – the behaviour of children. I briefed the kids before the observer arrived today that I was expecting their best behaviour and they still decided to be little fucks and whinge and moan and complain even when trying to do the simplest possible thing.

As always, there was absolutely no helpful advice given whatsoever to deal with this sort of thing. The usual advice is "you need to develop some strategies". Thanks. Those would be…? "Develop some strategies. Build an action plan." Fuck off.

I may be ranting about this, but I'm actually less pissed off about this than I would have been before I'd put in my resignation. Now I know that these sort of ridiculous judgements don't mean anything to me I can shrug them off. It doesn't make the education system any better, however, because these same judgements are applied to all schools, whether they're the posh school in the country village that is filled with nothing but children who have been able to read, write and add up since the age of 3, or a school with a largely transient population like where I am now. You can't compare the two things. You can't compare the amount of progress an upper-middle class child with a perfect home life and parental support makes with that of a Nepalese immigrant whose parent(s) don't speak English, or that of the kid whose Dad beats the crap out of his Mum on a regular basis.

These backgrounds don't excuse behaviour, as I've said previously, but they do affect how good their work is going to be. Kids develop with parental support. It's not just the teachers' job to instill knowledge and discipline in them – lots of that needs to come from the parents, too – and it doesn't. And when it doesn't, guess who gets blamed? That's right, the teachers.

So fuck teaching. If you're considering going into it, just don't, unless you particularly enjoy someone you've never met calling you "inadequate" to your face and expecting you not to punch them very hard in the neck.

The post One A Day, Day 18: Another Education Rant appeared first on I'm Not Doctor Who.

Today I would like to rant about phonics, since I had a long, boring, pointless and patronising training day on this very subject today.

For the uninitiated, phonics is the theory which suggests that children should learn reading by sounding out individual phonemes in words, then learn how to "blend" them together where appropriate. It also suggests that it's sensible to teach six-year olds the words "morpheme", "phoneme", "grapheme", "digraph" and "trigraph" – words which I didn't come across until I studied English Language at A-level (age 16-18) and again at university.

The flaw, in case you haven't spotted it, is that English isn't a phonetic language. We have so many different ways of pronouncing each letter in our alphabet that using phonics to teach reading quickly becomes useless – and in the meantime, it fucks up spelling ability.

As if to emphasise this point, the official materials for teaching phonics from the government include an appendix of the most "high-frequency" words in the English language. Out of the thirty most-used words in the English language, fourteen of them are designated "tricky" words, which means that the phonics rules don't apply to them. Well, if the phonics rules don't apply to almost half of the most common words in the language, exactly what use is it to anyone?

The funny thing is, I can't remember how I learned to read. I imagine that's not an uncommon thought – childhood memories fade over time, after all – but I'm pretty sure it didn't involve phonics at any point. I can tell this because I can spell, and don't think that because "rough" is pronounced "r-u-ff" that it should be spelled that way too, which is what I see kids doing on a daily basis.

It's difficult to know what to suggest, though. Phonics is fashionable. Someone somewhere said it was "good" and it stuck. As with most fashions, this is nothing to do with how good it is. It is simply the "in" thing at the time.

It doesn't help, of course, that the leader of today's training day was a patronising, aggressive middle-aged harpy who clearly had a chip on her shoulder about something. Her holier-than-thou attitude towards phonics and teaching reading and her steadfast refusal to consider any alternatives (even doing an arrogant "shaking head" movement whenever anyone raised a point she didn't agree with) made everyone resent the process even more than its inherent stupidity already did.

This video pretty much sums up the problem:

(Thanks to Jeff Parsons for bringing this to my attention.)

Here's a poem, too. Don't say I'm not good to you.

I take it you already know
Of tough and bough and cough and dough?
Others may stumble, but not you,
On hiccough, thorough, lough and through?
Well done! And now you wish, perhaps,
To learn of less familiar traps?
Beware of heard, a dreadful word
That looks like beard and sounds like bird,
And dead: it’s said like bed, not bead –
For goodness sake don’t call it deed!
Watch out for meat and great and threat
(They rhyme with suite and straight and debt).
A moth is not a moth in mother,
Nor both in bother, broth in brother,
And here is not a match for there
Nor dear and fear for bear and pear,
And then there’s dose and rose and lose –
Just look them up – and goose and choose,
And cork and work and card and ward,
And font and front and word and sword,
And do and go and thwart and cart –
Come, come, I’ve hardly made a start!
A dreadful language? Man alive!
I’d mastered it when I was five!

Quoted by Vivian Cook and Melvin Bragg 2004,
by Richard Krogh, in D Bolinger & D A Sears, Aspects of Language, 1981,
and in Spelling Progress Bulletin March 1961, Brush up on your English.

The post One A Day, Day 12: It's pronounced B-O-LL-O-CK-S. appeared first on I'm Not Doctor Who.

That's the opening to Dream Theater's Panic Attack, a song I adore both for its Castlevania-esque piano/orchestra/choir breaks every so often but also for its blunt, honest portrayal of what it feels like to have a mind that's so stressed out it feels like you might explode.

Feeling that right now. The pounding inside my head isn't helping the feeling, as I have a headache from the very depths of R'lyeh to contend with at the moment and I am holding the annoying children I have to endure for my day job personally responsible. Tuesday is supposed to be my "quiet day", with the morning spent doing planning for the upcoming week, but the kids I teach more than made up for me not having the morning with them by not shutting up for the whole bloody afternoon. It didn't help that our Maths lesson was interrupted by having to line up, go downstairs and watch twenty minutes of Indian dancing before going back to finish off a task which they didn't understand not because it was too difficult for them but because they didn't fucking listen the first time and the second time and the third time I explained what the little shits were supposed to be doing.

Arrrrgh! How annoying!

*breathes*

So how are you, reader? I hope my misfortune is either entertaining, eye-opening or both to you. The main reason today didn't give me a complete nervous breakdown is the knowledge that it's not forever. The only thing I wish I didn't have to deal with is the fact that the school I work at is in "special measures", which means that government inspectors (who have probably never spent even a single hour at the chalkface) came around to look at it (before I arrived, I might add) and judged it as "failing". Like I said in the last post I mentioned this in, the fact that we can get any work at all out of some of these horrendous children is a minor miracle. Still, the government judges the school as "failing", which means extra stress for everyone involved as the inspectors return every so often at very short notice to come and see how things are improving. This also means we have people from the local education authority coming at short notice to see how things are doing. This means we have lesson observations at incredibly inconvenient times, like next week. At least whatever outcome this observation has no longer matters for me, though I feel for my poor colleague in the classroom next door who not only has a lesson observation but also has to spend a protracted amount of time in the company of The Most Miserable Woman In The World talking about assessments we haven't done yet.

I am clearly making the right decision to escape from this as early as possible. There will be no regrets. At least when I look back on the three years and one term that I've spent as a teacher, I have enough experience to say 1) "I'm never doing that again!" and 2) "Thinking about teaching? DON'T BE AN IDIOT."

Now there's something they don't say in their patronising, unrealistic adverts.

The post One A Day, Day 9: All Wound Up appeared first on I'm Not Doctor Who.

Because this exciting news means that I will definitely be going! I'm stoked. The last time I went to a big industry event was when they still did them in Europe. I attended ECTS (the European Computer Trade Show, if I remember rightly) with my bro, and that was a long time back now. I've heard my buddies in the Squadron of Shame wax lyrical about PAX in the past and have been incredibly jealous. Now I get to join in the fun. It's going to be an awesome time, and I can't wait to finally meet some of the guys I've only ever spoken to on Skype before… or in some cases (Mr Bowlissimo!) only ever typed things to.

Also, my Bayonetta article got promoted to the front page on BitMob. People dig the IF thing, so I wrote another one. I also downloaded the Inform interactive fiction toolset to have a play with. Inform is bizarre – it's a programming language that works very similarly to plain English. I'm going to knuckle down and have a good go with it this week – probably at the weekend.

So – two good things in one day. It's a nice change. It even managed to distract me from the fact that the kids in my class were being stupid noisy bastards all day and the meeting we had after school was beyond pointless. Now I have a countdown (which I haven't calculated yet) I can relax a bit more. Except for the fact I don't have a new job to go to yet. Still, I have a couple of applications in for some exciting jobs, the closing date for one of which is this Friday, so I'll have to wait and see if anything comes of that.

Then there's the possibility of doing some freelance work. This would be ideal, especially if I could combine it with some music teaching work. I like music teaching. People pay you and you work with them on an individual basis. You don't have thirty annoying children all talking to each other and not listening in front of you. Much more pleasant and less inclined to make you want to throw things.

That's that for today. I'm going to go play some Star Trek now.

The post One A Day, Day 8: Success! appeared first on I'm Not Doctor Who.

Those of you who follow me on Twitter or know me in general will be aware that my loathing for the teaching profession is well-documented. That, of course, didn't stop me making an ill-advised move back into it after successfully escaping for two years. But I wonder how many of you know why?

Let me tell you.

Teaching sucks. There are many reasons for this – the chief among which is that in many, many schools the possibility of actually undertaking the activity for which the profession is named – you know, "teaching" – is rendered impossible. This happens in lots of ways.

First of all, there is the declining standard of behaviour in the classroom. I have a Year 4 class – 8 and 9 year olds. These kids are already well-versed in backchat to teachers, violence towards each other, swearing, refusing to do work and taking advantage of supposed "special needs" to their own advantage. (This isn't, of course, to put down those kids that do have genuine difficulties learning things, but rather to put down those kids who use their supposed "condition" as an excuse to behave like a twat.)

When asking for support with children like this from senior staff, the inevitable response to the poor teacher is "you need to develop some strategies". Well, fine. Give me some. Some that work. Oh, wait, none actually do work? Right. Let's do some nonsense with traffic lights that they'll ignore then.

"Keep at it. Be consistent," they'll say. And fine, fair enough, you should be consistent in your rewards and punishments. But I am distinctly old-fashioned in the opinion that I feel children should know their place. It is not their place to question their teacher. It is not their place to refuse to do work. It is not their place to get up out of their seat and wander around the classroom. I remember the "naughty children" in my class at primary school well (largely because they were also the ones who would bully the meeker kids such as myself), and while they were silly and could be outright nasty at playtime, in the classroom there was never any wandering around or backchat. Now, it's not an exaggeration to say it's a daily occurrence.

Second among the reasons that teaching is impossible is everyone's favourite friend, bureaucracy. By the end of a single day, my desk will be covered with useless pieces of paper – notes, memos, charts, tables, percentages, requests for information. All of it is meaningless, and I don't know where it all comes from. Why do we need to know so much information? Why is the school I'm teaching at considered a "failing" school because of some of these figures? Yes, many pupils are making slow progress but that's because, frankly, many of them came in pretty low, don't get much support at home and don't have the slightest clue how to behave in the classroom, even when this is pointed out by their teacher. The fact that these children are learning anything at all should be considered a success.

Another stupid thing: the excessively celebratory nature of most schools these days. It reaches a level where it is utterly meaningless. Celebration of achievement is an important part of motivation, but when children are getting certificates in assembly for "sitting quietly all day" or "always being cheerful", I think we may be taking things a little far. (That travesty of an "awards" ceremony happens on a weekly basis, by the way.)

The theory runs that children respond better to praise and encouragement than punishments. Well, I am yet to see any evidence of that in the three schools I have taught in, amongst children aged anywhere between 8 and 16. Children respond to things that are "unpleasant" for them. They don't want to miss out on fun things, and they definitely don't want to look stupid in front of their friends. So why don't we have a weekly "anti-celebration assembly" where the naughtiest children of the week are brought up to the front of the school and admonished by the headmaster? Parents could be invited. It'd be fun.

The answer to that is, of course, that it's not politically correct to be negative. There's even a "golden ratio". There should be three times as much praise as there should be punishment. I don't know who came up with that statistic, but they probably had a clipboard.

Then there's the Tories' bright idea to bring in "superteachers". This is never going to work, because the profession has such a high turnover anyway – mostly for the reasons outlined above along with the stress and the health problems that causes – that limiting access to it smacks of stupidity. In fact, this article from the Daily Mash sums it up beautifully.

Those who find success and fulfilment in the teaching profession are either very brave, very resilient or very stupid. Whatever it is, they have my eternal respect, because I'm not one of them. At the first opportunity to arise, I will be out of that door, never to return.

And this time I mean it!

The post One A Day, Day 3: Why Teaching Sucks appeared first on I'm Not Doctor Who.

Ever had the feeling that you're just chasing something that doesn't quite exist? Something intangible, that you know you want, but struggle to even describe, let alone put your hands on? And you just know that if you got your hands on it, you'd be that much happier?

I got a new job recently. I'm a primary school teacher – a return to classroom teaching after two years' break, and a shift from my original profession as secondary school teacher. Now, I like teaching. I'm even good at it. I've been told so by many people. But the frustrating thing about teaching – and so many other things – is the other shit you have to put up with at the same time. Behaviour, for example. I lost count of the number of times I had to stop and "give warnings" today simply for kids being stupid, or talking when I'd asked them to listen, or getting up and wandering around the room, or… You get the idea. Kids will be kids, you may say. Well, yes, they will – but it's frustrating. I remember being a kid and being terrified to step out of line. I was (and still am) a bit of a goody-two-shoes, of course, but you know what? I'd rather be that than a dick.

Then there's the other stuff. I'm new to primary teaching, so I'm feeling pretty overwhelmed with new things to learn. The year group team that I've joined are very supportive, though, which is good – it means I can bug them with questions when I don't know what something means, or don't understand a procedure, or, more to the point, haven't had a procedure explained to me.

Ah, procedures. Close friend of paperwork. Both of them largely pointless in nine situations out of ten. All they have succeeded in doing so far is 1) messing up my desk within five minutes of me taking possession of it 2) overwhelming me with unnecessary paperwork and 3) making me feel inadequate. And I can do without feeling inadequate right now.

Everyone gets the jitters when they start a new job. I'm hoping this feeling of being overwhelmed and unsure of myself passes. I'm still in two minds as to whether I'm doing the right thing. Lots of people have told me that they thought I'd make a good primary school teacher. I agree – at least that I would be good at teaching primary-age children. It's the other bits that I worry about not being able to hack. I am neither the most assertive person in the world nor the most organised person in the world, so the twin evils of "behaviour management" and paperwork together form a giant super-nemesis for me. It also doesn't help that previously, having found a job that I genuinely did enjoy, like, even love for a while, it was taken away by an inconsiderate management team who succeeded in destroying my self-confidence by caring more about the bottom line than the welfare of their staff. So a big "fuck you" to them, if you please.

Of course, I have only been working there for three days so far, so it is highly likely that I am being premature in my judgement of myself as borderline-incompetent. That's that pesky tattered and torn self-confidence talking.

This is the rub though. I find myself struggling to think what else I can do. Actually, that's not quite accurate. I find myself struggling to think what else I can do that will pay the bills in a reliable manner. There are loads of things that I love doing – things that I'd much rather do than be cooped up in a classroom with thirty kids – but they're either unpaid or erratic work. Writing, for example. I love writing. I love blogging. I love writing fiction. I love writing about games, and about music. I love writing semi-incoherent rants that people somehow find entertaining while the big vein in my head pops. I love tweeting and commenting on things. I'd love to be able to sit and write all day and be paid for it, but realistically that's highly unlikely to happen. Of course, a glass-half-empty approach doesn't get anywhere, but it's – yes – frustrating. It doesn't have to stop me enjoying doing it when I have the chance, though – hence this blog, and hence my entry in this year's NaNoWriMo.

There are so many things I love doing – teaching, music, writing, gaming, podcasting, production, film – so why is it so damn hard to find something to settle on and just enjoy? Why does everything have barriers to entry – and yet more barriers to negotiate once you get inside?

I guess I should be more positive. But I can't help but think that I'm getting that "I'm nearly 30" feeling and wondering where on Earth I'm going. One day I might find an answer. Until then, I'm just chasing stardust.

The post Chasing Stardust appeared first on I'm Not Doctor Who.