Meandering Nonsense.

This weeks's blog will be a stream of meandering nonsense, vaguely linked by the themes of expectations.

Firstly, I'd like to quickly thank you all for your work in preparing year 11 for their recent examinations. There are many things I could say. You worked brilliantly, with a real team ethos. The greater consistency this cohort (challenging, as we know) have received in terms of their teaching over the time they've spent with us is reflected in their excellent attitudes towards the whole process. I've never seen a year group work so hard, regardless of their start levels, targets, FFT profiles and all that nonsense. So thank you. Your work is appreciated.

Work like this is the ideal way to combat a nonsensical system which some may say has a deeper agenda beyond Gove's theatrical, attention seeking political games. Don't give up.

We're always told what to expect, and what expectations we should have. Sometimes, expectations can be confounded. Footballers, some of them at least, can read. Proper books, too. Sometimes, expectations are engineered to confirm and reassert the useful prejudices we're meant to have. I'll leave you to consider who exactly they are useful to. Nothing to see here. Look over there.

In short, what I am not really saying despite wanting to, is that we need to continually set our own expectations. Your expectations of me, mine of you, ours of our pupils. Let's keep them high (the expectations) and keep them focused (both the expectations and the pupils).

The Great Work is just beginning...

The Great Work is, before all things, the creation of man by himself, that is to say, the full and entire conquest of his faculties and his future; it is especially the perfect emancipation of his will.

Surprises...

Firstly, here's a link to an article about the first (and, hopefully, only) free school to be judged outstanding. Ignore the nonsense about lollipop sticks - that's far too AST-look-at-me for me to force on everyone. Do it if you want; I won't judge. Its the no hands up policy I like. Give it a go - force them all to think.

Who knows? Some of them might find they like thinking.

I'd also ignore the four year old 'Head of School'. However, I quite like the 'family dining' ethos - that could be nice. I'm not even being sarcastic.

Secondly, in the Tomlinson assembly this week we were spoken too about kindness. I'm not sure what's happened, but I didn't vomit. Actually, I decided to try and be kind to people, for no other reason than to be kind. It's really hard. I'm no good at it. I'll have to keep working at it. Anyway.

This week, in amongst your reports, the exams and wondering if you will win the sweepstake (pay up if you haven't), let's be kind to each other, for no other reason than to be kind.

If you're feeling really bold, extend that kindness to pupils. They're not amoral state school pupils at all. They're quite nice overall.

Le Grand Depart

Two months before the Pythonesque conceit of the most French event in the world starting with a meander through Last of the Summer Wine territory, it's increasingly clear we live in a crazy world. These men still jobs, for example. This man is taken seriously. The great Alice Walker appears to share my Weltanschauung.

I'm not sure which of these is most surprising.

However, some things are constant. Exam season is upon us. Last week's revision was excellent. Well attended and well delivered, it shows the commitment and high quality of our work. This year eleven are well supported, and, I believe, they are responding in style. Let's keep going with them.

With one week of lessons to go - which I believe will certainly be a full week - it can be hard, at times, to keep lessons fresh. Hopefully, google will lead me to a few good sites. I'll link to them if it does. My personal advice would be to keep standards high, expectations steady, heads clear and focus on the key tasks; mix up some exam practise with revision of key skills. Build their confidence. Smile.

Yes, the system is daft, the pressure we are under from above (way above, that's not a sly dig at SLT!) is ludicrous, and, I reckon, contributing to a range of stresses and pressures on the young people we work with; however, the aims that we have, and the extent to which our young people deserve the best, makes any sacrifice and every effort worthwhile.

So smile, and, remember, we refuse to lose.

Slow Burn

During last Monday's staff INSET, the boss mentioned his idea of the slow burn - that instantaneous change is not expected, or perhaps desired; long-term growth, which can be maintained, is preferable. Obviously, I'd agree. This subject has been banged on about enough by me, for long enough. However, it's always nice to be reminded of it, especially by el jefe.

That need to succeed, to maintain excellent progress, is real, but it is not without context.

The phrase itself leads me down multitudinous metaphorical alleys. The slow burn, which sounds painful in some ways, is the opposite to thermite, which burns explosively through even the toughest steel, for example in a controlled demolition, unlike, for example, burning jet fuel. It may be tempting to take a short term approach, which gets spectacular results, and there are elements of that approach which we can and will adopt. Nevertheless, we must ensure that the whole picture remains in focus - a challenging job.

The slow burn also reminds me of the clichéd cartoon fuse on a soon-to-explode bomb. The initial process may be slow, but the effects are dramatic. Like a good lesson, it allows time for ideas to develop, to stew, for understanding to grow, before the fire erupts, learning exploding into life.

Quite by coincidence, today I was reading The Amber Spyglass, the third of Pullman's Northern Lights trilogy. Each chapter has a quote, from either a great poet, or the Bible. Funnily enough, one chapter had the following quote. I'll leave you to guess who... and how it can link to what it is we do. A Memorable Fancy, perhaps, leading to some hellish proverbs...

As I was walking among the fires of Hell, delighted with the enjoyments of genius.