Making New Year’s Resolutions Work

New Year's Resolutions

My New Year’s Resolutions

Each year I make New Year’s Resolutions with varying degrees of success and failure. But what I’ve learnt is that the plans I make only work when I’ve made a conscious effort to keep them. Last year I decided to start blogging and it’s been one of the most valuable and rewarding experiences of my professional and personal life. I had never blogged before and the idea of it filled me with fear and excitement in equal measure. Each week I wondered whether people would understand what I’d written, whether they would agree with me, or whether they even cared at all. It’s easy to lose motivation if you dwell on the negative “what ifs’ for too long.

This week I want to share with you some of the problems and solutions I’ve discovered over the past year. Not because I think you should copy what I’ve done, but because we all fail at times when making grand plans. Hopefully, after reading this, you can at the very least be reassured that your New Year’s Resolutions are achievable if you approach them in the right way.

Make a resolution you will be proud of

Last year I wanted a new challenge. It’s not that I was bored, or had too much time on my hands, I just wanted to squeeze a little more out of my experiences. I’d been reading a number of blogs, some on teaching, others completely unrelated. The best ones all had something in common: they shared ways to add value to the world. This, for me, was something that drew me to teaching in the first place. It’s also something I try to promote with my students when they have to choose career paths, apply for Higher Education courses, or just to find meaning in what they are doing right now. If we all tried our best to add value to the world, in whatever way we can, then we can honestly say that we are successful.

Adding value to the world isn’t always easy. That’s why we sometimes need special times like New Year in order to motivate us. But what exactly does “adding value to the world” mean? It sounds like a throwaway phrase that a politician or a celebrity might use. But it’s far from superficial. Adding value means taking what skills, knowledge and opportunities you have and putting them to use for the benefit of others. We all do this as teachers, but often we limit ourselves when faced with more challenging ways to add value. New Year is a great time to make plans to add value to what we do. Below I’ve included a brief list New Year’s resolutions you can make, to improve your students’ experience in education.

Some resolutions for you to try:

  • Personalise learning for your students in a more sophisticated way. Look at what or how individual students need to be taught, rather than what or how groups need to be taught.
  • Give your students specific opportunities to demonstrate independent learning and reward them for going above and beyond.
  • Encourage more collaboration between your students so they benefit from gaining interpersonal skills.
  • Encourage more collaboration between yourself and colleagues to improve teaching and reduce workload
  • Build stronger relationships with parents and families of your students to help support them better when they’ve left your classroom
  • Start a classroom blog with one of your classes
  • Write your own education blog or contribute a post to someone else’s blog
  • Mentor a colleague on something they find challenging but you find less challenging
  • Spend a little extra time creating a ‘perfect’ resource rather than a resource that ‘will do for now’
  • Give more instant verbal feedback and less delayed written feedback to help students progress over time
  • Learn and use a teaching method you’ve never tried before, to boost engagement by varying your approach to lessons
  • Follow some education bloggers on Twitter (I’m @guruteaching) and contribute to debates

How can I keep my New Year’s Resolutions?

Often the only way I’m able to stick to my plans is by using a support network around me to keep me on the straight and narrow. When I started blogging, for example, I made sure that my posts went straight into my social networks. That way, I knew that my friends and colleagues would ask me about how my blog was going, as they would see updated posts each week. If I missed a post, I knew that certain people would ask me why, which just made me feel guilty. It’s December now and I’ve posted several posts each month, every month since beginning.

Your New Year’s Resolutions don’t have to be posted on social media though. Find yourself an accountability partner. This is someone who will ask you the questions you don’t want to answer, so that you force yourself to keep going when you don’t feel like it. That way, when the end of the year arrives, you will be able to stand tall and say that you’ve achieved what you set out to do. Be honest here, how often can you say you were able to do that? How great will you feel?

My New Year’s Resolution this year

I’m now going to put my money where my mouth is. This year I want to create a set of infographics to put around my classroom, as cheat-sheets or how-to guides for my students. They have to be colourful, interesting to look at and above all, they must be easy to use. I have absolutely no background in design, so this will be a real challenge for me, but one that I will be proud of by the end of the year. I’m a fan of online tools and the most promising one I’ve found so far for creating infographics is Canva. I’d love to hear about any other you’ve used too. Please leave a reply below if you know of any others.

YOU are my accountability partner here and I really do want you to ask me how I’m getting on with designing my infographics during the year. Feel free to make me feel guilty on Twitter if you think I’m not sticking with it. Hopefully though, I will add value to my students’ world.

Best of luck to you and have a happy New Year,

Andy

You can follow me on Twitter and now on Pinterest too. 

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Top 10 Education Blogs 2016

Top 10 Education Blogs

Why I Love Education Blogs

This week I want to share with you my top 10 education blogs. I read these when I want to be inspired, to deepen my understanding, or for a quick guide on how to do something. Education blogs are a fantastic way to develop your pedagogical knowledge, learn new ways to deliver lessons and to get your head around educational research and policy. Not only that but by commenting on the posts, you can join a community of teachers (including the author) who can debate, challenge and collaborate on the things that matter the most to you and your students.

These top 10 education blogs have been absolutely crucial to my professional development over the past few years and I wouldn’t be the teacher I am today without them. In particular, they’ve helped me cut down on unnecessary tasks, thus reducing my workload. Click here to read more on how to solve the teacher workload problem.

My top 10 education blog list (which is in no particular order) comprises some that you will probably have heard of and some less well-known ones too. Do what I’ve done and subscribe to them all, so that you never miss a post.

TOP TIP: Follow these bloggers on Twitter too. You’ll read a lot more than just what they put in their posts! You can follow me on Twitter @guruteaching.

My Top 10 Education Blogs

  1.  Te@cher Toolkit
  2. Scenes From The Battleground
  3. The Learning Spy
  4. Headguruteacher
  5. Laura McInerney
  6. Learning Scientists
  7. Leading Learner
  8. Pragmatic Education
  9. The Echo Chamber
  10. Tabula Rasa 

Have a read, subscribe and send me a tweet if you think I’ve missed something important!

Also, feel free to add your own education blog address in the Leave A Reply box below, so fellow educators can easily find you.

You can follow me on Twitter and now on Pinterest too. 

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Measuring Progress: A Pointless Exercise?

Measuring Progress

Why measuring progress is overrated

Last time you were observed teaching a lesson, did your observer focus on ‘measuring progress’ in their feedback? What exactly did they mention? Did you believe them? Did you feel proud or ashamed of the feedback? Did either of you ‘grade’ the quality of the teaching or even the teacher? Was the amount or rate of learning measured? Was the observation a positive, or even a useful experience? Teachers across many schools have had experiences such as these. It is one of the factors contributing to a crisis in recruitment and retention of high-quality teachers across many countries. But it is a factor that can be eliminated very simply. Ban lesson observations from discussions on student progress. They simply do not work.

What does ‘progress’ even mean?

In this post, I hope to convince you that measuring progress in lesson observations is a waste of time. There, I said it. Do I have a chip on my shoulder? Yes. Why? Because students in every school are at risk of a second-rate education. This is due largely to teachers altering their lessons to ensure short-term success within a lesson, at the expense of better progress over the long-term.

There, I said it. Do I have a chip on my shoulder? Yes. Why? Because students in every school are at risk of a second-rate education. This is due largely to teachers altering their lessons to ensure short-term success within a lesson, at the expense of better progress over the long-term.

This problem is exacerbated even further during lesson observations. In many schools, the ‘rate’ or ‘amount’ of progress within the lesson is still being ‘measured’ by SLT and external inspectors alike. However, the problem with aiming for short-term success is that the long-term needs of the students are put aside. This is simply for the sake of teachers trying to demonstrate excellent progress in front of observers. After all, nobody wants to be judged as anything less than brilliant! Observations are a snapshot, a small-scale sample. They simply cannot be used as evidence of student progress.

Fortunately, many high-performing schools are taking on board ever-increasing levels of educational research, in order to raise the achievement of students. Organisations such as the Sutton Trust have researched what factors make the greatest difference to learning. Schools have developed Learning Improvement Plans in response to this research. Now it’s time for Senior Leadership Teams (SLT) to examine whether or not lesson observations are useful enough in improving student progress, to justify the problems they also generate.

So, what’s wrong with measuring progress?

To really understand this question, it’s important to go back to first principles and to ask these fundamental questions:

  1. What is the purpose of education?
  2. What role should teachers play in education?
  3. What role should students play in their own education?
  4. What else matters?

1. What is the purpose of education?

The ‘purpose’ of education, in my mind, comes down to one simple idea. Education should aim to provide a person with the knowledge and skills to ensure they are able to flourish and succeed once they have left education. In order to achieve this aim, educators should measure progress. But only when it helps education over the long-term. We should evidence the development of students’ knowledge, but there are far better methods than old-fashioned lesson observations. Monitoring student folders is far more accurate. It can’t be staged and it allows teachers to teach in their own way, using their own professional judgement to guide them.

Artificial situations have also been created by teachers, in order to ‘demonstrate’ their own teaching ‘skills’. But a teacher’s aim is to promote learning as their first priority! The cause of this mismatch in priorities is that in too many cases teachers feel they must ‘perform’ to the latest standards, or use the latest methods ‘preferred’ by external inspectors or SLT.

Finally, too many teachers provide students with everything they need in order to pass an exam. This can be useful, but only insofar as it equips the students with the skills they need after leaving school. However, students are often so spoon-fed that they don’t know how to learn or how to solve problems even though they managed to achieve good grades in their exams.

A good education system should create resilient problem-solvers. A focus on measuring progress, however, often makes teachers less likely to spend enough time on challenging tasks. This is because the task may not provide positive ‘progress’ data in time for the termly data-window when assessment results are submitted. Instead, many teachers favour shorter and less rigorous tasks, where they can demonstrate repeated intervention, rather than allowing students to learn resilience.

2. What role should teachers play in education?

There is often a debate about whether the teacher should be the ‘sage on the stage’ or the ‘guide on the side’. I don’t think it matters, so long as you change it up now and again. Students need both direct instruction and the freedom to tackle things in their own way. That way, they benefit from having an expert in the room and from having the space to be creative in how they learn. A focus on measuring progress in a lesson can sometimes interfere with this process, creating unnecessary constraints on the structure of lessons.

Teachers should be able to teach in whatever way they like, so long as by the end of the course, students are able to demonstrate that they can achieve well in the exam and go on to lead successful lives. After all, isn’t this what matters most to our students?

3. What role should students play in their own education?

Learning how to learn is arguably the most important skill a student can learn at school. It happens when we give students a variety of levels of challenge, over time, with varying levels of support. Independent learning is crucial, whether through homework or through students’ own wider reading around the subject. Students often overlook their own role in their own education. Therefore it is vital that we teach students explicitly about their own role in the learning process.

Unfortunately, though, students often overlook their own role in their education. Therefore it is vital that we teach them explicitly about this. I would even argue that it should be done before you begin teaching subject topics. That way, it won’t be viewed by the students as a simplistic reaction to a badly completed homework, or as a trendy add-on following a course we’ve been on.

One consequence of creating a culture of independent learning is that some students will do it extremely well. Sometimes my own students will turn up to a lesson, having taught themselves the topic at home.

4. What else matters?

Teachers are in education for the long haul. So are students. Observers should be too, but often they become distracted by short-term thinking, rather than planning for the future. The consequence is that lesson observations are added to the workload of teachers and SLT.

However, a quick cost-benefit analysis shows that the number of hours put into lesson observation schedules does not make enough positive difference to long-term teaching, to justify the expense. Teachers are worn out. SLT are worn out. We can’t really use the ‘data’ gathered as it doesn’t really measure progress accurately. Our paperwork is then filed away for external inspection teams. This is so that SLT can at least be seen to have tried to monitor and make an impact on student progress.

Meanwhile, lessons are taught with ‘education’ as a secondary priority.

But there is one last nail in the coffin of lesson observations: external inspectors now take less and less account of what they see in lesson observations when making judgements on progress. Sir Michael Wilshaw, an experienced headteacher and the head of Ofsted (at the time of writing), has frequently bemoaned the way that many teachers feel they ought to measure progress, often several times per lesson and especially during inspection visits. Bite-sized chunks of learning are used too often, at the expense of students taking their time on more challenging tasks. I mentioned this earlier, but you can read more about his experience in this Telegraph article.

In essence, Wilshaw views the process of measuring progress as a much more long-term one. Progress ‘measurements’ should take into account long-term data trends and evidence of students making progress over time. The individual lesson observation plays such a superficial role in the measurement of progress, that we might as well abandon it altogether.

So there you have it. If you want to measure progress then leave lesson observations out of it. They are quite frankly, not fit for purpose.

Recommended Reading

If you want to know more (from a true expert on the subject) then I recommend the brilliant book Making Good Progress (Amazon affiliate link) by Daisy Christodoulou. In her book, she gives practical advice in simple terms, based on extensive research. You’d be hard-pressed to find a better book on this subject. It’s had a huge impact on the way I teach and I know I’d be a poorer teacher without having read it.

I’d love to know your thoughts on this. Leave a reply below or send me a message @guruteaching on Twitter.

You can follow me on Twitter and now on Pinterest too. 

And don’t forget to click on the share buttons below!

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