Wednesday 27 November 2013

Dream Baby Dream



Come on dream on, dream on baby
Come on dream on, dream on baby
Come on dream on, dream on baby
Come on dream on, dream baby dream

Come on and open up your heart
Come on and open up your heart
Come on and open up your heart
Come on dream on, dream baby dream

Yeah I just wanna see you smile
And I just wanna see you smile
Yeah I just wanna see you smile
Come on dream on, dream baby dream


It's important to clarify that I never have called any of my students 'baby'. Secondly, I am very sure Suicide (the original writers, a 70's electronic protopunk band), nor Bruce Springsteen, had school students in mind when they wrote and performed this. Despite all this, I kind of feel that this can be all about our lives as teachers, right?

The core message of this song is three-fold:
  • Dream (aim high and never give up)
  • Open Up (and give us a chance; trust us; let us in)
  • Smile (because you fulfilled your potential and got the right result!)
The first of these two present some deep and complex problems in schools:

How do we encourage students to aim high and never give up?
How do we encourage students to open up and allow us to help?

Let's look at each:

How do we encourage students to aim high and never give up?

2.49 million of people are out of work (BBC - Aug 2013), including a huge number of recent university graduates. Speaking to current sixth formers, they are excited and looking forward to university, but don't want to talk about 'what happens next'. Such an economic situation can breed a situation where there is seemingly no point in aiming high... yet alternatively should it not be providing a drive to be the very very best?

However, are my Y9s really thinking about the economic state of the UK jobs market? Probably no.

I've heard people talk about the fact we live in a world where there are few consequences. Look at banks... Bailed out despite their financial mismanagement. Out of work? Enjoy benefits! Again, I don't agree. Speak to an ordinary person struggling on state handouts, not the Daily Mail version. Are there consequences to my students if they don't get the grades? Yes, they have less choice of A Levels; they may also be asked to leave. Some want to leave anyway?

Now I am incredibly fortunate to work in a good school where for much of the time behaviour is not a big issue. Most students do want to do well. However too many (and one is too many!) dream of being a WAG or just finding a rich husband. They do not always have the high aspirations I try to inspire. This is not always easy being a relatively young (29) year old male teacher in an all girls environment - what do I know?

I try my best; I try to instil belief in my students, always. I also to build resilience. I'm trying to get my students to adopt the notion of FAIL (First Attempt In Learning), trying to help them learn to pick themselves up, get better and not be phased by the process. I want them to recognise their weaknesses and combat them rather than shy away from them; it ain't easy!

I think we need to keep reminding students to dream, and dream big. We must fill their lives with hope and ambition because unfortunately the world won't always necessarily do that. It's also not just about dreaming, it's making those dreams become a reality through hardwork and perseverance.

Dream Baby Dream

How do we encourage students to open up and allow us to help?

Teaching all girls requires a huge investment in time. Relationships can be slow to build; loyalty is given to those who students have known the longest.

In my previous job, and I know it is a massive generalisation, I found many boys would open up quite quickly. This was especially the case as soon as you had watched the footy the previous night and knew last Saturdays' scores. Again, not all, and there were always the tough nuts to crack.

I am encouraging FAIL as I mentioned before, an openness where we all recognise our failings. I admit my weaknesses too; I tell students what I struggle with. I offer my time, without constraint... it always shocks them when I say I am in school from 7am until 6pm everyday - appointments always available.

It's important when you say this, you do it. Hattie is right when he says feedback is the most important driving force in raising progress, a 1:1 with a student gives drastic results in the following essay at A-Level.

But too often, I offer this service, and students do not take it up. Why? Does it make the mistakes impossible to hide from? Does it expose their failings in an unmanageable way? If I force it, does it remain a useful experience? Is the only end result of that meeting one of... phew?

Is there a better way? A quicker, easier way? Perhaps not. These are young people finding their feet in the world and working out who to trust and who not too. The main aim can be to prove you are that person to turn to. Are you reliable? Do you keep promises? Do you drop that marking to solve a crisis? If so, then maybe, just maybe, your students will open up.

Come on and open up your heart

Finally, "I just wanna see you smile"... Yes I do. And it makes me think all the pressures, stresses, impossible deadlines, piles of marking, 14 hour days, relentless reminders and chasing, frustrations, tears, headaches and social events cancelled completely worth it. Most of the time.

Yeah I just wanna see you smile

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