Good Reads: Didau and Tomsett

5/5 for both books: 

What if everything you knew about education was wrong? David Didau

This much I know about love over fear. John Tomsett

                                        

"Arguing with teachers who have a vested interest in being right about a particular ideological view of education is like presenting fundamentalist Christians with the incontrovertible evidence of evolution.  It just bounces off them and makes them even more convinced that they are right and you are wrong.  We desperately scramble to reduce dissonance by justifying beliefs in the face of disconfirming evidence and often dismiss it as the exception that proves the rule." (Didau 2015: 50)

For 14 years I have followed my faith, building a bank of skills and strategies in a constant effort to be a better servant.  I have been lucky to have helped convert many young people to the path of righteousness, confident that the tools at my disposable would stand the test of time.  However, my faith has been recently rocked by the release of another sacred text. One that has declared that much of what we believe is false.  The book: "What if you knew everything about education was wrong" by David Didau,  has challenged some of my strongest convictions, (or should I now say meta-beliefs) regarding education.  But rightly so!

Ok...perhaps I am exaggerating a little, but the book has certainly made me ask serious questions about my own pedagogical views. Particularly my lack of self scrutiny regarding assertions I have always assumed to be true.  Assertions I have actively passed confidently on to my colleagues.  Assertions that I have never attempted to prove, simply because they feel right.  How could I come to doubt some of my views on education so easily you may ask? It's only a book you say.  True, but it is a very intelligent book, especially the first 4 chapters, which are infuriatingly clever.  I almost guarantee that by the end of chapter 4 Didau will have lured you into the uncomfortable realisation that should you dismiss his ideas, then it is most likely due to one of many theories regarding bias you have just read, rather than as a result of any sound evidence.   With these theories anchored to your thinking, it becomes easy to accept that what Didau is preaching about education is potentially true.  In my case, the fear of cognitive dissonance, allowed me to be open to his line of thinking. Extremely annoying, but at the same time, extremely refreshing!

Whilst Didau's book plays with your mind, is calculated and clinical.  Tomsett's book is warm, fuzzy, and tugs at your heart.

What is refreshing about Tomsett's approach is that he presents himself as a fallible headteacher who has made mistakes in his personal and work life.  I hope most readers sees this as a strength rather than a weakness - as I do.  His comments regarding the need for headteachers to avoid losing their emotional intelligence - to always work in adult to adult mode, rather than adult to child mode when talking to staff is a fitting end to a book that provides a strong argument for servant leadership, one that recognises the importance of teachers in schools, rather than as a means to an end.

In writing this post about Tomsett's book I am sending a message to both my present and future self. The message to my future self  - between 8 and 10 years in the future to be exact is advice about parenting:

"Cars are a great places to talk about profound things.  If you have a teenage son who needs to tell you something, pop him in the passenger seat and drive - he'll open up in minutes because he can converse with you whilst you both stare straight ahead." (pg 167)

I have two boys, and judging by their character, I have a feeling I will be driving them both around a lot in the future.  With regards to the present, Tomsett’s book reminds me that my upbringing should not be remembered as a barrier that I had to overcome to be where I am today, but instead a ladder to success.  The qualities and values that my parents instilled in me, and the experiences that came from a working class upbringing is why I have succeeded in the world of education, not despite of it.

Creating a Classroom Culture for Learning: We Make the Weather

We Make the Weather

I wake up and the house is freezing again.  No hot water for a shower, I quickly wash my face and brush my teeth.  I grab the muesli and open the fridge...no milk.  I don’t have time to make some toast so I grab my bag and walk to the bus stop.  The bus is completely full when it arrives, and the bus driver is refusing to let me on.  I have to walk to school and it's raining.  

Hungry and wet my mood can only get better, right? - wrong!  Despite running to school to ensure I am on time, I am greeted by my miserable Language and Literature teacher Mr Mark.  He looks annoyed and he simply tells me to sit down and quickly get my book out.  What a …………….!  I don’t feel like learning.  What a miserable day.

Rewind

Hungry and wet my mood can only get better, right? - right!  I have Mr Mark period 1.  He smiles at me as I approach the class, and asks me if I am OK.  I can’t help but smile back and say Yes, because I am starting to feel better, the smile remains on my face as I unpack my bag and get ready to start learning.  The day is suddenly starting to brighten up.

The Weather-Makers

A teacher has the ability to create the weather within his/her classroom. Each classroom is capable of having its own ecosystem similar to that of a biosphere.  The climate is controlled by the teacher through her/his interactions with the students.  

One of the simplest strategies you can do as a teacher to improve the chance of good weather is to meet and greet students at the classroom door with a smile; as students cross the threshold into your classroom, you have the ability to influence their mood and potentially their mindset for learning.

If we accept that smiling is infectious, or what is scientifically referred to as mood contagion, then by simply getting students to smile, whether the responsive smile is fake or not, can positively influence their mood according to research.1  This is sometimes called the feedback loop.  When we smile there is a positive feedback to the brain giving us a feeling of joy.

But why stop with just a smile...below are some strategies to try when meeting and greeting students along with your best smile:

Mark, Smile, Whisper

When marking books, identify some parts of students work to remark upon as they enter the class. This is especially powerful in giving confidence, and building a positive mindset towards learning for those students who rarely expect to receive such comments.  Something as simple as whispering: “Ramla, I really liked the headline you created for your newspaper article, well done”, can make the world of difference to a student’s attitude to learning.

Open Door, Open Minds

Get students thinking immediately on entry by placing thinking material in their hand.  This also helps to ensure students are settled and working from the start; minimising opportunities for disruption. Strategies such as:

i)  Giving students a  newspaper headline and asking them to think what the story might be about.  

ii) Asking students to think about questions they would like to ask the photographer of an image you have given them.  

iii) Giving students a debatable/controversial question to think about:

“Teachers have lost our respect due to their inability to become learners.  How can it be that students are the greater authority on technology than teachers”.  Discuss.

Smile, Welcome, Read

Some schools English departments enforce quiet reading for the first 10 minutes of every English lesson with a remit to deviate from this approach now again for something exciting.  Students can read any book of their own choice.   

Maintaining the Climate

The meet and greet strategy is also an opportunity to identify bad weather fronts that could come in at a moments notice.  You may notice that Signe is quieter than usual on entry, or that Eric has his angry look going on, or that you hear Devine and Alice talking negatively about another student in the class on the corridor before entering the classroom..  All these pieces of information are indicators of potential bad weather.  Knowing about these hazards often means we can avoid them.  No teachers enjoys a thunder storm occurring in the middle of a lesson.   Observing the students on entry and their reactions to you, can often tell you something about how they are feeling.  This will often allow you to adapt your interactions to ensure the good weather is maintained.  

Spread the Good Weather

Smile and say goodbye to students, they may just take this positive outlook to their next lesson.

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1. Tara Kraft and Sarah Pressman. Grin and Bear It: The Influence of Manipulated Positive Facial Expression on the Stress Response. Psychological Science, 2012 (in press)