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mlewisredford

~ may the Supreme and Precious Jewel Bodhichitta take birth where it has not yet done so …

mlewisredford

Tag Archives: results-led education

new blue porsche

12 Sunday Aug 2018

Posted by m lewis redford in poems

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2018, 5*, blue, cleaning, ducks-in-a-circle, investment, management, managerialism, performance management, public service, quiet, reform, results-led education, silence, speech, teacher, teaching, vacuum-cleaner

                one day
                some poor bastard
                got handed a broom
                and was told to
                clean the place up

                but I’m a teacher
                he said no you’re
                a janitor but we’ll
                pay you well if you
                keep it clean and quiet

                so he pushed some dust
                around and lo when
                he turned round it was
                there behind him
                so he invested in a

                state-of-some-bastard-
                industry vacuum-cleaner
                sucked up everything
                that wasn’t bolted
                down, whirling around

                in the drum all in the
                same direction and then
                switched the power
                off; everything was
                quiet and squeaky clean

                and all the right colours
                and he wondered at the
                eiree silence but not
                for long as he drove about
                in his new blue porsche

 

 

 

————w(O)rmholes________________________________|—–

blue wormhole: I don’t need to go out / onto the balcony to see behind me / to know what’s going on
management & performance management & teaching wormhole: someone’s got to do it
managerialism wormhole: I turn to wake up
results-led education wormhole: what wounds have you got?
silence wormhole: fifty-eight // and silent prayers
speech wormhole: presence

 

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what wounds have you got?

12 Thursday Jan 2017

Posted by m lewis redford in poems

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Tags

'scape, 2010, 5*, breakdown, career, depression, ghosts, identity, results-led education, self, snow, sound, teaching, voices, wind

                           part V

I have been in, but not part of, the stadium for such a long time
it is here, all about and above, creaking, flapping, I
had thought it didn’t exist at all; it is cardboard and canvas
standing up against the inevitable winds, and snow

so much construction, so little structure, so little warmth
it is cold here in this quiet wasteland, but I sit
to one side now – out of the way – and shut my ears
to the noises and voices.   I still have a lamp.   I try

to keep warm by it.   I can’t see them – out in the night
and cold – are there any other souls lost, out there?
Come and join me over here.   If we sit together
I can get quite a lot of heat from this lamp.   Let’s see –

what wounds have you got?

 

since this was written and published years ago I have subsequently and finally retired … from being the ‘ghost with open wound‘; I am now, just cold

 

 

————w(O)rmholes________________________________|—–

breakdown wormhole: monument to vainglory
career & teaching wormhole: everwhile
depression wormhole: beepbeep
ghosts wormhole: Lapping Reflections [Deep Within Waters] – intemperance
identity wormhole: ah … // oh … // meanwhile … // … // tha ya ta …
results-led education & voices wormhole: just saying, is all VI: // accountable / for my own outbreath / …
snow & sound wormhole: open window
wind wormhole: time

 

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just saying, is all VI: // accountable / for my own outbreath / …

20 Sunday Nov 2016

Posted by m lewis redford in poems

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Tags

2013, 2016, 6*, accountability, air, breathing, broken, career, dialectic, encounter, experience, fantasy, oxymoronic, pavement, practice, Principal, recognition, results-led education, sidelined, skill, slogans, staring, talking, teaching, time, voices, words

                just saying, is all VI

                agh; the Principal
                walking this way
                can’t avoid it have
                to talk to him; ‘how

                ARE you?’; and to
                my reclacitrant ‘OK’
                he tells me my
                experience and skill

                count for a lot and
                I walk away staring
                at the edge of the
                pavement trying to

                fit the words to
                decades of sideline;
                why didn’t I just
                scream in his face

                that his word and
                his breathing are
                oxymoronic to each
                other as I so often

                fantasise doing; but
                I am broken by this
                place in which these
                OK-spores are air,

                I have no leverage
                of dialectic from
                which to speak, so
                easy to evade my lob

                and practice by
                referring the Briefings:
                ‘a little precious’, ‘not
                a team player’, ‘ask him

                about his children’,
                ‘doesn’t affect results’,
                ‘doesn’t make sense’;
                smile and shift-agenda,

                endear by using his
                own name, slip in a
                Slogan and, there,
                a free and frank

                exchange which
                has left me accountable
                for my own outbreath
                …

 

as of September 2016 I am retired early from teaching – without prejudice – because I could no longer find any more inbreaths to keep practising; the encounter happened about three years previously, the humanomanagerialasphyxia virus took hold about 2001 beginning an odyssey with no resolve; now I teach myself to breathe again by embracing … no resolve; the next ‘just saying, is all’ will be about life inside the plastic bag over my head, I know it, I’ve written in, I’ve breathed it

 

 

————w(O)rmholes________________________________|—–

air & teaching wormhole: this aching // and spacious dichotomy
breathing wormhole: sleep now
career wormhole: travel
practice & time wormhole: interim
recognition wormhole: happen//ing
results-led education wormhole: teached / in the ass
talking wormhole: familiasyncopation
voices wormhole: did I get old?
words wormhole: Prajnaparamita // Maitreya

 

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teached / in the ass

27 Saturday Feb 2016

Posted by m lewis redford in poems, teaching

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2011, cognitive hierarchy, communication, conformity, curriculum, expertise, giving, infrastructure, management, managerialism, money, perception, play, politics, power, powerlessness, Principal, public service cuts, results-led education, seeing, value-bled education

 

 

 

                                          teached
                                          in the ass

                      whatever happened to that
                                public service
                      premised on creating and giving to
                                the ways to let one see
                      that its management ends by saying
                                we cannot all do
                                what we want?

                      whatever happened to that
                                public service
                      that proclaimed its strength of body through
                                pool of expertise
                      that its management ends by saying
                                we have no money
                                to do it?

                      whatever happened to that
                                public service
                      host and guardian of the humble exchange of idea
                                in every classroom
                      that its management ends by saying it’s not that simple
                                we have to jump
                                through hoops?

                      whatever happened to that
                                public service
                      that grew its own high-windowed
                                infrastructure
                      that its management ends by saying
                                it’s just not
                                what was needed?

                      whatever happened to that
                                public service
                      that plots a child’s cognitive development through
                                each and every curriculum
                      that its management ends by saying
                                it’s all about parents’
                                perception?

                      whatever happened to that
                                public service
                      that took the tumblings of a child’s play to measure
                                their trajectory
                      that its management ends by saying
                                does it improve
                                results?

                      whatever happened to that
                                public service
                      that pivots on the craft and poetry of
                                communication
                      that its management ends by saying
                                I am the Principal
                                I can do what I want?

                                          there is no good rejoinder
                                          to this song
                                          there is just no end
                                          to lost

 

 

 

————w(O)rmholes________________________________|—–

communication & management wormhole: the MagOO Effect Effect
giving wormhole: plop!
managerialism wormhole: portrait
money wormhole: 1959 –– MANHATTAN –– 2012
play & results-led education wormhole: the Apple
politics wormhole: … anymore
power wormhole: sit
seeing wormhole: gentle

 

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the Apple

26 Thursday Mar 2015

Posted by m lewis redford in teaching

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analysis, cognitive, connection, creativity, educational behaviourism, evaluation, feedback, function, growth, knowledge, learning, learning objective, lesson planning, measure, organic education, play, preparation, pupils, questioning, resource, results-led education, task, understanding, value-bled education

 

AfL apple

 

Teaching and learning can ONLY happen organically – when infused, before, during and after, with an understanding of how a mind builds its cognitive structure.   It’s simple: Knowledge >>> Understanding >>> Evaluation (KUE; actually I wonder if ‘Exploration’ is a better word than ‘Evaluation’, less preclusive, more open).   You can teach unorganically, reductively, intensively (as in, farming), results-led (value-bled).   It is much easier to measure (and therefore be used as political manure) like this.   But the learning becomes Pavlovian – set stimulae, set responses to get the grade – pupils are given the knowledge, and they learn (= remember) it, or not.   Pupils are also given the Understanding and the Evaluation/Exploration, and they learn/remember that as well, or not.   They are not taught, as such, but are Educationally Behaved.   Organic education is … the teacher’s apple (look at the shape of the diagram).

 

Preparing: teaching is the unpacking of (already established and recognised) knowledge.   Unpacking happens every lesson, beginning with the identification of the Learning Objective (Learning Horizon) from the curriculum.   Having focussed on the horizon, the map to it is opened-out by the teacher.   The map is the structure/template through which to unpack knowledge – the components of Knowledge, Understanding and Evaluation (KUE) which are the structure and levels of cognitive learning – and this map is the PLANNED lesson.   The way to write the map is to start with the learning objective and ask three sets of questions which deconstruct it into its constituent cognitive components – what are the facts (K), how do they work (U), what are the issues (E)?   The answers to these questions yield the raw ingredients of the lesson.   This level of analysis is conceptual and learned and requires a mastery of the subject in order to achieve it, clearly and efficiently.

Tasking: then comes the creativity in the lesson planning.   Working from the raw ingredients you ask: how could the pupil find, identify, collect, collate etc. the facts of the topic (knowledge), how could the pupil connect the facts together to see how the topic functions (understanding), how might the connections be tested to evaluate the functionality of the topic (evaluation)?   What is different about this stage of questioning is that you are thinking of questions that enable pupils to make the discovery themselves – the creativity is in the enabling, thinking of tasks that let them work the cognitive way back to the learning objective from discovery (of facts features – knowledge) through linking (the knowledge – understanding) to playing (with the links – evaluation).   If the tasks do not allow discovery/linking/playing then they have lost reference to what they were trying to achieve (the Way to the learning objective) and they become directionless and pointless – there is activity, but it is not clear why it is being done even though it may have some related or recognisable association with the learning objective.   The key, therefore, to this stage of lesson planning, is to build not any-old tasks that keep them occupied for a lesson, but tasks which ‘window’ the discovery, ‘thread’ the linking and ‘allow’ the play: growth.   If you ask the right questions in the lesson, the learning will grow itself.   Once you have got the questions right, only then do you think about resources and delivery – a mere formality after the main work of questioning has been done.

Lesson: then comes the magic of the lesson.   The pupil works as far as s/he can through the lesson (K > U > E) and checks their progress through feedback which is phrased in the same KUE references.   The journey is made naturally if the lesson has been constructed right ( // the questions have been posed organically).   There is no chore here (in the sense of work for a deferred or prospective outcome), there is the momentum of: what-is-it, how-does-it-work, let’s-play-with-it?   The learning should develop through stages of integration: having found things (discovery), you see how those things fit together (how they work, function), then you test how they fit together (practise their use if the subject is a skill, develop their use if the subject is a study).   There should be no sense of having to lead-the-horse-to-water, the only thing holding back the pupil will be h/er current cognitive development.*

*There are some pupils with a measured low cognitive ability (i.e. CAT score), or low ability to develop (SEN), who, indeed, are ‘stuck’, lesson after lesson, year after year, because – I would argue – they have inexorable experience of task-for-no-immediately-discernable-gain which emphasises the frustration that their diagnosis identifies.   Organically grown lessons should enable practice, lesson after lesson, year after year, of meeting the limit of their cognitive and learning ability and then pushing that limit a little further, rather than confirming their limit.   In this way their education would truly be a transformative experience of growth rather than a consignment to limitation.

Feedback: after the journey has been made, the product of the lesson is given to the teacher who measures how far the pupil got and puts a level/grade on it.   Every lesson.   Is this onerous?   No, because the breakdown of the lesson by the teacher should be clear and organic enough that the measure of the progress through it will be one of recognition, of mere identification: does it have those facts, does it show the connections between the facts, does it use/test the connections?   The only ‘new ground’ that might be developed in the pupil’s work (and will therefore need more than cursory viewing) will be the higher explorations in evaluation; but these will be new findings, new applications, and the teacher will want to read them in full.   Will the teacher need to give summative and formative analysis for each piece of work?   Once there is a shared assimilation of cognitive development (K > U > E through teaching, K > U > E in learning) between teacher and pupil, borne through lesson-after-lesson, year-after-year of organic experience … no.   Until then, yes, but make it a learning experience: single-word summations, prods, suggestions, questions, directions related directly to the level they have brought their work to and the next step beyond it.   Again, if the cognitive road-map of the lesson has been constructed clearly and organically then the summative and progressive feedback to be given is clear.

 

 

 

————w(O)rmholes________________________________|—–

creativity wwormhole: relapse
evaluation & knowledge & understanding wormhole: Structure & d y n a m i c
learning wormhole: no biggie:
results-led education: what I am about to say is true / what I just said was a lie

 

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what I am about to say is true / what I just said was a lie

02 Friday May 2014

Posted by m lewis redford in poems

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Tags

2012, 5*, anxiety, career, CPD, identity, managerialism, offer, performance, performance management, Principal, professional development, results-led education, stress, teaching, time

 

 

 

                      what I am about to say is true
                      what I just said was a lie

                      when you spent
                      eleven years being
                      too busy deciding and
                      leading my career
                      to consider what
                      I had offered
                      even while you
                      were asking of me
                      what I had to offer
                      you created an
                      anxiety in my
                      practice which
                      couldn’t be resolved
                      unless I ignored myself

 

 

 

————w(O)rmholes________________________________|—–

anxiety wormhole: on
career wormhole: just saying, is all – III
identity wormhole: silent crash // … / after all
managerialism wormhole: my life is not your market
performance management wormhole: the Lamp
results-led education wormhole: something simple to offer
teaching wormhole: fractured –
time wormhole: deepening with each step

 

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something simple to offer

20 Sunday Apr 2014

Posted by m lewis redford in teaching

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Bloom's taxonomy, curriculum, educational behaviourism, evaluation, hierarchy of learning, knowledge, learning, levels of attainment, National Curriculum, organic education, results-led education, SATs, understanding

Abstract: Assessment for Learning has become the prime drive in education in recent years.   It has not launched easily because it seems to add yet another exponentially complicating layer onto a pedagogy which has already been excessively fragmented … but if used simply …

National Curriculum spent twenty years making teachers focus on content in order to measure pupils’ levels of attainment of that content.   Nationally.   SATs were implemented in the big three subjects in order to ‘standardise attainment’ and the remaining subjects gradually acquired their own level descriptors in order to keep up.   But the experience with SATs was that they soon became ends in themselves (especially because school performance was attached to them – a wholly un-educational mistake) to the detriment of the means (teaching and learning within a nationalised, uniform curriculum). SATs became grafted – rather Frankenstein-ly – onto all the subjects and their (uniformly burgeoning) curricula.   Descriptors of levels of attainment proliferated as extensively and as randomly as gas.   Confidence in using levels of attainment was never achieved, either in schools (moderation still came down to ‘hunches’ in despair of trying to apply the descriptors in a hierarchy of attainment), let alone nationally (cf. even SATs had to become very blunt measures in order to be comparable).

It was just all too complicated, for both teachers to do anything more than just ‘get through the curriculum’, and for pupils for whom the only constructive course was to indiscriminately ‘try harder’.   Most pupils don’t have a clear sense of how to learn because the content is too overwhelming.   Their un-trained response, at best, is to just include more detail, or make it neater, or at worst to give up – angry and defiant.[1]

Aaagh, what to do?   How to teach something simple-enough and attainable-enough to pupils without exposing ourselves to the charge of un-professionalism? Learning skills or content?   Thematic or integrated?   Do we lurch from one to the other, or just wobble?   Or do we stay where we are, dazed and confused?

Knowledge before (or without) skills is,

  • vague (‘where are we going, why are we learning this’)
  • unstructured (understanding is developed by association rather than analysis)
  • un-measurable (or measurable only by expansion, breadth, detail rather than understanding or analysis)
  • un-transferable (skills developed are particular to the subject, or even topic, they were learnt in)
  • un-applicable (true enquiry needs to go deeper rather than just more broad)

Skills before (or without) knowledge is,

  • pointless (‘where are we going, why are we learning this’)
  • wide but superficial (understanding is developed by association rather than analysis)
  • only measurable according to the effort made; and its neatness!

Knowledge considered irrespective of Skills, or Skills considered irrespective of Knowledge are un-holistic, lead to un-natural learning and are un-effective[2].

The solution is … Assessment for Learning.[3]   Assessment is the means of identifying progression for any given aspect of an attainment target.   Assessment for Learning is the means whereby the pupil understands what this progression means so that they both know how they have achieved so far and how they can progress further.   For every single Attainment Target (every lesson/learning cycle) we need to present, task, assess and feed-back in a clear level 3-8 way.   In order for us to do this and for pupils to understand (and use) it, it needs to be simple.   Therefore:

Level 3 Knowledge
Level 4
Level 5 Understanding
Level 6
Level 7 Evaluation
Level 8

Level 3-4 you have to know it (detail, facts), level 5-6 you have to explain it (how it works), level 7+ you have to test it. What is ‘it’? It is any given Attainment Target. To break this down a little further:

Level 3 Knowledge Detail, fact
Level 4 Collections, sorting of details, facts
Level 5 Understanding Explaining idea behind detail, fact
Level 6 Explaining how ideas fit together
Level 7 Evaluation Testing ideas for purpose, enquiry
Level 8 Consolidating enquiry

With this simple structure we could take an Attainment Target, any Attainment Target, and we could present it, we could task it levels 3-7, we could assess pupils work on it levels 3-7 and we could feed back to pupils levels 3-7.   What precisely is required for each of levels 3-7 would depend on the respective Attainment Target as exemplar …

Examples >>> History – Peasant’s Revolt Geography – Water Cycle Religious Studies – a Mosque
Level 3 Knowledge Detail, fact Key names, places Key words: rain, clouds, sun etc. Key words: minaret, quibla etc.
Level 4 Collections, sorting of details, facts Names & places on a timeline Key words on a diagram showing cycle Key words on diagram of Mosque
Level 5 Understanding Explaining idea behind detail, fact Causes that made names and places happen Explain how each element happens Function of the key features
Level 6 Explaining how ideas fit together How all the causes came together into PR Explain how elements work in a cycle How Mosque practices worship, study, community
Level 7 Evaluation Testing ideas for purpose, enquiry Did the PR succeed, what did rebels & leaders say v. do? Explore where WC is problematic Mosque as ‘submission’ & ‘peace’, umma
Level 8 Consolidating enquiry How does PR fit into wider Medieval age? How WC features on global scale issues Mosque within Islam

We would need to deliver our lessons with tasks that access the Attainment Target at a level 3-4 level (knowledge – all), at a level 5-6 level (understanding – most) and at a level 7+ level (evaluation – some), so that each pupil can concentrate on the task that corresponds to their target level.   This would de-complicate the curriculum (by making it both presentable by teachers and accessible to pupils) AND develop skills (because pupils would know how to develop from level to level because they are simple and they would be used to them lesson by lesson, rather than give it, at best, their best shot).

Isn’t this all just so familiar? Hasn’t every teacher since the 1960’s had Bloom’s taxonomy wheeled before them, o so very satisfactorily?   It maps the cognitive development from identifying facts (knowledge) to connecting knowledge (understanding), to testing connections (evaluation).   Well, ‘Phew!   That’s a relief – thank goodness Bloom thought about all that complicated stuff – now we can get on and teach!’   I am not sure that the taxonomy has been integrated into lesson-to-lesson teaching, partly because it seems possible to have lessons ‘happen’ without reference to it, partly because it takes time and creative energy to plan the working through of a piece of learning (both of which resources significantly disappear when teachers begin their teaching career), partly, also, because the pervasive drive and focus on ‘results’ (grades) in education has required teachers to condition reactions to learning in their pupils rather than nurture them through cognitive development.

Assessment for Learning should be the very working through of this cognitive hierarchy in each piece of learning: used at the beginning (structured KUE teaching), the middle (integrating K>U>E learning) and the end (formative >>> (occasional) summative KUE assessment).   The result of this will be educated pupils who have developed their intelligence (and know how to learn) rather than educated pupils who have ‘received’ their education as is their due consumer right.


[1]And this, quite possibly suggests the explanation for why there is a dip in KSIV: the majority of pupils, overwhelmed by KSIII perform flatly at KSIV simply because they are already tired and frustrated at the beginning of year 10 rather than a sense of seeing how far they could take their learning developed at KSIII.   They possibly pick up at KSV simply because they have ‘dropped’ all of the subjects which completely overwhelmed them before, not because they suddenly learn to study better.

[2] (I’m sorry), Aristotle said that the form and essence (of anything) are only notionally conceived of separately, they cannot actually be separate, the same as you cannot think of the shape of the wax of a candle separate from the wax itself.   If the wax is the ‘knowledge’ and the shape is the ‘skills’ (of understanding it), the teaching of one over (or before) the other is non-sensical, or certainly ineffective.

[3] Why hasn’t it worked so far (its been touted for a good 4/5 years to date)?   Simply because it is too complicated: a complicated, 8-levelled system of attainment across many possible skills applied to an often-revised but still complicated curriculum.   The three elements – content, skills and measure – have never ‘plugged’ into each other because there are simply too many ‘pins’ and ‘sockets’ to co-ordinate.   All we have managed to achieve so far are intricate level descriptors for single pieces of assessed work which have become so complicated that you have to be a very clever pupil to follow their progression (even when we have tried to easy-speak them).   They have become complicated in anticipation (we have been required to show how we are meeting Learning Objectives) rather than through use (i.e. ‘Learning’), and therefore they are not useful.

Postscript: this was first written and published around 2007; seven years later OFSTED (and therefore school management) have decided that the ‘way forward’ is to concentrate on differentiation using … Bloom’s taxonomy; we don’t use the words ‘Assessment for Learning’ anymore (I’m not sure anyone but the academics ever got their head around what it meant and because it didn’t produce any demonstrable change in whatever it is we measure as development these days, it was quietly dropped in the clamour of some other technique – learning History, maybe).   But apart from changing reference from Assessment for Learning to something else (which I decided to keep anyway seeing as I spent years getting my head around it; and it works), I didn’t have to edit this at all; we have made that much progress standing still in so many different ways …

 

————w(O)rmholes________________________________|—–

evaluation & knowledge & understanding wormhole: tiered
learning wormhole: poessay VIII: / educational behaviourism
results-led education wormhole: just saying, is all – III

 

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just saying, is all – III

16 Wednesday Apr 2014

Posted by m lewis redford in poems

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2012, 2014, 3*, accountability, achievement, assessment for learning, career, CPD, dialogue, education, funding, GCSE, inclusion, intervention, love, measure, National Curriculum, nurture, outcome-led education, planning, politics, process, professionalism, public service cuts, pupils, results-led education, school, slogans, statistics, subjects, targets, teachers, teaching, vocation

 

 

 

                                                                                    just saying, is all – III

                                              I watched the first generation of pupils sit their GCSEs

                                              then I watched the National Curriculum
                                find a gear
                and crunch-jerk launch the level system of attainment
                                across all the subjects
                                              then I watched the whole dialogue –
                political and educational
                                and the funding that went with it –
                                              shift from process and nurture
                to outcomes and statistics

                                and then I felt the reform of teaching professionalism
                and watched the proliferation
of endless sheets of planning, four – part lessons, Assessment for Learning, Ready for Learning, Every Child Matters, Inclusion, Continuing Professional Development, targetting, intervention, Boulders into Pebbles, Investors in People, accountability, Achieving Together, Be a Part of It, G2O                      
                                the unforgettable 2 As & 2 Bs
                the Freedom to All Think Along the Same Lines (glorious times)
(and I’m really looking forward to the innovative work to be launched soon by Professor Cobbly from the prestigious University of Fisc’ut, Corporateshire, (not least of all because he happens to be my uncle))

                                              and all the while
                                those who work hard achieve well
                                              in the wash
                those who don’t don’t whether they are intelligent or not
                                if they are going to be angry or lazy
                they will find a way to be so
                                              whether you teach them to their very marrow
                                or just let them alone

                                              most teachers
                                just get through their career
                all of them measured to within an inch of their vocation
                                some keep their love
                                some make a difference
                                              sometimes
                                when no one is … measuring

                                              all kids
                                just get through school
                                most kids do OK
                                some kids thrive

 

 

 

————w(O)rmholes________________________________|—–

career wormhole: tag cloud poem IV – C
education & results-led education wormhole: poessay VIII: / educational behaviourism
love wormhole: plethora: the Dark Knight Strikes Again (2002)
politics wormhole: my life is not your market
professionalism wormhole: the Lamp
teaching wormhole: which is worse

 

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poessay VIII: / educational behaviourism

08 Tuesday Apr 2014

Posted by m lewis redford in poems

≈ 1 Comment

Tags

2012, 4*, behaviourism, communication, compromise, consultation, consumerism, creativity, dialogue, education, educational behaviourism, giving, Have, identity, learning, management, managerialism, measure, mechanism, opening, poessay, results-led education, teaching, vocation

                                poessay VIII:
                                educational behaviourism

                     teaching is a
                                conversation
                                          between teacher and pupil between school and teacher

                     management of education
                                has shifted from collegiate sharing to hierarchical interview
                                          without consultation

                     a velvet coup deep into the Heartland of Vocation – the desire to give Opening of Mind –                
                                          which has nullified teacher creativity and reduced learning to                
                                                      controlled behaviour, which you can Have

                                dialogue is dissipated
                                communication devolves to
                                demand and consumption
                                there is no interaction
                                there is no communication
                                only mechanism
                                because mechanism is easily switched
                                and mechanism is easily measured

                     the more that communication is systemic and systematic
                                the more it provides springboard for pupils to define themselves            
                                          against

                     the inverse norm of behaviour in which individuals site themselves            
                                and against which education must then try to            
                                          work

 

 

 

————w(O)rmholes________________________________|—–

communication wormhole: sunny day
compromise wormhole: tag cloud poem IV – C
creativity wormhole: I don’t think I could do it anymore
education wormhole: Put service back into people rather than productivity
giving & Have wormhole: multifarious: the Dark Knight Returns (1986)
identity & teaching wormhole: “I think I’ll have a nice sandwich”
learning wormhole: Assessment for Learning: the Lamp
management & results-led education wormhole: … just saying is all I
managerialism wormhole: that’s me / in the corner that’s me in the spot light / losing my religion*
poessay wormhole: poessay VI: // truth

 

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… just saying is all I

11 Tuesday Mar 2014

Posted by m lewis redford in poems, teaching

≈ 1 Comment

Tags

2012, 4*, career, dialectic, just saying, management, managerialism, observation, professional development, results-led education

 

 

 

                           … just saying, is all I

                           it is a vanity
                           to think you can regulate
                           and quantify teaching
                           and build your career
                           through managing it

                           it is sociopathic
                           to scrutinise the life out of
                           the dialectic of nurture
                           and call it professional
                           development

 

 

 

————w(O)rmholes________________________________|—–

career wormhole: lost self
management & managerialism wormhole: the Lamp
results-led education wormhole: responsible

 

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