listen willya

Tags

2012, 7*, allowing, anxiety, budget, buildings, business, care, communication, consumerism, creativity, David Cameron, education, evaluation, exploration, extension, flag, Have, history, inclusion, innovation, investment, justice, knowledge, learning, lesson, life, listening, love, management, Margaret Thatcher, market, money, nurture, ownership, politics, privatisation, professionalism, prospect, public service, public service cuts, reform, slogans, society, speech, statistics, status, talking, teaching, time, tolerance, Tony Blair, understanding, value-bled education, value-led education, values, vision, wisdom

                                listen willya

                David Cameron, Tony stupid Blair, Margaret bloody Thatcher,
                and all your snivelling Secretaries of Career, and learn this, now –

                                                   don’t go!__
                                business ) education

                you’ve created a RIGHT MESS trying to make it go
                and you’ve spent a QUARTER CENTURY trying to make it go

                trying to work it out with long division, taking everything apart
                to make it go; it just has no value anymore

                nothing has any value anymore, no one cares anymore, we are
                all just anxious; dy’know

                you said KUE* every lesson, I said don’t be so silly,
                I spent five years making it work, I said I’ve made it work

                you said don’t be so silly – it doesn’t influence the statistics;
                I have to go to school now and pretend I’m a professional

                in all sorts of ways to make it look like it goes,
                but it just doesn’t; y’know we’re going to have

                to start all over again if we want anything like education in society again,
                right back to the drawing board; and no history; let’s see –

                                                           _creativity_
                                              nurture ) education

                                               exploration_
                                listening ) education

                                                          _wisdom__
                                              tenure ) education

                           _inclusion_
                vision ) education

                                                                    _innovation_
                                              management ) education

                                                    _extension_
                                exploration ) education

                                 _allowing_
                creativity ) education

                                                            _tolerance_
                                              wisdom ) education

                                                       ___love___
                                              care ) education

                                   _prospect_
                investment ) education

                                        __justice_
                                love ) education

                oh I could go on and on; and – no offence – but stuff your statistics
                and your statuses and your budgets and your slogans

                and your privatisation and your reform, screw them up
                into one huge ball and throw them

                in the bin, and let’s just have some
                honest communication now; you, all of you, went wrong

                as soon as you thought that public service should be value for money,
                (should save money, should make money), but no –

                                               ___don’t go!___
                                business ) public service

                a society that is alive, and rugged, makes money
                to build public service, not own it, to run public service,

                not demand of it, gives service to the public, not a market,
                gives life to society, not just consuming it

                you lot don’t know the first thing about big society, none of you,
                public service should absorb money, it should be

                soaked with money, it should lose money: the only reason
                money should exist is for public service,

                because the service it gives is always far more important
                than a big building and a flag;

                so, stop playing your endless games of balance and measure –
                you’re wasting far too much human –

                and start saying something alive, start doing something truthful;
                c’mon now, you look ridiculous

 

* Knowledge Understanding Evaluation

                                                   don’t go!__
                                business ) education

it might well be that the above format won’t make any sense if you are anywhere under the age of 45: it is the revered and ancient way of setting out division calculations in Mathematics; it ‘reads’, “business [divided into] education [=] don’t go”, where you might more readily have “5 [divided into] 60 [=] 12” … the result appears ‘on top’, leaving the space below to do the working out of long division (“17 [divided into] 43.6299 [=] 2.56646470588”; ‘show your working-out, boy’ thwackk)

I first wrote this in 2012 when there was industrial action over teachers’ pay and conditions – just about the time I started completely losing my emotional marbles at work; I have slightly reconfigured the piece and re-posted it on the day that the NUT is taking industrial action over teachers’ workload, pay and budget cuts: what does the government respond: ‘we are spending more than ever on education’!? … ‘show your working-out, girl’ thwackk!!!

 

 

^{————w}(O)rmholes_________________________________|—–

allowing wormhole: need
anxiety wormhole: what I am about to say is true / what I just said was a lie
buildings wormhole: the policies came to nothing
communication & politics wormhole: B le tch l ey P ark
creativity & life & love & society & teaching & time wormhole: ashramas
education wormhole: the coming of ‘The Boats of Vallisneria’ by Michael J. Redford
evaluation & understanding wormhole: the Apple
Have wormhole: Jericho
history wormhole: currency of generations
justice wormhole: dedication
knowledge wormhole: Lapping Reflections [Deep Within Waters] – introdepthion
learning wormhole: aghh – we’ve been infected / it’s spreading through the system / we’re losing our files … / it’s taken out the processor … / I, I can’t open with this program anymore … / it’s scanning me – / I’ve got to buy a Virus Protection Program / from it …
listening wormhole: plop!
management wormhole: dry rot
money wormhole: tired
professionalism wormhole: dash
speech wormhole: a crack of lightning / in the dark of night
talking wormhole: “Darling” – poewieview #28
value-led education wormhole: Totnes
values wormhole: Dear Sir/Madam,

 

ashramas

Tags

2012, 6*, ageing, ashramas, awkward, childhood, children, creativity, identity, inauthentic, lesson, life, love, means, outcome-led education, parent, recognition, role, society, study, talking to myself, teaching, time, vague, value-bled education, wisdom, work

                ashramas

     I was a child vague in society
                only noticed the pretty wrappings of society
     as a teenager I was made awkward by society
                didn’t understand how to make the play

     later I sussed how the play was made
                saw it inauthentic and facile
     as a student I studied alternative to society
                found that there was love – wisdom – creativity

     as a parent I got all grown-up with myself –
                ‘make practical use of my studies’ –
     became a teacher to bring up all my children
                play My Part in the society I despaired of, practical and ends-focussed

     made the mistake to Make me Mark [groan] instead in society:
                influence the means to seek engagement
     to find recognition and found myself
                ignored and unnoticed

                Twenty Five Years

     now I must return to myself ‘these things that
                you and I suppressed’
     carry the wounds as lesson to myself
                whether I continue to work or not, as lesson to me

                love – wisdom – creativity

 

An Ashrama (āśrama) in Hinduism is one of four age-based life stages discussed in ancient and medieval era Indian texts. The four asramas are: Brahmacharya (student), Grihastha (householder), Vanaprastha (retired) and Sannyasa (renunciation). The Ashramas system is one facet of the Dharma concept in Hinduism. (from Wikipedia)

‘these things that you and I suppressed’ is from Joni Mitchell‘s ‘Hejira‘

 

 

^{————w}(O)rmholes_________________________________|—–

childhood & life & time wormhole: The Boats of Vallisneria by Michael J. Redford – A Precious Moment
creativity wormhole: Lapping Reflections [Deep Within Waters] – the soft canticle of the gourds:
identity & society wormhole: “Darling” – poewieview #28
love & talking to myself wormhole: with endless love
recognition wormhole: bloogying
teaching wormhole: dry rot
work wormhole: Lapping Reflections [Deep Within Waters] – introdepthion

 

the ancient tree

Tags

2012, birds, branches, crows, education, educational behaviourism, magpies, measure, performance management, time, trunk, value-bled education

 

 

 

                      once upon a quarter century
                      the beat and heart of teaching
                           thousands of birds
                           through all time
                           come to the ancient tree
                      was quantified immeasurably
                      inverse to a fading quality
                           generations now of
                           magpies and crows
                           who bring dispute
                           and change and sit
                           in the tree making
                           loud noises
                      all the better to make the numbers rise and fall my dear
                      consistency and behaviour to within an inch of its life
                           droppings in the branches
                           droppings down the trunk

 

 

 

^{————w}(O)rmholes_________________________________|—–

birds wormhole: Jon
branches wormhole: like ink – poewieview #23
crows wormhole: ‘in the midst of winter …’
education wormhole: new year’s eve 2014; train up to London to / walk the bridges across the Thames, and / listen to the voices say it is, and was, like, / but get back home before the fireworks / obliterate it all in the emptying twilight
performance management wormhole: the MagOO Effect Effect
time wormhole: Doctor Strange I – the trashcan tilted the better to see now the street

 

teached / in the ass

Tags

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

 

portrait

Tags

2013, accountability, Braque, managerialism, portrait, professionalism, public service, public service cuts, ugliness, value-bled education, valuelessness

 

 

 

                                                      portrait

                           that suit and chic of yours
                           that cleans and cuts to
                           assure such a tender
                           profession accountable
                           from all possible angle

                           makes you ugly as a Braque

 

 

 

^{————w}(O)rmholes_________________________________|—–

managerialism wormhole: disappear
professionalism wormhole: poessay IX – … just saying, is all II

 

… anymore

Tags

2014, advertising, brick, building, career, educational behaviourism, identity, infrastructure, lintel, loss, managerialism, message, politics, public service, shadow, slogans, sound, speech, teaching, time, value-bled education, values

 

 

 

                      this velvet coup worming
                      silent and diseased through
                      all possible infrastructure of
                      any manner of public service

                      I was
                      once good then I refined and developed
                      over 27 years to become
                      barely satisfactory; my values and value

                      shadowed away under something, sounded like crisisinourmidst
                      (New Improved Formula – whiter than white, kills all known germs –
                      dead) under some hammered-up dry-walling – forgotten and mouldy –
                      listening to the bish-bash-bosh of Educational Behaviourism

                      being delivered (reverse lights, hazards, weird-sounding alarm
                      with patently self-obvious message; beware)
                      and wondering why I cannot control a class the way
                      I used to when I am not in the same room

                      but they hammered and they plastered
                      on time with only the cheapest materials – some nails
                      bounce out of the batons, some corners crumble, held by noxious sealant
                      (… oh, I see, Work Experience, Giving Young People a Future)

                      so that by the time it all comes down
                      (and it’s … justabouttocracking) the damp
                      will be all through the bricks and lintels and no one
                      will remember how to stagger bonding to begin anew …

                      … anymore

 

 

 

^{————w}(O)rmholes_________________________________|—–

career wormhole: CV
identity & speech wormhole: block ‘n’ role
managerialism & politics & teaching values wormhole: just saying, is all V: // … systematic and consistent disempowerment
shadow wormhole: House by the Railroad, 1925
sound wormhole: 1963
time wormhole: Summertime, 1943

 

just saying, is all V: // … systematic and consistent disempowerment

Tags

2013, agenda, Daleks, Europe, experience, Lost in Space, managerialism, politics, practice, Steely Dan, teachers, teaching, thinking, value-bled education, values, war

 

 

 

just saying, is all V:

                                so, all those with experience
                are experienced in the Old Ways
as if they were Europe before any of the Wars; there is a New Thinking
                which older teachers a priori and de facto cannot respond to
                                              therefore,
                                screen out the older ones
                (“… and pan-fry the Big Ones
                   use Tact, Poise and Reason
                   and gently squeeze them …”)*, neutralise their experience, and if they
won’t go – even if they have good values,
                                even if they have good practice – allow them
                to participate ONLY if they subsume their practice in a
                                              management role (‘keep your enemies closer’)
                                and if they won’t do that (‘… pain …’; sharp intake of breath):
                                              ‘they – will – not – contibute
                                              does – not – compute
                                              danger, Will – danger
                                              exterminate – exterminate’

                                                                                 … systematic and consistent disempowerment

* Steely Dan, ‘Throw Back the Little Ones’, from Katy Lied (1975); used without permission but definite alignment

 

 

 

^{————w}(O)rmholes_________________________________|—–

managerialism wormhole: sometimes
politics wormhole: any answers
practice wormhole: really old
teaching wormhole: wriving
thinking wormhole: dream 260815
values wormhole: nothing // matters
war wormhole: Bodiam Castle

 

Totnes

Tags

2015, arrival, being, career, communication, dandelions, dog, drawing, feet, identity, lifetimes, living, looking, meaning, muse, others, passing, pattern, pink, pointlessness, portrait, ripple, river, society, sound, talking, teaching, tide, Totnes, travelling, value-bled education, value-led education, values, work

 

 

 

                                                              Totnes

                                talk
the 250 miles long about the work and the communication done –
                done – thud! – with balls on the table –
                                and working with value
                                              and never the twain shall meet
                                                              with all the crack of void amid

                                hah!
                I tried to navigate between value-bled and value-led teaching
and can only work part time now –
                                splintered work from life

                                but
                you have to stick to the A roads
                                whether they are by-passed or not
                                              and eventually you have
                                                              to arrive
                and watch the dandelion stems by the river
                                is it out or coming in …?

                                I think
                                I learnt
to let lives be and not disturb the ripples
                                but all along
                I didn’t realise the ripples have no pattern –
dogs on the quay wag one end pant the other
                look up river look down
                                then sit
                                panting

                                I thought
                to read the ripples, tell their hidden story
                                for all the world to see
                                              (for all the world to flow)
                but I didn’t realise all the while the ripples have no pattern
like the heh-heh-hrr-hr conversations
                                from the spreading terrace of the
                                              Steam Packet Inn

                                              ~O~~~

                                now
                there’s a dude with tattoos, vest (and
                                is that a joint?) finished work, she takes a call nahh!
                                              lays down
                and the most beautiful pink
                                soles ‘n’ toes
                                suns rise
                behind topless dandelions
                                              (in the next life
                                               she will sit up and sketch intricately
                                               to the right and just below centre of the next page
                                               of her notebook)

 

(short break from work over a bank holiday, to Totnes in Devon with Carol to see Elizabeth – the medicine of travel)

 

 

^{————w}(O)rmholes_________________________________|—–

being & feet & travelling wormhole: [start where you are III] – delve
career & talking wormhole: Trinity Arts
dog wormhole: 1959 –– MANHATTAN –– 2012
identity & looking & others wormhole: lifetime
living wormhole: (another / gulp of air)
meaning wormhole: addicted / compulsive / identity
muse wormhole: ambling around / the garden centre
passing wormhole: prologue-ing
ponk wormhole: hot summer / morning
pointlessness wormhole: mass
river wormhole: the 20th century
society wormhole: up here
sound wormhole: 1963
teaching wormhole: gazing at the night / as my eyes passed the jagged hole / my head disappeared
value-led education wormhole: poessay IX – … just saying, is all II
values wormhole: breathe it all / in
work wormhole: To my Mum

 

the Apple

Tags

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

 

 

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

 

poessay IX – … just saying, is all II

Tags

2013, 5*, career, conformity, consistency, dialogue, education, expectation, managerialism, outcome-led education, poessay, practice, professionalism, rhetoric, speech, teaching, value-bled education, value-led education

                poessay IX – … just saying, is all II

                                              listening
                to a teacher delivering to his group: “… them’s the rules and regulations … it is vital that … looking smart …”
                                … something about school uniform
                                                              I guess

                                                              it is this corporate appearance – led rhetoric in education
                which I can no longer even pretend to back
                                because career-long I have not been able to engage any
                                              dialogue with it

                being ‘professional’ has ceased to be a practice
                                              it is now a conformity
                                                              it is now a consistency
                                                                                 no dialogue
                                                                                 just expectation
and we all know what happens to consistency when the lead shifts
                from value-led to outcomes-led
                                (yes … value-bled)

                                              I have not been able to work out a position
                                              behind the rhetoric because
                I have not been allowed the ‘give’ (of course the ‘take’ is ‘rivers deep mountains wide’)
                                              the ‘call’
                                and certainly the ‘response’
                                                              has been dodged and bluffed like a poker hand        

                the exercise and practice of teaching professionalism
                                has been ‘chumped’ up down and sideways
                                                              never to be listened to again and again and again            

 

 

 

^{————w}(O)rmholes_________________________________|—–

career wormhole: first a mishap then clear vision
education wormhole: I could step / more open
managerialism wormhole: what I am about to say is true / what I just said was a lie
poessay wormhole: poessay VII: // true revolution
practice wormhole: should is good when / too used to cruise
professionalism wormhole: just saying, is all – III
speech wormhole: a cup of tea, gov
teaching wormhole: letters to Mum III – ongoing-term // eventually
value-led education wormhole: teaching: which is it going to be, procedure or nurture?