Monthly Archives: January 2016

Phase 2 – Learning more about young people and education

Why were the young people of Bradford far behind their peers? This question formed the foundation of many years of thought and working with young people in different contexts. A clear link was established between where a child lived, the quality of the education recieved and the child’s life chances.

In 2011 Engaging Young Minds came about (as a non – profit organisation to work on educational youth work) out of a visible need to help economically deprived children excell in the arena of education and thereby their life, in a wholesome way.

In 2013 I applied to Teach First to get an opportunity to learn more about education so Engaging Young Minds could be steered in an evidence based direction and have a greater impact on the learning and the wholesome development of young people (and if I saw that being in a school had a wider impact to remain there). I am still figuring out what I’d ideally like to do, but for now I am enjoying learning more about the way we teach and learn and educational systems to help educational environments and pupils in less advantaged areas thrive.

The two years which followed were incredible (in the highs and lows). They gave me alternative insight into the lives of young people and I learnt a lot about what is needed to help young people excell, academically and personally. Some of my ideas changed, some I gained evidence for, some became more murky and others caused further questions to arise. I am constantly learning.

Through the two years I jotted down my experiences but decided to take a hiatus from blogging and Engaging Young Minds (in its original form) in order to allow my thoughts to develop, mature and deepen.

In the comimg months I hope to use this platform to share case studies and experiences starting with what happend during those two years. I will (mainly) share insights relating to teaching and learning, and by that, at times, key development points and moments which reinforced or changed my previously held thoughts.

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In trying to do so much we do too little

Cognitive load theory and how in trying to do so much we do too little.

Reflecting English

in doing too much

Image: @jasonramasami

Recently, I asked a class of top-set year 11s to identify the verbs in a piece of writing. It was a seemingly simple activity that Ihad giventhem a few minutes to complete, yet it quickly became clear from the blank faces I was met with that my request had posed something of a problem: after five years of secondary school, a sizeable proportion of the group did not know what a verb was.

How many times in 11 years of schooling must they have encountered the term before? How many times must they have heard the word uttered from a teacher’s lips or seen it written up on a board? Yet despite numerous exposures, this relatively simple concept, one probably within the capacity of a bright 5 year-old, had slipped away and hadhardly beengrasped at all. Of course, the humble verb is but the tip of the iceberg…

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Gratitude

The developing of wholesome young people.

Joe Kirby's blog

“It is not happiness that makes us grateful. It’s gratefulness that makes us happy.

How can we live gratefully? By becoming aware that every moment is a new gift, and if you miss the opportunity of this moment, another moment is given to us, and another moment. Behold the master key to our happiness in our own hands. Moment by moment, we can be grateful for this gift.” 

David Steindel-Rast

One way that schools can help their pupils to be happy in their lives is by teaching them the habit of gratitude.

At our school, we tell our pupils about what scientists are finding out about gratitude. It turns out those who regularly practise grateful thinking feel happier, more loving, optimistic, joyful and enthusiastic. As the world’s leading psychologist on gratitude says, ‘Gratitude is one of the few things that can measurably change our lives.’

Being grateful…

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I Did Not Speak Out.

Trivium 21c

First they asked me to teach girls differently and I did not speak out because I was a teacher.

They could tell what I was doing because, well, they were girls…

Then they asked me to teach black boys differently and I did not speak out because I was a teacher.

They could tell what I was doing because, well, they were black… and they were boys…

Then they asked me to teach white working class boys differently and I did not speak out because I was a teacher.

They could tell what I was doing because, well, they were white, and boys and spoke cockney’ish’

Then they asked me to focus on pupil premium children, there was a lot of money on this one… and I did not speak out

They could tell what I was doing because, well, they asked me to sit them at the front, or on the end of rows and…

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