Hope not hate

"When will there be another World War, Mr Townend?" a child asked me yesterday. His question was clearly spurred on from a week of Remembrance activities where there has been much talk of WW1 and WW2. Added to that, we joined in the national minute's silence to remember the victims of the Tunisian beach massacre earlier in the year, and more recently, bowed our heads in silence during assembly to think of the victims of the plane crash in Egypt.

With that in mind, his question was very reasonable. Another child had asked "When will the Germans attack us again?" To an adult, such a question sounds ridiculous, but to a child, it is a perfectly logical thing to enquire about. In their understanding of movies and game sequels, we've had World War 1 and World War 2, so surely the third instalment can't be too far round the corner.

We spent some time watching the Sainsbury's advert from last Christmas - the Christmas Truce, where the British and German soldiers met in No Man's Land on Christmas Day to play football and exchange gifts. I pointed out that the German soldiers were the same as the British - innocent, young boys who didn't have a clue what they were letting themselves in for when they followed the orders of their superiors. I also told them that the story proves that even in the depths of despair, darkness and depravity, hope and love can shine through.

"There will not be another World War." I reassured him. "We live in a very different world now. In this country, we are safe."

This morning I switched on the news to see that 130 people had been killed by terrorists in France -  a country just thirty or forty miles of water away from my own, A country with highly advanced intelligence and security systems, like my own. A  country with similar values to my own. What's more, there wasn't just one attack - there were several co-ordinated acts of terror, and not one of them was thwarted.

"We are safe." I had said. Do I believe that today?

Children in primary schools have a lot of questions to ask. Many parents try to shelter them from the brutalities of the world, with good reason, but there is no escape from the truth in the classroom or in the playground. 

As a teacher, I have always seen my role to educate, not in a purely academic sense, but in a more 'holistic' way (to coin an over-used word in education circles.) That means talking openly about the problems and issues in the world to create a greater understanding and tolerance of all people, colour and creed - a message of hope, not hate.

My own class is 100% white British, which has its challenges. The world's issues may seem quite distant to some children. Others may be heavily influenced by unhelpful opionions of parents. 

I sometimes wonder how different my approach would be if I taught in an inner-city school in Birmingham or Bradford. Those teachers are on the front-line between hope and hate. There are forces at work that are trying to brainwash innocent children into being martyrs for a hopeless cause that incites violence and hatred. Those very same forces are responsible for the massacre in Tunisia, the carnage in Paris, and probably the plane crash in Egypt.

My message as a teacher, to educate those children, would be this:

Your faith is a force for peace in this world. Your religion and its teachings inspire so many people to share love and hope with a world that needs it. Whatever direction your life takes, make sure you choose to love, not hate. We all depend on it.

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#17 It's time for Fair Pay

In late 2009, I made the decision to be a teacher. My prime motivation was, and still is, to serve within a community, helping children to realise their potential. The pay and pension scheme was an added bonus, providing my family with a comfortable lifestyle and security for the future.

During that same year, the funeral march had begun for a Labour Government whose twelve years in power had been built on the premise of "Education, education, education." And education was all the better for it.

The following year, the funeral was over. Labour were well and truly dead and buried. The new government quickly set to work on dismantling what Labour had built. Meanwhile, the new chancellor raided the pensions and salaries of public sector workers in order to reduce the national debt.

Of course, I didn't need to tell you that - you already knew. But the reason I'm writing about it today is that the profession I aspired to join in 2009 had fundamentally changed by the time I started my training in 2012. The generous pension scheme I liked the sound of had been reduced significantly. I was told that I should expect to be teaching until the age of 68. Finally, the salary that had attracted me had been reduced in real terms by between 10% and 15% as pay freezes were at odds with high rates of inflation.

On the march for Fair Pay: 'Britain Needs a Payrise' 18th Oct 2014

I am a husband and father of two. We own a modest three-bed semi. We can afford to run one car. We haven't had a holiday this year. I'm not quite sure how we'll afford Christmas presents, but we'll get by.

And so I'm left wondering...is this it? Is it too much to ask for enough money to take my own children on holiday? Perhaps it is. It pains me to say this, but there is a very good chance that the Conservatives will remain in power after the next election, and if that happens, then below inflation pay increases will be the norm until 2018 at the earliest. By this time, a teacher is likely to be worth 20% less than they were a decade previously. What's more, trainees will have to fork out £9000 in fees just to do a PGCE.

All the while, the government are adding to the pressures and workload of teachers by driving up the standards to compete with the 'best' education systems in the world. But how can a world-leading education system be created if the government itself doesn't even value the profession?

I think we could create a world leading education system. To do it, things need to change.

Fair pay. Please.

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#14 You have to broad shouldered to be a Computing Coordinator

After completing my NQT year, I was expected to take on a subject leadership role. I was gently persuaded that my skills and expertise would be ideal for the role of Computing Coordinator.
In my

I envisioned that this role, like any other subject leadership role, would involve ensuring that teachers had the tools at their disposal to teach a full syllabus in computing, and monitoring the effectiveness of that teaching.

I also had in mind that I may have some 'superhero' moments, stepping in to solve ICT based problems for desperate teachers in front of a class of expectant children. Indeed, that has been the case. On numerous occasions. In my short tenure of the role, I have been called to hall twice, to purposefully stride to the front and make a computer work, thus saving the assembly from impending doom. I have been called to people's classrooms, in the middle of my own lessons, to try to make a non-interactive whiteboard interactive, and to work out why a mouse isn't working. I've been harangued by frustrated staff who seem to think that their computer-based problems are somehow my fault.

When I started the role, I had no idea that part of my remit was to manage almost a dozen boxes of cables - HDMI, USB, VGA...the list goes on. I had no idea that I was responsible for all battery-powered devices in school (does this include clocks, I wonder?).

It's a far cry from my own days as an 11-year old when a piece of cutting edge technology, the BBC Micro Computer (which was in no way 'micro'), burst onto the scene. That was the only computer in the school. A tank of a machine, it would rarely go wrong, and to spend just fifteen minutes in its presence was a joy to behold.

In short, I've drawn the short straw. I've taken on a huge role; one which is used in every single subject; even in the school office, I am drawn into debates with contractors who aren't providing a good service. And I don't get paid anything extra for this.

Do I regret this? Not just yet. Computing is at the very heart of modern life, and in the modern classroom. When everything works, the children enjoy their learning and make rapid progress. Computing helps to shape them for the world we are preparing for where computers, mobiles, tablets and digital devices govern every area of 21st Century life.

Having said that, I've worked out that I can save myself a lot of time with a 3-step plan to help teachers sort out their issues without calling me:

Teachers: If you are having issues with your PC, follow these 3 steps:  
1.  Turn it off and on again.  
2. Fiddle with the wires
3. Give it a gentle but assertive tap.

In my experience, this plan will solve 95% of problems. If your PC is in the other 5%, then you may have to be resourceful and come up with a Plan B!

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#11 You can say no

OK. I didn't do it. I got nominated for the Ice Bucket Challenge, and I declined. I paid money to a charity of my choice, but politely said no.

That's not to say I haven't enjoyed the spectacle. I watched countless celebrities getting cold for MND, enjoying George W.Bush in particular. Inevitably, as the campaign gathered momentum and broke into the lives of mere mortals, I laughed as I saw friends garble speeches, like condemned men at the gallows, before they got soaked. I even took a bit of delight from watching some 'Ice Bucket Fails' when the challenge goes a little wrong. All the while, in the back of my mind, I was thinking 'when will it be my turn?'

Then it came, on Wednesday. Not once, not twice, but three times was I nominated. Nearly all of my friends had done the deed, so perhaps they'd looked through their friends lists and thought, 'Wow, who can I pick who HASN'T done the challenge?

But I said no. Why? I am a killjoy? Was I scared about tipping ice over my head? Of course not. I just thought that the campaign had become so huge that there was nothing I could do individually to raise awareness for MND. Everyone in the country knows what those three letters stand for. It's a worthy charity, but actually not one that I feel called to support personally. So if I took the challenge, it would basically be because someone had told me to: "You have 24 hours."

And I have a bit of a problem with that. At school, children face peer pressure on a daily basis. It's important to do something to fit in. Don't question just do it. Follow the leader. Wear the right clothes. Do the same things. Don't make choices for yourself, just do what everyone else is doing.

There is another type of person that likes to follow the crowd, but has to try and go one better. I read about the teenager who had tragically (and foolishly) lept to his death off a cliff after taking part in the challenge. Why did he do it? Was that for charity? Was that to raise awareness of MND? Or was it to impress his friends?

And I know what's awaiting me when I return to school next week. Many children in my Y6 class are on Facebook. They shouldn't be, but they are, and there's nothing we can do. They've seen celebrities doing it. They've seen their parents do it. Sooner or later, they will get nominated themselves, purely because they are on Facebook.

Will they be doing it for MND? Should they be drawn into this? There is a danger it could all go too far and MND becomes a meaningless sideshow.

Before I finish, let me just say this - I love social media. I love being able to share pictures and videos instantly with friends and family all over the world. I love the way it has massive power to make changes for good. I love how it raises awareness of world issues. I love the way charities are benefiting from a whole new audience of givers. And I'm not saying that if a similar challenge took place in the future, I would decline again.

It's just that on this occasion, I have chosen to say no. Why? Because I can. It's MY choice.

It's also my choice to give money to a charity, of my choice. That is something that I know WILL make a difference.

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#10 Schools can change the world

Looking at the news this week, I've been feeling really down.

In the Middle East, Palestinian terrorists are attacking Israel, and Israel are retaliating by bombing Gaza into submission. In Iraq, hundreds of thousands of Christians have been sent into the mountains to die simply because of their religious beliefs.

Ethnic cleansing on this scale has been rarely seen since the World Wars, and as we mark the centenary of the beginning of WWI, we have to ask the question 'have we learnt nothing at all?'

In both of those stories, the media is keen to stress how children are frequently the victims here. Children. Girls who should be skipping to school with bunches in their hair. Boys who can't wait for break time to get out and kick a football. Instead, they are killed and maimed simply because they happened to be born in the wrong country.

In the west, we really don't know how lucky we are, but it shouldn't be this way. Every child has the right to a childhood, safe from harm and exploitation. But we can do something about this.

As a teacher, I have noticed that schools often educate children about very contentious issues. They encourage children to make choices about morality and raise awareness of the importance of charitable giving. In September, World War One will be a focus of many schools up and down the land, and children will gain knowledge and insight about that chapter in our collective history. Schools are very good at teaching, and even analysing history BUT (and it is a big but) they are not always so good at telling children what is happening RIGHT NOW.

Be it lack of understanding; lack of time in the curriculum; fear of being political or even blind ignorance, most schools will completely gloss over Iraq and Gaza this September. Yet as teachers, we are in the unique position of having a group of twenty or thirty young people with us for six hours every day. There is no other sphere of life that brings people together so frequently in such a melting pot. Further to this, these children don't want to be passive observers...they want to change the world, and we as teachers have the great privilege of facilitating that.

So what can we do?

1. Share the story

Some children will know about the issues, but others won't. Often parents choose to shield their children from news like this. Find a child-friendly source of news that will be accessible to all children, and not too graphic in content. I often start a class discussion by watching BBC Newsround. They will have plenty of video material on these recent conflicts.

2. Give

It's only when we see the plight of others that we understand how fortunate we are to live in the west, and an important response is to donate some of our worldly wealth. This could be money; Christmas presents for children; paper and pens; baby clothes...the list goes on. School's are often tied in to commitments with charities meaning non-uniform days (the quickest and easiest way of raising a few hundred pounds) are booked in for the year. That said, school's also need to be reactive to where the most pressing need for help is. Right now, there are humanitarian crises in Iraq and in Gaza. The easiest way to donate money to any of these appeals is through the Disasters Emergency Committee (DEC). This website can be used for any area of need in the world at any particular time.

You may want to do something slightly different...how about a sponsored sleepover in school? You could build makeshift shelters to try and go some way to understanding what life is like for Iraqi Christians trapped on a mountain.

3. Pray

OK, quite a contentious one here, especially given that these conflicts have religion as their root cause. Having said that, the vast majority of believers of all of the world's religions are praying right now for peace and relief for those that need it. Praying can be important for children as it helps them to be reflective; see situations through different eyes; and feel that they can do something about a situation. Whether you're a faith school or not, prayer can be a powerful tool in mobilising your class behind a common cause. Prayer doesn't have to be boring either...in fact it can be extremely creative and fun. Here are some ideas as to how you might use prayer in your classroom to engage with this topic.

4. Write

As an adult, this is one of those ideas that we like the sound of but rarely do anything about, if we are honest. But with children, persuasive writing is part of the curriculum, and is even more engaging for children if we are actually going to do something with the work. So what can we right about? How about asking the Government to increase aid from our country? Or banning the export of weapons from EU countries to these conflict zones? Or putting pressure on countries that kill innocent children? Or how about this - opening our borders so Christians living in fear can take refuge in the UK.

If your local MP receives a different letter from every child in your year group, he will have to respond in some way. You can find a list with your local MP on here.

5. Sponsor a Child

What better way to understand the issues faced by children in another part of the world than by sponsoring one of them as a class? This video provides some information on child sponsorship and how you can go about doing it.

6. Learn more

Here are some more websites with ideas for you and your class to learn more about what is going on in Gaza and Iraq:

Christian Aid
Save The Children
CAFOD
Unicef


So there are some ideas as to how we can engage with Gaza and Iraq. Teachers have a unique role to play in helping to shape and change the world that we live in, and can do this by promoting a curriculum that is responsive and reactive. We don't need to be overtly political to do this...we simply need to be able to distinguish between what is right and what is wrong. And there are plenty of things that are wrong in the world today.

Shall we do something about them?

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#6 It's NOT all about the children

SATS. The very word fills most people in schools with a resigned sense of dread.

As an NQT, I couldn't believe it when I was offered a role as Year 6 teacher, helping children through this crucial stage of their education. It was a great massage for my ego. Now, with one week to go, I would prefer to retreat to the safety of teaching in a year further down the school.

This week, I have seen several children in tears and spoke to a number of concerned parents who are worried about what the prospect of the SATS are doing to their children. A sense of impending doom is prevalent amongst some in the staffroom, and I am spending my Bank Holiday weekend feeling tired and run down.

It's no surprise. During the week, the children have been either revising excessively or taking tests. Often the tests don't reveal what the teacher wants or needs them to, and so the stress levels rise. The children, the vast majority of whom wish to please their teacher, feed off this stress. Consequently, the classroom can become a very emotional place. It takes a special teacher to keep a classroom calm at this time of the year!

I've been asking myself the question, "What is all this for?"

Is it for the children? Well, yes, to an extent. It may be preparing them for testing in High School. It may be furthering their knowledge. It may ensure that they are being taught what they should have been. But once a child leaves primary school and enters High School, what has all of this taught them? They have been in school lessons for the last six years. They know the curriculum. The crucial difference is that some children can retain information. They will thrive. Those that can't will crumble.

Is it for the teachers? Yes, much more so. Future contracts can depend on good results. Headteachers can hold back pay if they deem results not good enough.

Is it for the schools? Absolutely. If children aren't gaining Level 4s, this can be seen by everyone in the school league tables. Since these are usually the first thing that's looked at to judge the effectiveness of a school, the SATS results have got to be good.

The government has created a system that perversely puts children last of all. They are simply pawns in a political game where Britain aspires to prove it's greatness against the more rigid and seemingly successful school systems of Singapore, Finland et al.

Some schools are taking this so seriously that their Year 6's are going in this weekend, on a Bank Holiday, for extra revision.

When I was at school, I can't remember being tested heavily. I didn't know my levels. I knew I was on the brighter side of my class, but there was no sense of competition, no pressure like there is today to succeed. People argue that children need to experience this pressure as that is what life is like in the real world, but surely not at 11-years old?

Sometimes I wish our school system would allow children to be children. There must be an alternative to this rigorous testing.

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