1000 years of experience

Chris Chivers was, for a long time, a smiling avatar on Tweeter. A voice of common sense and thoughtful provocation, and I anticipate, persuasive prowess. Walking in opposite directions, down the corridor at #TLT14 (Southampton University) we paused and offered our, I-recognise-your-face-from-Twitter introductions. Chris smiled, we chatted and we went on with our conference.

A few weeks ago Chris shared his ‘1000 years of experience’ project. Here I am, with my 17 years. I purposefully haven’t yet read any of the other contributions, and one of the key drivers for writing my response, is the opportunity to read the others.

17 year teaching career and 10 years coaching. Supply teacher, coach, teacher of PE (Secondary), Graduate Assistant, teacher of PE (Sixth Form College), Head of PE (Sixth Form College), Head of ICT (Secondary), Assistant Principal (Secondary), Vice Principal (Secondary) – current.

On you, as a person

This question is not as to answer as it is to read, to write about even. I am acutely aware, that the way I see myself, is not the way others may see me. That is, in its self an important reflection. And with that, acknowledge that the way others see me, should not move me too far from my own moral due north.

• Know thyself.

I must first know myself. To be curious about that which is not my concern, while I am still in ignorance of my own self would be ridiculous.

• Know your own moral due north. When you are most tested, and teaching will test you, you need to know what it is you stand for.
• One of the most powerful ways to improve your pupils, is to improve yourself. Invest in yourself.
• Getting the answer right, is more important than how quickly you draw that conclusion.
• If you wouldn’t get up early to finish “it,” don’t stay up late to finish “it.”
• When an unreachable or difficult pupil stops in you Tesco’s and thanks you, as an adult – two parts surprised, one part humbling.
• Teaching strategies should not be discard just because they didn’t work first, second or third time.
• Planning and prioritising is much easier with my trusted decision making matrix.

On children

• Children are unpredictable. Doesn’t that make our working days so much more interesting.
• Sarcasm is not a teaching tool. Nor is shouting.
• If you say you will – make sure you do. And make sure you do.
• The behaviour is not the child.
• Expect their A game. Expect their very best work. Expect their very best behaviour. (Expect their A game – as you see their ability underwrites, and not the A-Game they expect for themselves, unless it’s even higher than yours) – thanks to Mrs C Spalding @HeadofEnglish.

High achievement always takes place in the framework of high expectation. – Jack Kinder

• Expect them to get it right, even especially after they have got it wrong the first time, the second time and third, fourth or fifth time.
• Equal is not fair. Fair is not equal.
• If you ask the pupils, you probably find that they have plenty to say, suggest and recommend.
• Make the difficult decisions. The pupils will respect in the long run – you may have to wait until an impromptu meeting in Tesco’s to find this out for yourself and enduring short term vitriol.
• Model resilience. Make the classroom a safe place to fail. Failure as fertiliser.
• Parents are essential partners. Harness their energy appropriately. Make home activity count.

On management (working with people)

• Lead to your moral due north. Vision. Courage. Resilience. Humility.
• Discretionary effort – is a key indicator of how successful your organisation is and will be.
• Pay it forward.
• Friday afternoon is not an appropriate time to hold a professional conversation.
• Never assume you are in a position to offer advice without asking permission to do so first.
• You get what you tolerate.
• a) Important conversations require and deserve to be planned. b) Before holding the conversation, consider how they will most likely respond. c) Review the plan.
• Listen carefully. There is no greater way to respect your colleagues.
• Never attend a meeting with an agenda.
• “First rule of leadership: everything is your fault.” – Bugs Life.
• Everything you say is on the record. Simple. There is no, off the record.
• I was always impressed by the fact that Ian Knights (my Secondary Headteacher) knew and remembered my wife’s names, and even my son’s name. I will not forget that. We have not worked together for 5 years now and I still occasionally drop him a phone call.

Now, having written my first draft I am feeling a little apprehensive. I anticipate Chris will have responses from the great and the good, the wise, the Been-there-done-it and he best mate, Got-the-t-shirt. Let’s hope it stacks up, thank you for asking me to contribute.

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