I’m not going to lie; I’ve had a lovely week.
It’s cathartic to moan, and I do a lot of that, and I’m also aware that the mega-enthusiasm I bring to many a table can be unbearable, particularly when my conversees have not had such a happy time.
Still, it has been a lovely week.
Aside from meeting up with my favourite teacher friends, teaching my regularly amazing and gorgeous classes and having a super invigorating department meeting with some of the other amazing teachers I am privileged to work with, a couple of lovely things happened in the English department.
First was that we began the peer mentoring programme with a trial group of 22 year 11 students. I’m going to write about this later in the process, but suffice it to say we had some lower achieving students paired with some higher achieving students, and the enthusiasm, earnestness and synergy happening in the room gave me goose-bumps. It was probably the most rewarding moment of my teaching career to date, but I’d rather not jinx its success by writing too soon.
My second treat was to teach an A-level “taster” lesson. We’ve got an incredible year 11 cohort, and would very much like them to take up English next year, preferably with ourselves. I won’t claim credit for the lesson content – that was down to my (oft-mentioned and amazing) line manager. I did stand up and deliver the thing, which is perhaps less important but means I got a lot of the credit.
The concept was a journey through literature. We began with some knowledge-mining – how much do students know about when things were written? The spectrum is astonishing; some students knew the exact year of publication of their favourite books, others thought Shakespeare wrote in the nineteenth century. We cleared up some misconceptions and started to introduce students to various periods, beginning with Old English, skipping through Chaucer, onto Spenser, Dryden, Wordsworth, Browning, T.S. Eliot and finishing with Bukowski. All short poems, or short excerpts of poems.
The students had to assign each text to a period, having first explored the key features of texts in those periods. They then did some grid work, analyzing the poems and beginning to interpret them.
I was frankly amazed at how enthusiastically the students powered through, and how focused they remained. There was a lot to take in; my trusted mentor warned me beforehand: “be careful – you want to excite them about English, not drown them.” It truly could have gone either way, and was perhaps a risky tactic to recruit students. Particularly as during their A-level course, they won’t be traversing every time period in literature, or reading every play or every seminal poem ever written, however much we would like them to.
Still, it was such fun. Without a set of Assessment Objectives, or mark schemes; without writing quotas or behaviour management (I took a “softly softly” approach, because they’d chosen to do an extra two lessons at the end of a long week, and let’s face it: they’d chosen to be there, so didn’t particularly need that much “managing”) I felt uplifted, in the way that sometimes happens when I go off on a tangent but they happen to learn something from that tangent.
It was empowering for the students, who have more of an outline of context than they had before. It was empowering for me, to look at difficult texts and posit interpretations; stretching and shrinking activities as their interest and mine dictated.
All in all, it was truly lovely, and I very much wish that all teaching of all lessons of all days of all children could be like this.
Endnote: I over-use the word lovely. My first year 8 class never let me forget it. I stand by my word choice.