STORIES OF JOY
JOYfe
THE FUTURE OF EDUCATION
THE JOY OF LEADERSHIP
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July 2020
INTERVIEW: MATHS MOTIVATION AND ENGAGEMENT
THE JOYFUL REMAKING OF EDUCATION
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Welcome to our first edition! of #JOYFE by stefanie wilkinson
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Welcome to the first edition of the #JoyFE newspaper. In a time where we find real space to rethink education and take action, a group of people found themselves together in a shared space and collaboratively want to lead this discussion. Over time we may well expand beyond FE as so many discussion points are common in education, but for now, we wanted to bring a focus to the joy that can be found in FE in the UK. Our main aims are to spread positive messages from FE, to share and celebrate the things that bring us joy as people who work within FE, create meaningful connections between those who want to make a difference and generate a discussion of hope around the future of FE. Now is the time to consider what the future of education looks like and specifically for FE it is a time to debate and discuss what we want for our students and our communities. It is the chance to ask the big questions about how we are going to prepare our students for the future, considering the new light that has been shone on us all in the time of the coronavirus pandemic. It is a time where students can really shape education, by having a real voice in saying what matters to them, what they have learned from the changes that have already played out, even though it is still a learning curve for us all. It is a time to ask ‘what really matters?’ and start to think about how we can make that happen. We hope you enjoy the first edition of the #JoyFE newspaper. Please share it widely in the interest of sharing the positive thinking, widening the debate and hearing more voices from within the sector. We welcome contributions from across the whole of Education.
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in this issue
the joy of leadership
thinkpiece: #ideasroom
maths motivation and engagement
book review
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6
dear jackie
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3
wellbeing feature
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15
the future of education
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stories of joy
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snippets of joy
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STORies OF JOY Compiled BY HeatheR BOOTH-MARTIN
Kirsty Gibson Working in FE comes with challenges and now being thrust into a very different way of working means that we need to be even more creative than ever before. Working predominantly with students with additional needs, it is essential that we provide continuity and the same level of support that we always have. Inclusion to me isn't just about learning, it's holistic. Inclusion in FE for me is making sure we can give a learner a set of tools to walk away with. What brings me an overwhelming sense of joy, pride and motivation to keep doing what I do is the moment when a student realises their own potential, armed with the tools that we have supported them to develop. That's what it's all about. That one glorious moment.
Jennifer Thetford-Kay FE is a place to rejoice and embrace growth. Vocation is joy! The privilege of being part of empowerment and development in self-belief of young people brings untold joy and rapture. Observing students' delight at their progress and achievements is undeniably euphoric as a teacher. How can student elation fail to bring the same; if not more to you, is that not, after all, why we teach, to foster joy? Joy of mutual learning; joy of positive relationships; joy in the ability to achieve; joy in compassion; joy in ambitions being realised; joy in perpetual encouragement and beautiful transformations.
Richard Newall I love coming to work. I laugh every day. A lot. Because of..... The students; their characters, challenges and foibles all teach us to expect the unexpected - no two days are the same. I love seeing students who really think they can’t do it, discover that with persistence, a positive attitude and a guiding hand, they can. The moment the realisation sinks in that “it’s worked” is a special one indeed. My colleagues/friends - the camaraderie forged working closely together towards a common goal, professionalism and dedication and the knowledge that we can rely on each other 100%. (And laughter!!).
Heather Booth-Martin In early February, when we took social encounters for granted, I met three previous students quite by chance in the space of a week. All three had completed teacher training programmes several years earlier and were all pursuing meaningful careers, making a difference in people’s lives. I reflected on the joy of hearing these stories of transformation and the fortunate position I hold to build relationships and to be a part of their progress. Teaching in FE has given me the privilege to share journeys with incredible individuals and see them flourish.
Kathryn Pogson I woke from my dream smiling this morning. A student had sent me a card which read thank you for inspiring me to be a better teacher. Then it struck me, I won’t be doing what I love again today. I miss the buzz of the classroom. The conversations, the ideas, the sharing, the lightbulb moments, the laughs, the support, the learning, the company, the questions, even the ‘what time are we finishing tonight?!’ I miss it all. The joy of FE for me. Teaching online is OK and it’s keeping everyone ticking over but it’s not the same.
BY TRACEY LEE
I used to scoff at the notion of creating a vision board, cutting and sticking for adults, seriously…??? Then one day it just clicked! Something that I can only describe as magical happens as you flick through various magazines and newspapers. Certain words and phrases seem to leap from the pages and marry with the unspoken or as yet unformed thoughts one is struggling to articulate or clarify and before you know it, your ‘vision’ unfolds before your eyes. Magic also happens in the #IdeasRoom and it was after the first online meeting that I attended I created the above collage to visualise some of the thinking that happened. #IdeasRoom is a virtual space borne directly from the impact of Covid-19, where like minds involved in FE support each other without fear of judgement. A safe space to think, to be heard and to listen. At the heart of every discussion is compassion and a firm belief and desire to transform FE, to ‘bring back the joy’. We don’t have all the answers, that’s not the point. None of us are ego-driven, what binds us is a healthy desire and willingness to explore and discover the role of FE education in making ‘the world a better place’. The power of this informal collective is as yet undefined. To call us change makers sounds pompous, but heck, why not?
THINK PIECE
katheryn cockerton: maths motivation and engagement
an interview with
SW: How have you been using the Thinking Environments and what impact you have seen? KC: I came across the Thinking Environment and thought it would be a really great project to look at how this could be used with students, with a specific focus on how it might support Maths skill development. I have been using simple structures like thinking pairs to allow students the time and space to think out loud and be listened to by each other. As they have explained their thinking about Maths to each other they have recognised that it is often their own thinking that causes them blocks, which is a wonderful realisation. They have started to be able to help themselves and find their own solutions through this Thinking Pairs structure.
Katheryn Cockerton is a coach for the Centre of Excellence in Maths and Maths tutor at Weston College, who has been focusing on Maths anxiety, engagement and motivation. Part of her role is to research and carry out projects to look at how we support learner progress in Maths and has started to create a model which will help to develop Maths pedagogy.
SW: Tell me about some of the research that you have been doing about student motivation and engagement KC: Maths anxiety is very common and is so entrenched in students’ mindset (and maybe teachers) that it does take effort to re-engage students. The anxiety is caused by your brain in a ‘fight or flight’ mode, where students feel under pressure or in an intense situation, which seems to be common with Maths. I have been looking at strategies to help students come out of the anxiety zone and move them into the growth zone, but also to recognize where they are for themselves. I have started to create short videos on Youtube to give quick overviews of some of the components of Maths anxiety and motivation. (Links at the end of the article)
SW: Welcome to JoyFE Magazine. For those who don’t know about the Centre of Excellence for Maths (CfEM), can you tell us a little about it. KC: It is a national project funded by the DfE to support the improvement of Maths development across the UK in post 16 education. Colleges across the country are joined in networks to work together on research and projects. There are four main themes by which the research and projects are focused, being Motivation and Engagement, Mastery, Contextualization and Use of Technology and Data.
Find Katheryn on Twitter - @Katheryncocker1 Maths anxiety video - created by Katheryn - https://youtu.be/IX0eiuXERVc Book - More Time to Think, Nancy Kline Further reading - The mathematics resilience approach to mathematics anxiety: Is this supported by self-determination theory? Kate Mackrell and Sue Johnston-Wilder
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SW: How could people easily use the key elements of the research you have been using to support their learners with Maths development? KC: Using the Thinking Environment structures develops students’ ability to think for themselves, so I would recommend using these types of structures to support student thinking. A lot of motivation is linked to the connection of Maths to the ‘real world’ and to how it links to them and their goals, so it is really important that we show students how the Maths fits into the wider world and the industries that they might go into. It is really beneficial to have previous students or people in industry tell the story of how they use Maths every day, which could be done through a series of video interviews for students to relate to.
CLICK TO WATCH THE VIDEO
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resources and links
Hashtag of the Month
CONNECT Enjoying our magazine and want to join in? Follow #JoyFE on Twitter, we listen in on weekdays at 7am or 8am on weekends to continue the conversation with a cuppa. Everyone welcome. Looking to connect with others in FE, try #UKFEchat on Thursday evenings at 9pm
#SocialBake Shane Guildford, FE chef lecturer, has been sharing a weekly #SocialBake challenge since lockdown. Each week Shane shares a theme, suggests ingredients and asks you to bake along with him. Last week’s pies looked delicious and what better way is there to start a new hobby than with the overseeing guidance of a professional chef lecturer trained in supporting budding caterers. Along with Shane, his followers, the willing and supportive participants, many of which work in FE, are there, on hand to connect with and share disasters and triumphs, keeping you motivated AND you’ll get a decent dinner out of it too!
DEVELOP YOURSELF Looking for some online CPD in lockdown? Why not tune in to #BrewEdFE on Twitter each Friday for bite size videos from FE practitioners across the country.
Snippets of JoY BY Isla Flood
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As leaders we must model the behaviours, words and values that define the environment that we are trying to build and lead. If there is any misalignment in what we say and do to the values that define us, then there will be a chance for mistrust to build, for confusion to arise and for people to question our leadership. In these spaces, as a leader, we must ask the questions of ourselves - ‘what are my values and how do I live and breathe them in everything that I do and say?’. If our values are of growth, support and development, then our interactions and conversations need to convey this at all times. The language we use about people, the belief that everyone has the potential to grow has to shine through, otherwise we are not living our values and vision. It is important as leaders that we regularly take the time to reflect on interactions, events and processes that we are part of, to analyse how we brought our true values with us into these things. It is easy to believe we do live our values every day without ever reflecting on things meaningfully.
BY STEFANIE WILKINSON
As a leader, we have the privilege of leading others, whether that be as a leader of a classroom, the leader of a team or the leader of an initiative or movement. We are all leaders. On a very simple level, we are leaders of ourselves, and that in itself can be a full time job! Leadership can be complex but essentially is built on relationships with others. We cannot lead others if we do not have a relationship with them. There will be different depths to these relationships, but our actions, behaviours and words build the relationships and influence the perceptions of our leadership. It is in these relationships and perceptions that people will decide whether they believe us or not, want to be led by us, buy into the vision and also feel a sense of belonging within that vision. It's powerful, as if people do not see themselves within the vision, then they will not be motivated to work towards the vision. This is where high performing teams are established; everyone is aligned to the vision and feels part of it.
relationships matter
'values define us as leaders.'
There are some fundamental human needs which, if considered and addressed consciously within leadership, can make the difference to staff and student motivation, performance and potential. Evidence shows that if people feel listened to and feel valued, then they have a greater sense of belonging and motivation towards self, as well as common and shared goals. The way we build this into the relationships we build with our students and staff are therefore imperative to success. If we act from the heart, with everyone’s best interests at the fore, then we will entwine practices into our leadership behaviours which help people to feel like they matter, that they are valued and that they are being heard. The difference between good leadership and that which is inspiring, is that these things are done purposefully, with the desire to really see each other and appreciate each other's vulnerability as a strength.
I’m not even sure how I stumbled across this book but I’m so glad I did. This couldn’t be more pertinent than it is right now. Reading this book is like having a conversation with my fellow professionals in #JoyFE as we reimagine and remake the future of FE and beyond. Now more than ever it is important that we consider what really matters for education and the future of our students and children. Debra Kidd reminds us that ‘education is much more than produce’ (p2) and introduces us to 5 key elements that support a strong curriculum model; one that is broad, ‘as rich in humanity as in knowledge’ and has the best interests of students at heart. Many of these aspects are ‘coming to life’ as we are accelerated into a different world due to the current crisis, especially on the subject of compassion and community, the emphasis on physical activities and the arts, and their impact on mental health.
a curriculum of hope - by debra kidd
by lindsey wilson
Not only does the book include retrieval practice, dual coding and other recent research but considers how emotion and joy can enhance learning, memory and wellbeing. Although this books largely refers to schools, these principles can be applied to any educational setting. Right now, more than ever we need to help our students cope with uncertainty they are facing. This book is a must read for anyone who works in FE who is currently thinking about how we can attend to the future mental and emotional needs of our students, our communities and the world around us.
Dear Jackie, I am a teacher working from home, and am finding it really difficult to balance all my roles, some of which are quite new to me: Do my job effectively, educate and entertain my children, keep my house in some sort of order and maintain a healthy marriage. Do you have any suggestions that can help me in managing this and keep me sane? Dear Amy, It is natural as a teacher and a parent that you will want to do your best for everybody, however, you can only do that if you nourish your own health and well-being and look after yourself. Whilst it is useful to create plans, routines and structures, be careful not to put too much pressure on yourself. Aim to switch your computer off at the end of the day, and perhaps do something to mark the end of the work day like going for a walk. Create little routine breaks throughout the day, like exercise, stretching, meditation, chatting to friends etc.,and give yourself time to really enjoy being with your family without feeling guilty. If you are feeling overwhelmed, it can be useful to make a list of all the things you have to do, as this can help you to decide not only what is important,but what is actually possible. Remember that doing the things that bring you joy are also important. Try to have regular meetings with your manager so that they understand your situation and don’t be afraid to ask them to help you to plan and prioritise. I hope that this is helpful.
dear Jackie
Dear Jackie, I am teaching a group who only met once in the classroom before college closed. Do you have any tips on building community in this situation? This is a really challenging situation, and it feels like you are absolutely right to focus on developing community amongst your students. Consider using the same principles that you would with a new group in a face to face situation, for example, giving them lots of opportunities to talk to each other and share ideas, interests thoughts and feelings about the course etc., so that they get to know each other. Consider making these early interactions fun, light-hearted to build confidence, trust and a sense of belonging. You can then start to interweave curriculum questions and content as their confidence with each other grows. If possible, try to create face-to-face interaction through, for example, Zoom. You don’t say how big the group is, but might want to try to create sub-groups and pairs too. As time goes on, you might want to buddy them up to support each other. Of course, you also need to get to know each student as much as they need to know you, so plan to make yourself part of the early chat, and build in time to talk to each student one-to-one. This will help you really plan how best to work with them. It can also useful to get the whole group working on one project together – this can create a sense of community and purpose. I hope this is helpful
This is the place where you can pose your question, problem or dilemma, and have our supportive community offer their thoughts, insights and ideas. We may not have all the answers, but we do have compassion, respect, and an absolute commitment to creating joy in FE. Let’s share the load, send your questions to: joyfulfe@gmail.com
have your questions answered.... by jackie rossa
Recently, the world lost the shining light that was Maurice Irfan Coles. I had the privilege of sharing a stage with Maurice last October at TEDx Doncaster. Maurice spent a lifetime in education, including as an Ofsted inspector, and he came to understand that compassion was essential in rebuilding systems which have inequality deeply inscribed at their core.
Maurice’s compassion extended to the planet. In the ten minutes of his TEDx talk he sketched out how education, science and technology were all moving towards an understanding that relationality was at the heart of global survival. How bitterly ironic, then, that the very pandemic which is forcing us to put this to the test led to his untimely death. When FE reopens physically for business, we are not going ‘back to normal’ again. Of course no-one knows what the future holds, but current thinking by the Imperial College London COVID-19 Response Team suggests that some form of moveable lockdown might be in force for 18 months or more. They caution that if society continues to structure itself around inequality the differences between haves and have-nots will become even more deadly. We have known for many years that inequality is lethal for people in faraway places. We can no longer ignore the fact that this is also true in the global north. But there will come a moment when we are released from our houses and we rush back to places of education on a wave of goodwill. How we are all greeted on that first day will set the tone for the future. Will it be ‘where’s your lanyard son?’ or ‘welcome back Sam, we’ve missed you’? This may seem small fry, but it matters. In moving learning online, managers have relied on teachers, teachers on students - and students have stepped up to educate back up the line. Returning to the inequalities of ‘normal’ - where we ‘other’ and exclude one another up and down the food chain - would be a bitter blow for all those who are not primarily concerned with holding onto power. I'm not advocating for a flat hierarchy or some form of anarchy, though as Katie Shaw wrote recently in TES I think we’ve a lot to learn in education from principles of mutual aid. But while many people are talking about doing the same things differently - and yet others are discussing how to keep power relations the same - here at #JoyFE we are talking about doing something different entirely: a paradigm shift.
...the future of education was designed with compassion as a guiding principle? BY Lou MYcroft
The future of Education: What if…?
#IdeasRoom
Any attempt to design compassion into an education system designed in colonial times is destined to fail. The essential monument of education has inequality at its core, as Maurice recognised, and every document - new policy, procedure, every restructure and job title, exam and curriculum - every word that we use to describe it is designed to uphold it. The monument has to be pulled down and rebuilt, and the documents rewritten. That fact that this is a massive task isn’t a reason not to do it. In our JoyFE #IdeasRoom over the Easter break we’ve been talking a lot about the how - and the imperative of starting now. Here’s what we’re doing: Articulating the issue: we won’t re-make education if the original (colonial) monument is not pulled down and rebuilt with compassionate design principles. Currently we can only do this with words. Where do they need to land? Identifying the documents: what is the we use that shapes the way we think? If we list the documents, we can set about changing them, so let’s make a start. languageLetting newness in: resisting the gravitational pull of the old. How do we facilitate thinking which balances evidence with new ideas? Being the change we want to see: taking responsibility for the above. How do we keep believing that our small actions can bring about change? Joining forces: how do we pool our energies with others working not just in FE, not just in education but across society as a whole? Enough of a critical mass would be unstoppable. COVID-19 is revealing the limitations of public services that are built on an ideology of inequality. The moment has come to redesign. In the words of Nesta UK, how can we construct Good Help services: where everyone - teacher, student, patient, nurse - can “feel hopeful, identify their own purpose and confidently take action?” Disenfranchised from busy lives, trapped in our houses, as a population many are stepping up in creative, community minded ways. Unlike anything else in living memory, the pandemic has unsettled us all and reminded us of our need for connection. As Rosi Braidotti says, we may not be one-and-the-same but we are - finally - all-in-this-together. One of Maurice’s fondest hopes was that Doncaster could become the UK’s first ever compassionate town. He had already reimagined the compassionate school. What would FE look like, if we reconstructed it as the world’s first ever compassionate education service? Dedicated to the memory of Maurice Irfan Coles 1946-2020 #BeMoreMaurice
'The moment has come to redesign.'
I’m going to stick my neck out here and tell you that bird spotting is the most mindful thing you can do. You need no specialist equipment, although binoculars (binos as us hardened bird watchers call them) would be helpful. If you have a garden, get a big mug of coffee, sit quietly at your window - and watch. Here are three birds to look out for: a blue tit, a goldfinch and a wren. The first two birds will amaze you with their colour the wren will stun you with its song.
Beware: birdwatching is addictive and I can guarantee it won’t be long before you start making a list of what you have seen! And for the record - I think it is a very cool activity. https://www.rspb.org.uk/birds-and-wildlife/bird-songs/what-bird-is-that/
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THE SPOT BY DAWN SMITH
THE JOY OF..... BIRD WATCHING
Don’t just spot the birds but watch; while your mind is occupied in observing the behaviour and community of these lovely creatures it is easy to drift away from things which are troubling you. If you do not have a garden you can always spot these three birds on a walk, they are so ubiquitous it is easy to overlook their amazing beauty.
'Everyone likes a bird. What wild creature is more accessible to our ears and our eyes, as close to us and everyone in the world, as universal as a bird?' - David Attenborough
Every issue we will be featuring a wellbeing article to share the joy of some of the things that can be beneficial to our sense of wellbeing and mental health. This issue we feature bird watching. It isn't a coincidence that we have all started to notice the birds and other animals more since being in lockdown.
WELLBEING FEATURE
contributors
Tracey Lee @adaptcomms Isla Flood @islaflood Heather Booth-Martin @HeatherBMartin Jackie Rossa @JackieRossa_ Lou Mycroft @loumycroft Lindsey Wilson @Lindsey16250942 Dawn Smith @dawnesmithLCC stefanie wilkinson @stef_wilkinson KATHERYN COCKERTON @KATHERYNCOCKER1 STEPH CASH @STEPHANIECASH_
