#DetoxDecemberHT: Revisited,Rebooted and Revised

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Last Advent we launched #DetoxDecemberHT and much as we did with November we have revisited our previous blog, selected a few prime cuts and added a few more choices and suggestions for the run to the Festive Season. The original post can be found here https://healthyteachertoolkit.wordpress.com/2016/11/28/detox-december/

Many of the responses to the hashtag a year ago drew upon our slightly unconventional approach to the definition of ‘detox’

” ‘Detox’ is one of those words which through slang and ‘text speak’ has been abbreviated from its original spelling. As a noun, detoxification is a process or period of time in which one abstains from or rids the body of toxic or unhealthy substances. As a verb, to detoxify means to be actively involved in abstinence or expulsion of toxins. We normally associate detoxification with diet, alcohol or medication, but as we shall explore further, there are other aspects to our professional and personal lives to which the principles of detoxification can apply.”

This was last years eleven point plan to a detoxified December.

  1. Eat healthily.
  2. Drink more water.
  3. Drink fruit and herbal teas.
  4. Cut down or cut out the alcohol.
  5. Make positive connections.
  6. Exercise.
  7. Prioritise
  8. Meditate.
  9. Declutter.
  10. Reconnect with your inner child.
  11. Have a social media detox.

We can all make decisions about detoxing our diet and particularly with what is regarded as ‘stodge season’ on the horizon, healthy choices for lunches and dinners can maintain energy, boost immunity and keep the additional pounds at bay. Likewise the choices with alcohol can also impact upon wellbeing and weight; in the commercial and financial sectors, Christmas social occasions will start on 1st December and run to the new year. Consider the impact upon the vital organs as well as the purse-strings. Is anyone up to the challenge of going alcohol free from 1st December to Christmas Eve.

Last year’s piece included our thoughts on alternative drinks. This year we have discovered some interesting infusions; turmeric tea, liquorice and peppermint, a range of incarnations and flavourings of green tea.

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“The spirit of #DetoxDecemberHT lies in more than simply a change in dietary habits for teachers. If we examine our lifestyles as a whole we can identify other means to bring a more positive tone to our lives at a challenging time of the school year.”

Have you tried a Digital Detox? One day a week. No tweeting, no checking Twitter. No checking your phone ‘for the football results’. Just yesterday as we were picking a parcel from the sorting office, the polite notice not to use phones in the queue was ignored by 75% of those waiting. Can we avoid Facebook, YouTube, emails and texts and maybe just talk?

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“Making positive connections with people is a way to engage the grey matter, broaden our social circle and find new interests. This may be through social media which can enable like-minded individuals to connect in a positive manner.”

How do we really connect? Do you actually connect with your colleagues? Are your conversations about them, or are they about you? Why not file your ego and take up the Reverse Advent Calendar challenge?

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We ran Reverse Advent Calendars in our schools last Advent, with the local Food Bank benefiting from the generosity of our children and parents, and all of us at Healthy Toolkit HQ are creating our own this year.

For the #DetoxDecemberHT #ReverseAdventCalendar we suggest that each day has a random act of positivity, some of which may be actions in school and others in your community. We will post a suggestion each day but these could include: taking a playground duty for a colleague and not expecting cover in return; making lunch for one or all of your team- unannounced; leaving a note of appreciation on the desk, computer or in the pigeonhole of someone you haven’t really communicated with this term; buying a few extra Christmas items at the supermarket and dropping them in the Food Bank collection point.

Positivity is infectious; spread it and the school is a happier place. Detox your December with positive vibes!

 

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School Wellbeing: a multi-sided dice, not a loaded one

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In ‘Guys and Dolls‘ Sky Masterson wins a dice game having trumped an attempt to play with fixed dice. Loaded dice will be familiar from many films with a scene set in a casino and in literature, Luke Rhinehart’s ‘The Dice Man‘,has the key protagonist, bored and unfulfilled, making life decisions on the roll of a dice.

Wellbeing on the other hand isn’t a gamble, shouldn’t be down to luck and must not be loaded in the favour of any interested party. As we have written before, putting wellbeing into practice requires dedication  and a commitment, personally and professionally, to strong core values.

Working in a team has its challenges, with a diversity of skills, ages, experiences, opinions and attitudes. Interpersonal skills used effectively can enable the staff to forge effective relationships and work together as a team. The loaded dice, the ‘spanner in the works’, arises when the authentic  dedication to values is undermined by the actions and attitudes of those putting self before team. This may come about as an antagonistic act, but equally likely may arise through force of personality or simply by thoughtlessness.

Wellbeing is for every day and for everyone, but SLT need to set the example, model the good practice and make clear their expectations. In being proactive you need to know your staff: recognise who may be vulnerable to pressures; who doesn’t enjoy the staffroom banter; who has things going on in their lives that add other burdens to their load. SLT need to listen and to talk. Perhaps you may even take up the #TeaAndTalk challenge and differentiate between personal dialogue and staffroom chatter.

Please remember that SLT are human too and have been in class until recently. They often bookend the day at school, handle a lot of flack that never reaches the classroom and also have the often emotionally draining responsibilities related to safeguarding. SLT are equally as entitled to their wellbeing as everyone else in the school.

We need our staff to be well and both physically and mentally able to teach their classes to the best standards possible. Good leadership will guarantee PPA; though it should be set in stone, we know of cases where it has been lost and not returned. Equally those leaders may give additional time for test marking, data entry, report writing and monitoring. Many of the recommendations in the workload review into planning, marking and data management are principled and practical.  It is workload that is likely to take teachers out of the profession, but factors such as support around behaviour also come into play.

In considering their wellbeing all staff also need to consider their colleagues. Nobody can help being ill but the impact of even a day of absence has knock-on implications for those who have to pick up teaching responsibility in addition to other duties. Though you should have your release times guaranteed some loss of it will naturally occur. Time will be paid back by good leaders without the need to ask for it.

 

The only stakeholders entitled to have a slightly more loaded dice for their wellbeing are the children. They are entitled to the best, to be listened to as much as talked to, to have their needs met and to build the social, learning and life skills that make them the values centred young people that contribute to our society. Teach them well, train them well, treat them well; they will repay the care for their wellbeing by the shedload.

In rolling the wellbeing dice, we need to ensure that it can fall equally on each side. Each of us needs to play fair and add equal weight to the care of each other and ourselves. The biggest impact on wellbeing is when individuality comes first; if we complain loudly and inappropriately, if we drain the energy of our colleagues through negative attitude or workload contribution. Part of #NurtureNovemberHT is #NoNegativityNovember HT https://healthyteachertoolkit.wordpress.com/2017/10/29/nurturenovemberht-revisited-rebooted-and-refreshed/

So let’s keep positive and play fair!

 

 

 

Call it out!

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A fortnight ago our blog ‘Man Up!’  https://healthyteachertoolkit.wordpress.com/2017/10/21/man-up-men-need-to-stand-up-and-challenge-sexism/ urged men to stand up to sexism in our staffrooms and to challenge those who blocked the careers of women over gender, maternity or simple minded prejudice. It also called for men to set an example to the young men in their classes with regard to healthy and positive relationships with women. Since then events at Westminster suggest a number of our male politicians need to heed this message too.

We were perturbed however this weekend to hear that on EduTwitter there had been sexual harassment of female teachers via tweets and DM. Whilst details are scant it would appear to relate to suggestive comments and more seriously the sending of images of male genitalia.

This issue needs addressing. It would appear that more than one man is involved and that it may have taken place over a long period. Whilst we should not speculate about those involved, this being a matter for the law, there are valid points to raise now, especially if you are a perpetrator of these acts and are reading this on the phone or computer from which the offending material was sent.

You are men. You are men in a responsible position. Maybe leading a school or department, maybe a consultant. You have responsibility for safeguarding. Maybe you have thousands of followers and that gives you a sense of entitlement. If you’re reading this, here’s news for you. You have zero entitlement.

You are an embarrassment to your gender; our gender.

You are a threat to our daughters, our wives or girlfriends, our sisters and mothers and to our female friends and colleagues. You are a threat to men too: men can also receive such vile communication, but also you are potentially sowing the thought ‘Is this new follower a potential offender?‘ in the minds of those who have received such repugnant treatment or who may be feeling vulnerable.

You are predators, seizing on what you perceive as a vulnerability or weakness. Your conduct revolts, disgusts, turns the stomach. How in a thousand years could you consider this normal, acceptable or likely to succeed?

You should be hanging your head in shame not massaging your ego. If you defend such behaviour  in others you are equally to blame. You have no place on Twitter and no place in teaching.

The good men out there: let’s have some affirmative action. ‘Call it out’ if you see it or hear it. Challenge it, report it. We stand with WomenEd – “We’re just not going to tolerate it.” If anyone behaves inappropriately report to Twitter. Block them.

Signed: the decent men of EduTwitter.

Man Up? Men need to stand up and challenge sexism.

A values driven school will use those values as principles that guide behaviour. These behaviours need to relate to the lives and actions of the whole school community: the adults need to live and model the values as much as the children do. As adults we set examples which are often determined by our experience and social background, our beliefs, culture, faith and also by our gender.

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When we see such shocking reports as this http://www.bbc.co.uk/news/education-41499243  and with child-on-child sexual offences on the increase as reported here http://www.bbc.co.uk/news/uk-41504571 and here https://www.tes.com/news/school-news/breaking-news/huge-rise-alleged-sexual-assaults-under-18s  there is clearly an issue which needs addressing in terms of sexualised behaviours by children and young people at an early age, particularly relating to the conduct of boys.

In the wake of the revelations into the behaviour of Harvey Weinstein, some professions and businesses have been considering the extent of sexism and misogyny within their staff. Questions are being asked within the Football Association in regard of the conduct of Mark Sampson and others. Education is not exempt from this debate. Just this week this article https://www.tes.com/news/school-news/breaking-views/schools-are-not-immune-virulent-sexual-harassment referenced the conduct not only of our male pupils but also of some male staff.

‘Lad culture’ is probably something that has evolved since the dawn of humanity but the growth of popular culture and of social media has promoted stereotypes and not actively discouraged certain behaviours. Briefly in the 1980s and 1990s, particularly in our universities, there might have been some awareness raised of sexist attitudes, but just this very morning on BBC Breakfast a recent undergraduate admitted that in his student days he was part of the ‘rugby club culture’ and that he participated in ‘leering, chanting and ‘not taking no for an answer‘ the latter part of which he felt uncomfortable in developing further.

As male teachers in education, we are often told that we have to be ‘role models’ for our young male pupils. Whilst we have enough on our plates already and could never be ‘substitute’ fathers or brothers, in many cases we are the only positive male presence in the lives of our boys.

Men therefore need to be able to challenge sexist and other inappropriate behaviours in school. We have heard, even with primary aged children, of boys groping female staff and pupils and these would need to be dealt with as safeguarding concerns. Sex education lessons sometimes raise questions that even broad-minded adults may blush at. We know that these behaviours were challenged and dealt with, but the matter of how a primary aged boy thinks any of these as appropriate begs the question about his actions and attitudes as an adult.

A recent episode of Educating Greater Manchester featured Year 7s in a relationship, ‘dating’, breaking up and making up. Both had been ‘dating’ in their primary school. Are children of this age really ready, emotionally or socially, to say they are dating? Are they ready to cope with the emotional impact of a ‘break up’ and the way it will affect their mindset, friendships and academic work? The boy, the less mature of the pair, seemed quite possessive.

Likewise, any boys who think it acceptable to strike a girl need to be challenged. Any violent act needs to be addressed but this aspect should be especially acted upon not only for the act itself but what it implies in our society.   The boy, and equally as likely the girl,  may have witnessed domestic violence themselves. The cycle of DV needs to be challenged and broken.

Whilst all of these matters will be dealt with by anyone in school, there is a moral obligation upon our male staff to stand firm with the example set and to challenge the stereotypes that this infographic illustrates.

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Do our male teachers always act in the appropriate manner? Many do, but these are some examples of what we have heard from some schools.

  • Overheard from a neighbouring room after school: male staff ‘ranking’ the female staff by ‘desirability’. The actual terminology used is inappropriate for this medium.
  • Overheard in a staffroom; ‘The trouble with the female staff here is that they are only interested in chasing boyfriends, getting married and having babies’.
  • A male teacher giving the name of an adult film actor to a child to include in a story.
  • One male teacher challenged by a male member of SLT about sexist comments to and about female colleagues: ‘Some people are offended by the comments you have made’; ‘Well send them to me I’ll have a word’; ‘Actually, it’s me!’. The offender had the good grace to leave the school shortly afterwards.

Challenge. This is the key word. Challenge: because it isn’t acceptable. Challenge: because it’s wrong. Challenge: because if you joined the profession to make a difference, here you can make a difference!

The revelations about the conduct of Weinstein suggest that this has been known about for years but fear has been a factor in keeping his behaviour hidden and to allow it to continue. The Sampson case suggests that some degree of cover up or an inherently sexist culture within the FA. Fear, for career prospects or of social exclusion, may have been a factor in the lack of challenge of such incidents detailed above.

Social media and the internet is a powerful tool to challenge but also to reinforce negative cultures. Male tweeters can be passive-aggressive in their tweets and selective in their use of language and quoting statistics about the numbers of women teachers and the numbers reaching leadership positions. This is dismissive of the experience of all of those women who have had their career paths diverted or scuppered because of attitudes about gender or because of stereotypical assumptions of pregnancy and maternity.

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Wednesday 11th October 2017 marked International Day of the Girl, and though unable to contribute to any of the speaking events we wanted to contribute to the agenda of the day and to do this particularly by challenging sexism, both in attitudes and in inappropriate behaviour. We began drafting this blog last week have added and edited  after recent events and revelations.

We also shouldn’t forget men who are victims of sexual assault, but who might not feel able to speak out/up as openly as women do. And by creating the divide: women are victims and men are predators, we are not giving them the chance to speak up. We feel passionately that it is not about gender, it is about human rights, it is about men and women coming together to fight against what is morally and legally wrong.

The term ‘Man Up’ is regarded as offensive, with implications that men should behave in a certain manner, not express emotions or display any sensitivity. Let us reclaim the term. The #MeToo and #IHearYou hashtags have allowed women to speak of their experiences without fear. They can be used by men too to call out what they believe to be wrong. We have the skills to challenge the culture. ‘Man Up’ and use them!

#OptimismOctoberHT

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Always Look on the Bright Side of Life.

How has a year gone by so quickly? Our twelfth in our cycle of monthly themes rounds off with a topic dear to our hearts. In the pressure cooker that the education environment of 2017 currently is, negative thoughts are easily generated for leadership pressure, fears over performance and behaviour and by the habit of many teachers to be self-critical. This month we urge you to think positive, drive those critical self-analyses away and be optimistic.

Optimism: it is irritatingly catchy. However is not simply a matter of smiling, laughing off the cares of the world and running through wheat fields. Optimism requires considered actions and attitudes that deep down are driven by our core values. How often have we heard ‘get over it‘ or ‘pull yourself together‘? In point of fact neither are easy options to follow, nor is self-care a walk in the park either. Putting ourselves first, particularly where we put family, friends and colleagues before our own wellbeing, offers many challenges in itself. Ultimately, as most of our themes have suggested, individual mindset comes into play.

Recently @HealthyToolkit launched #SelfCareSunday, and some suggestions for this included a digital switch off, days by the coast or getting stuck into a good book. Ultimately self-care comes down to self-choice. The choice might be to select Saturday; though many teachers hate the pressures on Sunday evening, others report that they thrive on it. Each to their own after all.

Whilst discussing this blog over the Healthy Toolkit HQ kitchen table, we had a healthy debate of our own:

When Sunday night comes around, it’s hard not to experience that feeling of dread for Monday morning. You can use #SelfCareSunday to improve your week by doing a few activities that ensure you’ll have more pleasant days to come. Using Sundays as a dedicated day to get your life together can make for a smoother work week, and you may even find yourself looking forward to the end of the weekend.

If you’re trying to avoid the Monday blues, or you’re just trying to find time to fit in all your errands, consider doing these six things every Sunday to improve the rest of your week.

Plan your meals. Motivate yourself. Have fun”

However we had an alternate viewpoint from another member of our team:

“I don’t like using Sundays to sort out the week. I like to use Sundays to forget about work and household chores and reconnect with myself, God, universe, spend time with kids. Why do we use Sundays for chores? Can we do some things on Friday while we are still in a work mode or Saturday morning? Week is for working. We can’t just say that it’s the only way; we must offer options.”

How do you organise your weekends? What works for you?

We can’t preach. Self-care is a personal choice very much dependent upon circumstances, relationships, attitudes, values and mindset. There are nevertheless a few generic points which our readers may want to consider this coming month.

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Reflect

Upon your own week, month or year. Do the successes outweigh the challenges, laughter the tears and smiles the grimaces? Focusing on the negative is a drain.

Recover

Does the alarm sound before 6am at the weekend too? Does your body clock say ‘school’ to you? A lie in is a rare luxury. Don’t save it to half term or you may be totally exhausted before then. We know some of you might be feeling like that now, but believe us there is a difference between tiredness and total exhaustion.

Renew

Your energies: food, exercise, meditation; whatever suits you. Digital switch off helps too. Do you need to be on Twitter and Facebook at 7am?

Respect

Yourself: your body’s best friend is your mind. Feed it, nurture it, relax it.

Others: the loved one you had sour words with, the friend you had a grumble at, the Tweeter you challenged in haste. Sorry isn’t the hardest word.

Rewind

You can’t turn back time but you can learn from mistakes of the past. If you have spent all weekend planning, little time connecting with the family, no time in the cinema, theatre, pub or football stadium, perhaps now is the time to think how that connection can be reforged, even for a few hours.

Reimagine

Reimagine or reinvent? You won’t change yourself over a weekend. Habits take time to establish, but start leading them and they become routine. A Sunday stroll, an hour in the garden, that subtitled French film that you’ve had sat in the sock drawer since Christmas. Some of you may consider reimagining your work-selves. Are you too hard or too soft? Do you live your values, or just spout them? Are you authentic or putting on an act?

Optimism cannot be dictated. Positivity takes a range of forms dependent upon the individual. #SelfCareSunday, whichever day you take it, allows us to reconnect and rechannel energies. Optimism can help us plan ahead too: Do you know it’s Christmas in only 85 more days?

We have also launched #HealthyToolkitMusic to share amazingly positive and energetic music too. Eagle eyed readers will have spotted the song references hidden in this piece. Please use the hashtag #OptimismOctoberHT in you blogs and tweets. If you are a lucky Tweeter with 280 characters, you can be doubly optimistic.

 

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When is a story not a story? When it is born from lazy journalism.

Last week we wrote of the lazy stereotypes, of teachers and pupils, portrayed in Channel 4’s Ackley Bridge https://healthyteachertoolkit.wordpress.com/2017/08/09/lazy-stereotypes-schools-thrive-on-relationships-but-not-like-these/ where the theme of our blog was on the promotion of healthy relationships in schools. This was of course a programme produced with entertainment as its aim.

It was with some dismay that this week this article appeared in the press https://www.tes.com/news/school-news/breaking-news/bored-teachers-sign-cheat-partners-during-holidays

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If this had appeared in one of the tabloid newspapers, especially one of those that delights in criticising schools and teachers, then we would not have been surprised. We regularly see tales of schools banning haircuts, usually accompanied by a picture of a grumpy parent and child. Schools banning chips and parents making deliveries through the fence makes good copy for editors. Teachers caught drunk and abusive on a night out sometimes makes the news too.

This piece however was published by the TES, an esteemed publication we believed that is not prone to feature sensational or provocative journalism.  We take issue with a number of points in this article.

The gist of the piece is that 30,000 teachers, 6.6% of the workforce, are signed up to a website to arrange encounters to cheat on their partners and that there has been a spike in new registrations by teachers this summer, with 300 of them supposedly surveyed and 80% of these saying they were cheating because of “boredom and loneliness” during the holiday.

  • More than 80 per cent of newer registrants to the site were female.” Why draw attention to this? It is sexist to do so and to suggest that females are more likely to cheat than males.
  • More than 59 per cent of the maritally frisky teachers came from small towns and rural areas.” What does this term ‘maritally frisky‘ mean? It seems to have been extracted from a politically incorrect 1970’s sitcom. What is the writer trying to suggest about “small towns and rural areas” that makes the morals of inhabitants of these places any different from those who live in cities?
  • The mention of “boredom and loneliness” during the holiday period suggests some people have no control over their libido and that they are unable to wait for a few hours for the return of their partner.

Marriages and relationships break down for a variety of reasons, of which infidelity is only one. Some of us will know of a teaching colleague who has cheated on a partner, but the stark reality for a teacher is that managing workload and a stable relationship, perhaps with children too, is enough of a life challenge. Anyone who can fit in an affair too is probably not entirely dedicated to their role.

The article goes on to quote a spokesman for the website, someone perhaps qualified to speak for his clients but not one who could honestly speak with authority about teacher workload and stress. Reference to teachers being “too consumed … to notice the cracks appearing in their marriage” and only noticing that their relationships are damaged during the holidays is a patronising and sweeping statement and  “It’s only a matter of time before the itch to cheat kicks in” suggests many of our colleagues are morally corrupt.

Exception will be taken by many to the photograph accompanying the article; a scantily clad and provocatively posed pair who were young and slim. Is it only youthful and slender people who are adulterers?

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What the article fails to point out is whether we actually know that these 30,000 are actually teachers. It is only two years since the hack of the Ashley Madison website, one set up similarly for married people to have adulterous encounters. There was a fear amongst clients that their details would be leaked and their life partners discovering their infidelity. It is likely, is it not, that some people may alter some of their personal information online to protect themselves. These ‘teachers’ may actually be civil servants, accountants or even unemployed.

Teachers are not going to lead blemish free and blame free lives. Some will have affairs, but that is the nature of society, not of teachers. Many though will have strong moral values and a sense of self-control which means they would never do such a thing. Teachers are just as entitled to join online dating sites as anyone else and indeed we know of teachers who have met their partners through such means.

This article though is sensational, falling as it does during the ‘silly season’ where serious news is often short on the ground. We would ask what the purpose of the article is and what it is aiming to achieve: To belittle teachers? To raise a cheap laugh? Don’t forget that in August our secondary colleagues have two results days to concern themselves with, primary teachers are setting up new classrooms and planning and our senior leaders are concerning themselves with data analysis and the year ahead. Time for an affair? Think again!

In short this is lazy journalism, not befitting the reputation of the TES.

Must try harder. See me after class.

 

 

 

 

Lazy Stereotypes? Schools thrive on relationships but not like these.

How many great films about schools and teaching come to mind? Dead Poets Society? The History Boys? To Sir, with Love? The Breakfast Club? Each film has an ‘edge’, and an issue as the hook to its plot line: curriculum content, teaching styles, race, peer pressure

Television frequently uses the education setting too in serial drama (Teachers, Waterloo Road, Grange Hill), in comedy (Bad Education, Big School) and in reality programming (Educating Essex/Yorkshire/Cardiff) Each of these, like the films, at its heart is about the strength and impact of relationships in a school between and amongst teachers, pupils and parents.

It was with interest then that we looked what had been saved on the Healthy Toolkit HQ Digibox in the Summer Term. Ackley Bridge, a six part drama about the merger of two schools in a fictional Yorkshire town was shown on Channel 4 at 8pm, not their usual time for drama but a primetime slot aimed perhaps at a generation of viewers who as young teenagers might have watched any of a number of popular soap operas.

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As a vehicle for the undoubted talents of Jo Joyner and Adil Ray as well as a showcase for a range of terrific young actors, the programme certainly appealed to an audience who liked to see a few hard edged and real life issues. However there were, from an education perspective, a number of lazy stereotypes and a poor communication of the relationships that would be at play in a typical school. In fact much was unrealistic and in the realms that would have a school closely scrutinised in real life.

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The Headteacher

  • Mandy Carter (Jo Joyner) married to another member of staff Mr Bell (Paul Nicholls). Relationships between staff members develop in any workplace, not just in schools, but surely there would be some kind of expectation that a senior leader of a school would not be in a relationship with another staff member. Accusations of favourable treatment and of confidentiality would inevitably arise in such a situation. Codes of Conduct might discourage this, and a quiet sideways move to save professional integrity might have been in order. Kissing in the staffroom though? At least the laziest stereotype, the stationery cupboard was avoided.
  • Mandy has an affair, possibly a one night stand, with the school sponsor, Adil Ray. The lazy line of ‘it was a mistake, it was only once‘ is trotted out. His role however is portrayed as wealthy businessman with a sense of entitlement. He is outed, publicly, by his daughter and seems to pay the price at the hands of the Governors and his golf club. Ms Carter’s future remains unclear at the series end.

Ms Keane: English Teacher

A central role, Emma Keane (Liz White) would have been suspended or sacked several times over.

  • Emma arrives late for briefing on the first day of term, in flip-flops, straight off the plane. It is revealed that she missed the training day. Her friendship with Many saves her a telling off.
  • Estranged daughter arrives, drunk, at school and vomits in class. No school in their right mind would let her past reception. The bottle of fizz was a clear indication of her inebriation.
  • Said daughter takes mum’s phone, finds a topless picture from holiday and posts it on mother’s Twitter account with hashtag #AckleyBridge. Predictably picture goes viral. Emma escapes with little more than cosy chat with Ms Carter. Bringing the school and the profession into disrepute anyone?
  • The grandmother and carer of the key student character Missy Booth dies and Missy maintains a sense of normality for the sake of 15-year-old sister Hayley to stop her going into care. Once Emma finds out, no safeguarding procedures are followed; she takes on the matter herself. Once again when the correct authorities are involved, little more than a metaphorical slap on the wrist ensues.
  • Emma openly tries to pursue a relationship with another member of staff, Samir Qureshi, until his revelation of his engagement.

Mr Bell

Where to start?

  • Has already had an extra-marital affair resulting in a pregnancy. Great moral fibre!
  • Hit’s a boy and essentially acts to protect and support him to prevent being reported.
  • Same boy appears to have fathered a child, which he has in school in a sports bag! Mr Bell helps him keep the child safe (safeguarding) and to find the truth about the actual parentage of the baby.
  • I’m Mr Bell‘ he calls out on day one; insert your own response from the boys, it is that predictable a script.

Other issues

  • One teacher begins, then halts a relationship with a pupil. At least one pupil knew of this. No response has been apparent so far. We know these relationships occur and we know what the consequences of them should be. Here is an opportunity in a future series to explore this theme, fully and accurately.
  • Emma’s would be boyfriend reveals that he has been in jail for drug offences. The production company, The Forge, and Channel 4 must surely be aware of DBS. A jail term, and it must have been recent, would discount the teacher from a post. What school, in its right mind is even going to entertain the notion of employing somebody with any known link to drugs, user or dealer?
  • There is a stereotypical ‘school stud’ who chances his arm with any number of the young women students. Whilst again there will be characters like this, he had no depth other than an awareness of his image and at a different level from the school sponsor, to a sense of entitlement when it came to relationships.

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There was much to recommend the series though. It explored developing aspects of sexuality, cultural traditions in a changing society, social and class interaction as well as the integration of two school communities who we were led to believe were polarised.

The series has been commissioned for a further run of twelve episodes. Someone at Channel 4 must appreciate it.

The crux of the matter is that relationships are the key to the culture of a successful school. Get it right and the school will be a harmonious and trusting environment; get it wrong and toxicity reigns. Only this week Natasha Devon commented on how schools are getting the ‘S’ right in SRE but now need to focus on the ‘R’: well worth a read https://www.tes.com/news/school-news/breaking-views/schools-are-making-good-progress-s-sre-now-we-must-focus-r

We are teachers, not television executives, and we appreciate that teachers arguing makes better TV than teachers marking or answering emails. But if you are reading this at Channel 4 or The Forge, think about the importance of healthy relationships in a school and making them work to the advantage of everyone, not just to the viewing figures.

End of Year Teacher Gifts: It isn’t a competition!

As the end of the school year approaches like on oncoming train, the thought of many parents are turning to an end of year gift for their child’s teacher.

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This year this story has appeared http://www.bbc.co.uk/news/av/education-40503048/what-do-you-gift-a-teacher linked to a survey on a well known parenting website. Past articles suggest that gifting has become increasingly competitive among parents http://news.bbc.co.uk/1/hi/education/8585605.stm and http://news.bbc.co.uk/1/hi/magazine/8588733.stm

Should teachers expect end of year or end of term gifts? At this time of the year parents’ and pupils’ wellbeing might suffer due to the pressure to comply with the expectations of parents and children. What can we do as professionals to relieve this pressure?

We know that in some schools parents will organise class collections and that in some cases there will be social pressures on parents and children to comply. A £5 contribution from every family will result in a substantial gift for the lucky teacher. Think back to that social pressure. The very nature of society isn’t equitable and unless you are in a school in a Stepford Wives kind of community, unanimity among parents is unlikely. There are those who will contribute to the collective gift and to an individual present. On the other hand there are parents who will not purchase a gift for their child, not from ingratitude but because they don’t believe teachers should receive a gift for doing their job.

The class collections tend to come about in more affluent areas. If you work in an area of higher socio-economic challenge, talk of Mulberry handbags and champagne hampers will be unfamiliar. Here though we see the most heartwarming examples of generosity. In one of our schools, one mother made extraordinary sacrifices to buy the departing Headteacher a bouquet as thanks for the years of support she had given to her and her daughter; a touching moment that brought more than a tear or two. Handmade cards or cakes, made from love and not with any competition in mind: those are the gifts with the greatest value. Like the old woman who gave her last coins in the temple, families in these circumstances give more than those with the designer label aspirations.

We know also that the gift profile will vary dependent upon teacher age and gender, between class teachers and school leaders and most markedly between sectors; primary teachers are more likely to be recognised at the end of term than their secondary counterparts, having spent 90% of the school year with their class rather than 90 minutes a week.

Whether we receive a gift in any of the above circumstances, we should show our appreciation and gratitude for it. Here at Healthy Toolkit HQ we have received over 100 ‘Best Teacher in the World‘ mugs over our combined careers. In recent years some teachers on social media have been caught out making disparaging comments along the lines of ‘How original: a best teacher mug!‘ and then we saw this in The Guardian from 2015 https://www.theguardian.com/teacher-network/2015/jul/22/teachers-end-of-term-gifts-the-good-the-bad

Now think about this. In the primary sector in particular, you are this child’s world outside of home. You have metaphorically held their hand, wiped their nose and been the consistent and reliable presence in their learning. They want to say thank you. They are not to know how many boxes of Maltesers, smelly gel pens or key ring fobs you have received in the past. This one is for you, the special one, meant with every ounce of their little heart and with every drop of feeling they can muster.

If you receive something from your class, however large or small, expensive or otherwise, it has been bought with genuine feeling and been chosen just for you; even if next year’s teacher is ‘The Best Teacher Ever‘ it is your title for now!

Remember, it is the children’s way of saying this!

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#JourneyJulyHT

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Life is a journey and for those of us in education we look forward to the breaks in our travel. July is upon us already and with three weeks to go for most of us in England, thoughts turn to the summer break and beyond: new challenges; new post; new direction perhaps.

This month the team at Healthy Toolkit invite you share the tales of your journey be it through this past year, your whole career or through life. Tweet them, blog them, share them on Staffrm but most of all appreciate and celebrate them.

Our experiences are what motivate and make us, engage and energise us. Maybe sometimes they may try to bend and break us, but ultimately our experiences shape us. They guide our values, they help us in choosing our friends and associates and determine the paths that our personal and professional lives take. We owe our journeys to those we love and care for. Our parents and partners have held our hands and helped along the way. We should celebrate every step of our journeys, for good or otherwise.

So let us begin with the Healthy Toolkit journey. We came together as a group through Twitter, through a shared love of healthy, homemade and sometimes homegrown food. However we soon realised that we shared much more; values to be precise. Our shared values have guided the way we have moved forward as a team and they mark not only how we work as a group, but represent what we believe are the authentic values that the most effective school leaders should be promoting.

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Our concept of ‘Healthy’ has grown with us, from our initial thoughts about healthy eating and proper hydration, to healthy attitudes to colleagues, to healthy use of social media and digital interaction. We are absolutely dedicated to developing effective wellbeing not only in our own schools but in modelling it for others too. We believe that wellbeing needs to be real, hard and practical and based on genuine need because it impacts upon real people with a diverse range of strengths and abilities.

There is more to wellbeing than group hugs and motivational posters, though both have their place. Wellbeing thrives on relationships and culture. A culture of trust, equality, personal liberty and development where staff feel safe needs to be cultivated. Where culture promotes collaboration and celebration through shared values, healthy professional relationships will develop and be maintained. A culture of blame, of criticism and of sniping at the tiniest perceived affront, even down to semantics, is most unhealthy and would undermine any wellbeing initiative.

We have grown over the past year to believe that wellbeing is for everyone, led by everyone, for the benefit of everyone.

In a few sentences, this sums up Healthy Toolkit. We have grown, bonded, laughed and cried together in the last twelve months and have become genuine friends.

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That’s our journey. What’s yours?

Please let us hear how you have grown in life, in your teaching career or in recent months. Blog your journey or share using the https://staffrm.io platform.  Twitter is a great way to share. Use the hashtags #JourneyJulyHT and #SayYes2Wellbeing and to promote the influential Twitter friends you have made use #FFInspirational and tag in those educators who have truly inspired your journey. Thank you.

 

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Pulling our weight? Did the ‘New Man’ ever exist?

A couple of weeks ago our attention was drawn to this article in The Guardian, set out as a comic strip but with a serious message at its heart: https://www.theguardian.com/world/2017/may/26/gender-wars-household-chores-comic?CMP=share_btn_tw alongside the question ‘How would you make this work?’ It may be appropriate to consider this topic on Fathers’ Day.

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In the UK equality legislation was enacted within the Equal Pay Act 1970, the Sex Discrimination Act 1975, the Race Relations Act 1976, the Disability Discrimination Act 1995 and most recently the Equality Act 2010. Common sense would dictate however that the true impact of equality comes not for the power of the law but from personal and societal attitudes and values. Nowhere is this more powerfully demonstrated than in the home and in a family environment.

Two weeks after the birth of the youngest child of one of the Healthy Toolkit team he was introduced to a new member of staff as ‘our token New Man’. This was in the late 1990s for those unfamiliar with the phrase. It was a term he was entirely comfortable with, our colleague asked the DHT why she had described him so. ‘You’re a man who knows his way round a kitchen, you read, watch sub-titled films, wear pink without being self-conscious, don’t flirt with your female colleagues and you cry. But most of all you’re a great dad.

Though anecdotal, this does reflect upon the place that living by decent values has. Fairness and equality would feature in the values spectrum of any man, particularly one who has become a father. Fatherhood isn’t a status symbol; is a role with great responsibility.

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Responsibility doesn’t stop at conception! Though men will never know the discomfort of morning sickness and the pain of childbirth, but they should be there to support in much more than a tokenistic manner.

It is after your baby has arrived that you really show your mettle. Gentlemen reading this may have taken their fair share of night feeds, nappy changing, washing soiled clothes at unearthly hours. Equally there will be plenty who don’t. Have you sat up all night cradling your unsettled offspring to allow your wife or partner to rest? Have you taken the car out at 3am and driven up and down the bypass until the little one drops off?

Or do you come home and expect your dinner to be ready and the house spotless with the children already tucked up in bed? Do you play the ‘I can’t work the hoover’ card? Or play the ‘kitchen buffoon’ gambit? Even if you are no Jamie Oliver, any fool can fry an egg, make an omelette or even cook a ready meal or a tray of oven chips.

Parenthood is an emotionally and physically draining experience, but it is one which needs to be shared as equitably as possible. Both partners have lives, both have careers, both have responsibilities. Are the men making sure the balance of life, career and responsibility is equal? Aforementioned offspring barely slept the night for 18 months. She has grown to be a cultured, sensitive, intelligent, creative and progressive young adult, because we got the balance right.

Rights to paternity leave have changed in recent years. Gone are the two day limits. https://www.gov.uk/paternity-pay-leave/overview provides more information and parental leave can be shared https://www.gov.uk/shared-parental-leave-and-pay/overview though we still have a long way to catch up with the Swedes who have 40 days of paid parental leave to share.

We know in our profession that many of our children do not have a stable male role model in the home. Many of them will have a father that indulges in macho posturing at Parents’ Evenings, at the school gate or on the sidelines at Sports Day. Some of our children have absent fathers, through marital breakdown, domestic violence, substance misuse or simply through a denial of responsibility. Many of us will know of at least one child who has never met their father and others who don’t have the father’s name on their birth certificate.

Male teachers aren’t substitute fathers, but they do for many children represent the only stable, reliable, consistent and responsible male presence in their lives. Our conduct sets an example to them: in not fulfilling macho stereotypes; in the respectful way to treat women and girls; in settling conflict with words not fists; in our responsible conduct online and on social media.

Any fool can make a baby. Responsibility is much more than blood type and DNA. You have created a life. You have created that life with someone you love, and that life needs to embody the values, culture and responsibility that both parents hold dear. To be a father takes time; takes dedication; embraces a mindset to share the role and to take on more than a fair share of responsibility.

It takes heart, it takes soul, it takes spirit, it takes a real man to be a daddy!

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Happy Fathers’ Day  to all fathers, near or far, gone but not forgotten.